The neglected learner: a call to support integrative learning for faculty

Technology and globalization also change our relationship with knowledge in all professions and disciplines. [...]the growth of service and administrative roles complicate notions of faculty workload.\n Such models would encourage more attention to context and place as well as a greater investment in, and connection to, immediate communities. [...]a campus would be better able to attend to the neglected learning of faculty if it operated more like a "learning organization"- one that engages in intentional, transparent, and planned reflection and communication.