Abstract
This article offers an exploratory case study of a program for faculty that blends contemplative practices, scholarly productivity, and renewal of faculty as writers at a retreat in a natural setting. We share faculty learning outcomes, logistics, a retreat agenda, and evaluation data from four writing renewal retreats conducted over two years to present initial insight into a contemplative approach to writing retreats that fosters a connection to self, to scholarship, and to a community of writers—key elements of a successful writing life. Through critical reflection on the role of contemplative practices, scholarly productivity, and faculty well-being, we offer a model for holistic faculty development.
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