Author ORCID Identifier
David Wolff: https://orcid.org/0009-0009-2855-8472
Melissa Wolff: https://orcid.org/0009-0004-8766-3866 Mark Diacopoulos: https://orcid.org/0000-0002-1861-8787
Abstract
This self-study explores the transition of two faculty members returning to teach at their alma maters. Using visual methods, reflective journals, and peer dialogue, the researchers documented their experiences over six months. Triangulated data revealed eight themes, including: Identity Formation, Shifting Perspectives from Student to Faculty, Interpersonal Attunement, Navigating Changes, Memories Shape Perception, Occupational Stressors Impacting Transitions, Student Advocacy, and Personal Growth. The study highlights how personal and professional identities evolve during career transitions, and how reflective practices can deepen understanding of adaptation in higher education. These findings contribute to the literature on faculty development and offer insight into the emotional and relational dimensions of returning to familiar academic spaces.
Recommended Citation
Wolff, D., Wolff, M., & Diacopoulos, M. (2026). Returning to Roots: A Self-Study of Married Faculty Transitioning to Faculty Roles at Alma Maters. The Interactive Journal of Global Leadership and Learning, 4(2). https://doi.org/10.55354/2692-3394.1073
Included in
Adult and Continuing Education Commons, Community College Leadership Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Leadership Studies Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
