Faculty members are increasingly challenged by the lack of dispositional strengths among their college students. This challenge is complicated by faculty members who question should they work to influence students’ dispositions, and how might they help students develop dispositions. Based on Mezirow’s (1991) transformative learning theory, and Krathwohl, Bloom and Masia’s (1964) Affective Hierarchy, this article addresses those questions by encouraging faculty members to engage in the Faculty Transformation Process. The Faculty Transformative Process is comprised of five steps—acknowledge, assess, analyze, assimilate and action. Together these steps support faculty members in first acknowledging a dilemma exists, and then, working on an action plan to build sustainable and affirming relationships with college students through mentoring and professional development.  The goal is to influence students’ thinking about, and valuing of, dispositions that will impact their lives beyond the college classroom.

Key Words: disposition development, faculty development, college students