AbstractWe are witnessing the increasing use of contemplative practices by university faculty, administrators, staff, and students: a quick glance at the table of contents in this issue shows the wide range of applications, disciplines, and cultural contexts. Since its inception in 2014, the Journal of Contemplative Inquiry has been fortunate to have received five years of research and personal reflections on the impacts of contemplative practices in higher education. The Journal has documented impacts on the personal and professional lives of faculty and staff, student learning and well-being, community-building, and intercultural dialogues.
Authors who publish with this journal sign a publishing agreement after their paper has been accepted. Through the agreement, authors transfer copyright to CMind, the Center for Contemplative Mind in Society, the publisher of JOCI. Authors may enter into additional contractual arrangements for the non-exclusive distribution of the journal's published version of their work (e.g., to publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are also permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), with acknowledgement of its initial publication in this journal and retaining the formatting as published in JOCI.