<p>Participation in online learning has increased in recent decades, with dramatic growth sparked by the global COVID- 19 pandemic. When teaching online, faculty must be responsive to students’ diverse social, emotional, moral, spiritual, and physical needs, in addition to their intellectual development. Formative or whole-person education is a holistic approach to supporting student wellbeing. In this study, we use data from 308 faculty members at a Jesuit university in the Northeastern United States to examine faculty engagement typologies in formative education online and to explore whether engagement varies across faculty characteristics. We use a three-step mixture modeling approach to latent profile analysis with covariates. Our findings identified four profiles, corresponding to lowest, lower middle, upper middle, and highest engagement in formative education online. Subsequent modeling indicated that women; faculty identifying as spiritual (whether participating in organized religion or not); faculty in nursing, education/human development, social work, and theology; and faculty with online teaching experience prior to the pandemic were more likely to be in the highest engagement profile. Our results offer insight into how faculty support students’ holistic needs. They have implications for faculty professional development; tenure and promotion policies; and supporting faculty members’ spiritual development.</p>