Abstract
Professional development for teaching frequently focuses on methodology and strategy. Information and opportunities to practice techniques are often offered in onetime, interactive workshops. However, one-shot faculty development opportunities are not designed to address a critical element of the faculty role in the learning/teaching dynamic-individual beliefs, experiences, and research regarding learning. Faculty Learning Communities (FLC) is a collaborative initiative at Texas A&M University in which interdisciplinary groups of participants examine learning. The format includes ninety-minute weekly meetings over an academic year, recommended readings on learning, reflective journaling, and individual and collaborative tasks. FLC provides an opportunity to explore learning from multiple perspectives. This process validates what participants know, while supporting the development of a common language and theoretical foundation from which to dialogue. The sustained nature of the interaction provides an increased sense of connectedness and community. Through participation in FLC, faculty members draw ideas, energy and perspective from their exchange that they incorporate into their thinking about, and practice of learning and teaching.