Faculty learning communities create connections for isolated teachers, establish networks for those pursuing pedagogical issues, meet early-career faculty expectations for community, foster multidisciplinary curricula, and begin to bring community to higher education.

The scholarship of teaching and learning has been a primary motivator and focus of faculty learning communities. This chapter reports on the strategies, processes, and activities that foster this scholarship in FLCs.

In my 20yearsiffaculty development, I havefoundfaculty learning communities to be the mosteffective programsfor achievingfaculty learning and development. In addition, these communities buildcommunication across disciplines, increase faculty interest in teaching and learning, initiate excursions into the scholarship ofteaching, andfoster civic responsibility. They provide a multifaceted.flexible, and holistic approach tofaculty development. They change individuals, and, over time, they change institutional culture. Faculty learning communities and their "graduates" are change agents who can enable an institution to become a learning organization. In this article I introducefaculty learning communities and discuss wt1.ys thatthey can transform ourcolleges and universities.

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