Facebook is ubiquitous on university campuses, and yet, at the time of this writing, there was a distinct absence of Facebook in the higher education classroom – except when used by distracted students during a lecture. Facebook has pedagogical potential. Why are some faculty resistant to using Facebook for purposes of teaching and learning? What empirical data exist to support the use of Facebook? What are the disadvantages to teaching and learning of using Facebook? When faculty have used Facebook for pedagogical purposes, how was it used? These questions will be addressed in this article.

Your open-heartedness and your trust in me is deeply appreciated. Your lived experiences and counter-stories have made an indelible impression on me. Thank you for agreeing to be part of this process. You are each in your own way changing the world. Three other people in particular deserve special acknowledgement: Jim Lichacz, my husband, for his unconditional love, assistance on several creative projects, and preparation of many family meals; Jane, our fiercely-intelligent daughter and Ivy Leaguer who said I was her inspiration; and Cooper, our keenly-observant and creative son, who begins his own higher education journey soon on this very campus. You three are so dear to me. Thank you for giving me the space and time to do what I thought for so long I could never do. I have one other family member to thank for all her encouragement: my sister, Sandi. Your love sustained me. Thank you for reading the papers I sent you, driving me to that conference in Rhinebeck, listening to me give a presentation, and giving me a "focus" bracelet last Christmas. Every bit has helped. I love you.