Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses. This is the 97th issue of the quarterly journal New Directions for Teaching and Learning.

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EDITORS'NOTES 1 Milton D. Cox, Laurie Richlin 1. Introduction to Faculty Learning Communities 5 Milton D. Cox The faculty learning community (FLC) movement has its roots in future, new, junior, mid-career, and senior faculty's desire for community, transdisciplinarity, and support for investigation and implementation of new teaching and learning approaches and opportunities. 2. Overview of Faculty Learning Communities 25 Laurie Richlin, Amy Essington FLCs have been established at all types of academic institutions. The authors describe the current attributes of FLCs, including institutional category and FLC sizes, budgets, participants, and activities. 3. Institutional Considerations in Developing a Faculty Learning Community Program 41 Gary M. Shulman, Milton D. Cox, Laurie Richlin Developing an FLC program involves changing the institutional culture. This chapter examines leadership recommendations for institutional change, reasons for choosing the FLC model, and institutional conditions that facilitate or hinder FLCs. 4. Developing Facilitators for Faculty Learning Communities 51 Karin L. Sandell, Katy Wigley, Ann Kovalchick The FLC facilitator has been identified as an important key to FLC success. This chapter highlights three FLC facilitator preparation programs. 5. Facilitating Faculty Learning Communities: A Compact Guide to Creating Change and Inspiring Community 63 Martha C. Petrone, Leslie Ortquist-Ahrens This chapter discusses how adopting good practice in group processes can help FLC facilitators be more successful. 6. Developing a Statewide Faculty Learning Community Program 71 Sheryl Hansen, Alan Kalish, Wayne E. Hall, Catherine M. Gynn, Mary Louise Holly, Dan Madigan A small state agency successfully used the FLC model to collaborate with campuses in faculty development efforts for increasing the use of technology in teaching and learning. 7. Managing Multiple Faculty Learning Communities 81 Melody Ayn Barton, Laurie Richlin As FLC programs grow, it becomes necessary to find a way to manage the details for multiple concurrent FLCs. The authors describe how technology and diplomacy can aid FLC coordination. 8. Assessing Faculty Learning Communities 87 Harry Hubball, Anthony Clarke, Andrea L. Beach Evaluation and assessment are critical to the success of FLCs, and authentic assessment has the potential to contribute greatly to the quality of FLC experiences. This chapter examines the relationship of theory and practice in assessment in the context of FLCs and provides practical suggestions for implementation. 9. Technology in Support of Faculty Learning Communities 101 Norman Vaughan Technology can be used to effectively support FLCs. This chapter explores how technology and a community of inquiry model can be used to facilitate individual reflection and critical discourse. 10. Supporting Diversity with Faculty Learning Communities: Teaching and Learning Across Boundaries 111 Martha C. Petrone FLCs create a safe space for cultural transformation of teaching and learning and invite participants to reflect on their beliefs and actions in regard to the diversity of their communities and their students. 11. Developing Scholarly Teaching and the Scholarship of Teaching and Learning Through Faculty Learning Communities 127 Laurie Richlin, Milton D. Cox FLCs provide opportunity and support for faculty members to investigate new teaching and learning strategies in a scholarly way and to contribute to the scholarship of teaching with publications and presentations. 12. Midcareer and Senior Faculty Learning Communities: Learning Throughout Faculty Careers 137 Muriel L. Blaisdell, Milton D. Cox FLCs can provide an exciting space for midcareer and senior faculty to reestablish community and explore new ideas with colleagues. 13. Faculty Learning Communities for Preparing Future Faculty 149 Laurie Richlin, Amy Essington Graduate students can be prepared for academic careers through both cohort-based and topic-based FLCs. INDEX 159