Over the past two years, faculty from different academic areas at Capilano University have participated in two separate year-long faculty learning communities (FLCs). Led by an experienced facilitator, each group of 8-10 participants meets about every 3-4 weeks to discuss pedagogical challenges, strategies, and goals while reading literature from the scholarship of teaching and learning. Along the way, the groups have developed a strong sense of trust and community (e.g., as evidenced by high levels of personal disclosure and the extension of these groups beyond their 1 year mandate). The strengths of this cross-disciplinary approach to addressing teaching and learning challenges as well as fostering a culture of reflective teaching and pedagogical innovation at the university will be discussed.
