A new first-year seminar at a large research-intensive university provided the context for a topic-based faculty learning community (FLC) in which the first faculty to teach in the program worked together to identify the most effective ways of conducting the seminar. Membership in the FLC consisted of faculty from diverse disciplines and with…

This article presents a preliminary study of a faculty development program at a university in the Northeastern United States, exploring how the program influenced instructors' teaching conceptions about teaching in general and themselves as educators, and teaching approaches , including intended and adopted strategies. Interviews with 12…