A faculty learning community (FLC) is a group of interdisciplinary faculty, graduate students and/or professional staff groups ranging in sizes of 6-15 or more (8 to 12 is the recommended size) engaged in an active, collaborative, year-long program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, interdisciplinarity, the scholarship of teaching and learning, and community building. According to the literature, FLCs evolved out of student learning communities. FLC participants may select a focus course or project to pilot innovations, assess the resulting student learning, and then present the results to their colleagues in various formats. The evidence shows that FLCs increase faculty interest in teaching and learning and provide support for faculty to investigate, attempt, assess, and adopt new learning methods. FLCs have been shown to build community as well. For all of these reasons and more, a team from your CT+LE will be participating in a FLC Developers' and Facilitators' Institute later this week. Melissa Hudler, Randy Smith and Todd Pourciau will be joining over 50 other participants in an interactive, hands-on summer institute focused on helping us create a FLC program at LU. Check back later this week for on-site updates from Pomona, California. Dr. Milton D. Cox, who is co-directing the summer institute, wrote an informative article that describes the benefits of FLCs in detail. Cox concludes that FLCs provide "careful reflection on the appropriateness of actions with respect to outcomes and social structures, also called double-loop learning." As you begin to build or update your course syllabi for the fall semester, we wanted to offer you a tip on the course description section. This section should really be designed to capture the student's attention. It should describe how your course will enhance the student's skill set for life. James M. Land, in his book On Course (MJGL# LB 2331 L245) suggests that "one means of helping students to see the importance of the course topic can be to frame the course as a whole with a meta-question; a broad and important question which the content of the course will help them understand more deeply, and which ultimately will enable them to construct their own answer by the end of the term." He provides as an example for an American literature and history class the question "What is an American?"