Welcome to an exploration of the transformative potential of Faculty Learning Communities (FLCs) in higher education. This edited volume, ‘Expanding the Vision of Faculty Learning Communities in Higher Education: Emerging Opportunities for Faculty to Engage Each Other in Learning,’ dives deep into the various dimensions of FLCs, revealing how they have adapted and expanded across different platforms and environments while adhering to their core values.

The book is structured into several insightful sections. The first section delves into how FLCs play a crucial role in supporting faculty retention, enhancing teaching practices, and advancing scholarship. By fostering a collaborative environment among faculty, these communities help to create a sense of belonging and professional growth.

Moving into the second section, the focus shifts to teaching methodologies that respond effectively to student learning. Here, various case studies demonstrate how FLCs can be designed to be responsive to the needs of students, ensuring that faculty are equipped with the necessary tools and strategies to enhance learning outcomes.

The third section addresses the transition to online and virtual FLCs. As the landscape of education evolves, so too do the methods of engagement among faculty. This section explores innovative practices and technologies that facilitate online collaboration, ensuring that faculty can continue to connect and learn from one another, regardless of their physical location.

In the fourth section, the book highlights FLCs that prioritize the creation of a supportive community. These communities foster a culture of care and integration of mindfulness, recognizing the importance of mental well-being in the academic profession. The cultivation of such environments is essential for sustaining an engaged and productive faculty.

Lastly, the fifth section examines the long-term progression and impact of FLCs over multiple years. This longitudinal perspective provides valuable insights into how sustained engagement within these communities can lead to significant improvements in teaching practices, faculty satisfaction, and student success.

The foreword by Milton D. Cox further investigates the evolution of leadership within faculty learning communities, shedding light on how leadership styles and practices have adapted as FLCs expand. This comprehensive overview not only contextualizes the growth of FLCs but also underscores their importance in the modern educational landscape.

In conclusion, this edited volume on Faculty Learning Communities offers a thorough examination of how these communities are evolving and the profound impact they have on faculty engagement and student success. It serves as a vital resource for educators seeking to enrich their teaching practices and foster a collaborative academic environment.