Introduction

Multiple levers are exerting pressure on higher education institutions to restructure and change their deeply embedded assumptions and practices regarding teaching and learning. These pressures are keenly felt in the United States and abroad. The world is changing and landscape of higher education is called upon to change with it. Applying an organizational lens to this work led me to wonder how broad-scale changes in teaching and learning are likely to be achieved successfully in higher education. As higher education increasingly is subject to enormous pressures and expectations to improve and change, the role of teaching and learning centers (TLCs) is even more critical. Institutions cannot and should not avoid placing new demands and expectations on TLCs and developers. Fortunately, the evidence gathered supports that a significant change in the role of faculty development is well underway. The growing concern with institutional change is apparent when examining emerging literature, publications, and conference sessions both in “faculty development” and higher education.