ABSTRACT
The Faculty Study Group program, begun in 1996, currently involves approximately 170 faculty members who have committed to working together in small groups organized around themes and objectives of their choosing. This chapter explains the way that frames for understanding student development are being utilized in the emerging reform effort. It concludes with an overall appraisal of how the Learning Partnerships Model is influencing thinking about educational reform and the role that the model is playing in faculty development. During the past several decades, the research on learning has matured and developed to the point where learners are no longer seen simply as individuals to be shaped and molded independently of others or the culture around them. The RLC is distinguished by its curriculum and pedagogy. The success of the RLC in stimulating student development, even within the 2 years of its inception, is remarkable to all who know the program and interact with its “graduates”.
