ABSTRACT
This chapter describes the range of approaches the people have used to develop and then continually improve the capacity of instructors to support inquiry-guided learning in the classroom. Faculty learning communities have played a vital role in each of the projects that have fed the IGL initiative at NCSU over the past several years. Retreats are effective at the beginning of a project to build community and establish a foundation of common understanding and experience. More formal celebratory events are important, because they mark important achievements and dedication of time and effort, no mean accomplishment given the packed schedules of most faculty members. Faculty development has played a critical role in growing and sustaining the inquiry-guided learning initiative at NCSU. In addition, course-based assessment has played an important role in sustaining faculty development and engagement with inquiry-guided learning among those faculty and departments that have embraced it with some enthusiasm.
