Abstract
The traditional goal of new faculty orientation has been to acculturate incoming instructors by providing them information regarding institutional expectations, the student body, and funding opportunities. The author advocates a new model that focuses instead on the development of a learning community approach. This model recognizes the particular characteristics, strengths, and interests of the next generation of new faculty, and intentionally aligns them with the needs of the institution. The outcomes of the learning community are a stronger, more resilient faculty and an institution capable of adapting to the rapidly changing landscape in higher education.