This session will promote consideration of faculty learning communities (FLC) as a strategy for faculty development, wellness, and scholarship. FLCs connect faculty to collaborate on teaching and learning; nourish scholarship of teaching; and encourage reflection on teaching and teachers. FLCs have shown positive impact on attitudes and behaviors among college faculty.  Components of student learning communities were associated with increased empathy and decreased emotional exhaustion in medical students. Little information exists on the impact of FLCs on faculty morale, well-being, and re-vitalization.  Burnout among faculty at academic medical institutions is a concern to faculty and institutional administration alike. Factors leading to burnout include decreased time for scholarly work, increasing clinical demands, decline in research funding, and a perceived loss of autonomy.  Devaluing of teaching in favor of clinical revenue also contributes to faculty burnout. Academic physicians and researchers are life-long learners who choose the University setting because of the joy in learning and teaching future generations. FLCs may provide the kind of "inspiration repletion" that is sometimes lacking in conversations about burnout. As social engagement and membership in community are reported contributors to resilience, we believe that participation in FLCs can improve faculty morale and well-being, in addition to strengthen faculty scholarly productivity.