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Abstract
The nature of teaching and learning in higher education is dependent on a complex web of factors: the philosophy and personality of the faculty member, the characteristics of students, the discipline and the course content, the vision and the atmosphere of the institution, and the larger social context within which the teaching takes place. When any one of these factors changes, teaching changes. It is our intent in this paper to describe how faculty experience a change in teaching context, how that change leads to reflection on practice, and how beliefs and assumptions about teaching may be revised.