Faculty developers are being asked to help faculty shift to learning-centered approaches. Project LEA/RN (Learning Enhancement Action Resource Network) is one approach to this challenge. Project LEA/RN's theoretical framework and core structures derive from adult education and staff development literature. At the heart of Project LEA/RN is the aim to immerse faculty in educational environments to build strong, ongoing support groups among faculty to sustain long lasting change. Following a brief review of the literature, this dissertation contains four articles related to Project LEA/RN. The first article describes the model and theoretical framework. The second article applies the model specifically to enhancing teaching and learning. The third article describes first year participants' shift in perspective about the teacher's role in the learning process, from instructor to educator, as a result of participation in the project. The fourth article describes faculty perspectives on learning-centered faculty development including statements on their own learning, students, and change in postsecondary education.