Positive, student-centered learning environments and the professional development opportunities which support those environments, while crucial, are not easily built or sustained. As a result, instructors often spend semesters or even years in the classroom with no barometer for effectiveness and change in their pedagogical approaches other than their students' test scores, verbal or written feedback, or anecdotal discussions. One means for promoting student-centered learning and remedying the isolating nature of instruction is through a Teaching Partners Program (TPP) where new and veteran faculty members explore the concept of teaching domains and support one another's teaching efforts through conversation, monthly team meetings, and cross-disciplinary classroom observations.