With plans to improve a Technical Report Writing course, writing faculty and engineering technology faculty formed a faculty learning community (FLC). Although discussions were often productive, it was often difficult to gauge consensus and differing views among the group members. In a previous study, Q methodology, a measure of subjectivity, was used to facilitate discussions among a diverse set of faculty (Ramlo, 2005). Similar to that study, the researcher found here that determination of consensus and differing opinions in the FLC improved dialogue, built an improved sense of community, and led to improvement of the course. (Contains 6 tables and 1 figure.)