Professional development in higher education is traditionally viewed as occurring through participation in workshops, attending conferences, and completing learning modules. But sometimes professional learning occurs in informal and unintended ways. This article contributes to the collective understanding of informal professional learning in higher education by describing and analyzing Bradley University's multiple-year processes for campus-wide curriculum design and preparation for implementation of the Bradley Core Curriculum before offering five recommendations for other institutions interested in supporting meaningful and lasting professional development in the midst of campus-wide change.