Faculty members often collaborate on research and service projects, but teaching remains a relatively solitary activity (Gizir & Simsek, 2005 ; Ramsden, 1998 ). While students attend classes taught by various faculty members, faculty members remain largely unaware of the innovative and pedagogical improvements in teaching made by their colleagues. Exceptions occur when colleagues present and share ideas through organized activities like teaching workshops, published articles, or through informal settings such as social events. Creating a culture where faculty members frequently interact formally and informally can result in fruitful discussion of issues related to undergraduate education (Massy, Wilgar, & Colbeck, 1994 ). Collaboration amongst faculty can be a powerful vehicle to promote faculty learning and professional development and an effective way to maximize the impact of institutional investments in faculty (Baldwin & Chang, 2007 ). Thus, collaborative faculty development is an essential tool to maintain a dynamic institutional climate that sustains productive faculty members and ultimately promotes a healthy learning environment for students. This article describes the design, implementation, and experience of a collaborative faculty-driven voluntary hybrid teaching and learning community, and synthesizes lessons that can be learned for other similar initiatives in the future at this and other institutions. Recognizing the diverse needs of a remote satellite campus community, various professional development opportunities are introduced in an online course called Quest. Faculty members from across disciplines and ranks meet to exchange ideas (online and face-to-face) and learn together using a newly adopted learning management system (LMS). This pedagogical study seeks to assess whether a collaborative teaching development program might impact the culture of teaching and learning on a remote multidisciplinary satellite campus. Furthermore, it attempts to answer the following questions: (1) Can elements of gamification increase participation/ engagement in the program?; and (2) Will participation lead to organic improvements in teaching quality and can the grades earned in the course be used as a proxy for teacher and teaching effectiveness? Since the program involves human subjects, the necessary approval from the institution's institutional review board was obtained.