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Faculty learning communities (FLCs), established prepandemic to disseminate and discuss evidence-based teaching practices as part of an NSF-funded project, Investigating Student Success Using Evidence-Based Strategies-eXpanded (ISSUES-X), proved effective at facilitating learning during a pandemic. As our university made the decision to operate primarily online for the 2020–2021 academic year in response to COVID-19, the nine-facilitator ISSUES-X team supported faculty and their online teaching by offering weekly synchronous open-house video conferences and providing a one-week summer institute. The institute focused on applying principles of How People Learn (NRC, 1999) to the online environment, and intentionally modeled these pedagogical practices. Practices included: online approaches and tools to developing rapport with students; asynchronous reading and assignments sandwiched around synchronous active learning exercises over video conferencing; office hours and other support outside of regular meeting times; and routines for metacognitive reflection. Our pre-existing FLC structure allowed us to support many faculty during a time of crisis, illustrating the value of FLCs as a normative practice in academia.