EDITORS’ NOTES 1 Kimberly Buch, Kenneth E. Barron 1. The Growth and Current State of Learning Communities in Higher Education 5 Anne Goodsell Love Learning communities carry on a tradition of educational reform, resulting in improved student learning outcomes. 2. Curriculum–Based Learning Communities Centered Within a Discipline 19 Mark C. Zrull, Courtney A. Rocheleau, M. Corinne Smith, Shawn M. Bergman Curriculum–based learning communities centered within a discipline can take on many forms. Through the use of specific institutional examples, this chapter examines three models requiring minimal to more complex coordination. 3. Transitioning Students Out of College: The Senior LC in Psychology at Wagner College 31 Laurence J. Nolan, Steve M. Jenkins This chapter describes the senior learning community in psychology at Wagner College, which is an example of a discipline–specifi c curriculum– based learning community (LC). This LC acts both as a capstone to the undergraduate experience and as a transition for students from college to career. We describe the components of the LC, their development, our attempts to integrate them, and how they might be applied in other intradisciplinary LCs. 4. Residential Learning Communities Centered Within a Discipline: The Psychology Early Awareness Program 43 Cheryl N. Grills, Adam W. Fingerhut, Vandana Thadani, Ricardo Arturo Machón This chapter describes the Psychology Early Awareness Program (PEAP) at Loyola Marymount University, a residential learning community centered within a discipline. We discuss the theory that supports the value of living–learning communities, describe how this guided the development of PEAP, and summarize the benefi ts of this approach. 5. Creating Learning Communities in the Classroom 57 Bryan K. Saville, Natalie Kerr Lawrence, Krisztina V. Jakobsen This chapter describes three approaches to creating classroom–based learning communities: interteaching; team–based learning; and cooperative learning in large, lecture–based courses. 6. Using Student–Based Organizations Within a Discipline as a Vehicle to Create Learning Communities 71 Michael D. Hall Student–based organizations offer another approach to promote learning communities above and beyond particular curricular or classroom approaches. Not only can they create connections among students with shared disciplinary or professional interests on a single campus, but they also offer the possibility for creating connections to larger communities beyond an institution. 7. Virtual Learning Communities Centered Within a Discipline: Future Directions 85 Anita L. Blanchard, James R. Cook Virtual learning communities (VLCs) provide a new vehicle for creating connections among stakeholders within academic disciplines and departments. This chapter describes the innovative use of information and computer technology (ICT) to create VLCs that can extend and enhance the impact of the traditional face–to–face learning communities described in preceding chapters. 8. The Evolution of Learning Communities: A Retrospective 99 Roberta S. Matthews, Barbara Leigh Smith, Jean MacGregor In 1990, the current authors with Faith Gabelnick authored their first book about learning community initiatives, which has gone on to become one of the most widely cited volumes in the New Directions for Teaching and Learning series. In this chapter, they refl ect on the developments and evolution of learning communities since that time, including their reflections on each chapter from the present volume. INDEX 113 APPENDIX 121