Learning communities have been demonstrated to dramatically improve student outcomes by engaging students in their learning. This book constitutes a comprehensive guide for readers who want a broad strategic view of learning communities, enabling them to identify which type of LC best meets the learning needs of their students, and the context and mission of their institution. It also provides the tools for planning, designing and implementing what the authors define as "powerful" LCs, and for understanding the assessment implications of their decisions. The potential power of LCs is realised through effective facilitation, appropriate team-building activities, linkages, planning, and active collaboration that promotes learning of the group and the individual group members - all of which topics are covered in this volume. This book is organised around the three themes of setting the stage, designing an LC, and building or enhancing a powerful LC, and covers three types of learning communities - student, professional (faculty, staff), and institutional LCs concerned with student learning - providing a range of tools and forms to facilitate planning. The authors also address designing and maintaining hybrid and virtual LCs. This book is intended as a practical resource for anyone at any level in higher education who wants to champion, develop or redesign student or professional LCs, or even explore broader initiatives to develop their institution into a "learning organisation". Administrators in academic and student affairs administrators will find guidance for setting appropriate policies and allocating resources. The book may also serve as a textbook for graduate courses in institutional leadership and policy studies, curriculum and instruction, student affairs, or assessment/evaluation. This is a radically revised new edition of The Powerful Potential of Learning Communities: Improving Education for the Future (1999).

Acknowledgments Foreword Vincent Tinto INTRODUCTION: WHY WRITE THIS BOOK? The Audience for This Book How to Use This Book New Data: The "100-Institution Survey" Definition of Concepts and Key Terminology Why Create Learning Communities? 1) THE SCOPE AND TYPES OF LEARNING COMMUNITIES The Scope of LCs Factors/Facets of LCs A Typology of LCs LC Subtypes for Membership Facet Conclusion For Reflection 2) PREPARING FOR POWERFUL LEARNING COMMUNITIES Creating Purposeful LCs That are Powerful Conducting an Environmental Scan Principles for Design of Powerful LCs Designing Powerful LCs Conclusion For Reflection 3) CREATING AND IMPLEMENTING OPTIMAL FACE-TO-FACE, VIRTUAL, AND HYBRID LEARNING COMMUNITIES Comparison of Outcomes In Face-To-Face, Virtual, and Hybrid LCs Essential Processes Common to All Three Delivery Modes Essential Processes Unique to Face-To-Face LCs Essential Processes Unique to Online LCs Processes Unique To Hybrid LCs Conclusion For Reflection 4) CONCEPTUAL FRAMEWORKS FOR CREATING POWERFUL LEARNING COMMUNITIES Focusing on Learning in LCs Instructional Design Frameworks Holistic Frameworks Development Frameworks Overall Guiding Framework in the Creation of Powerful LC Conclusion For Reflection 5) ACHIEVING OPTIMAL STUDENT SUCCESS THROUGH POWERFUL SLCs, PLCs, AND LOs Developing Powerful SLCs Developing Powerful PLCs Developing Powerful LOs Conclusion For Reflection 6) CREATING ETHICAL AND LEGAL LCS Membership and Access Relationships Integrity, Privacy, and Liability Conclusion For Reflection 7) ASSESSMENT GUIDELINES FOR DIFFERENT TYPES OF LCS Connections to Research The Assessment Cycle Strategies to Create Powerful LC Conclusion For Reflection 8) ADDRESSING POTENTIAL PROBLEMS FOR POWERFUL LCS Overcoming Potential Problems for LC Success Conclusion For Reflection APPENDICES APPENDIX A-COLLEGES AND UNIVERSITIES SELECTED FOR THE 100-INSTITUTION SURVEY APPENDIX B-COMPENDIUM OF KEY FACTORS RECOMMENDED IN THE RESEARCH TO BUILD POWERFUL LCs APPENDIX C-POWERFUL LC PLANNING FORM APPENDIX D-EXPERIENTIAL EVIDENCE THAT FACE-TO--FACE AND VIRTUAL LCs DEPEND ON THE SAME PRINCIPLES AND TECHNIQUES APPENDIX E-100-INSTITUTION SURVEY RESPONSES REGARDING WHAT MAKES THE INSTITUTIONS' SLCs UNIQUE OR INNOVATIVE AND EFFECTIVE/POWERFUL APPENDIX F-KEY LAWS AND LEGAL RESOURCES IMPACTING LCs REFERENCES ABOUT THE AUTHORS INDEX ADDITIONAL APPENDICES APPENDIX G-A BRIEF HISTORY OF LCs APPENDIX H-A CALL FOR AND EVIDENCE OF EDUCATIONAL CHANGE APPENDIX I-WITHIN-CLASS LCs DEFINED APPENDIX J-MORE DETAILS ABOUT LEARNING PERTAINING TO DELIVERY FORMATS FOR SLCs APPENDIX K-THE ROLE OF CONCEPTUAL FRAMEWORKS IN LCs APPENDIX L-WEBSITE URLs PERTAINING TO LCs FOR 100-INSTITUTION SURVEY COLLEGES AND UNIVERSITIES APPENDIX M-EXAMPLES OF INSTITUTIONAL LC SUPPORT MATERIALS