Current issue: Volume 7 (2015)

Beginning on March 1, 2016, the Journal on Excellence in College Teaching will accept submissions using new automated journal software - Open Journal Systems. This system will be of great benefit to authors; once they initially create an account to submit a manuscript, they will be able to track their submission through the system and receive automated email updates on their manuscript's status. If you have any questions regarding use of the new system, please contact Gregg Wentzell, Managing Editor, at wentzegw@miamioh.edu.

"Higher education has been very slow to embrace the fact that knowing, teaching, and learning are communal enterprises, and to reflect that reality in the way it pursues its mission. But the pace of change has been picking up over the past two decades, and the learning communities movement has been at the forefront of that quickening. The Learning Communities Journal (whose founder and Editor-in-Chief, Milt Cox, is one of the true pioneers in the field), is an invaluable asset to all concerned, from the curious, who want to learn more about the movement, to advanced practitioners seeking ways to sharpen and deepen their practice. I am very grateful for the existence and quality of this journal, and for the good work of those who edit and contribute to it. Sample it, subscribe to it, read it, and use it and I'm sure you will benefit, as I have, from what can be found in these pages."

-- Parker J. Palmer (author of The Heart of Higher Education, The Courage to Teach, Let Your Life Speak, and A Hidden Wholeness)

Our latest issue: Volume 7 (2015), featuring the following articles:

Difference Across the Curriculum-Learning Communities in Action
Milton Cox, Miami University

The Impact of Living-Learning Communities on College Algebra
Cheryl Beseler & Ernest Chavez, Colorado State University

Bridging Faculty Development and Organizational Development: A Faculty Learning Community on the Scholarship of Teaching and Learning
David Boose & Pat Hutchings, Gonzaga University

Developing a Community of Practice With Adult Indigenous Students: A Culturally Attuned Format in Western Alaska
Diane McEachern, University of Alaska, Kuskokwim Campus

Online Synchronous Faculty Learning Communities in Medical Education: It Can Be Done Successfully
Tracy Middleton & Charles Finch & Mark Speicher, Arizona College of Osteopathic Medicine - Midwestern University, Linda Carr, Faculty Ed Solutions, LLC

Envisioning and Implementing Campus-Wide Programs and Curricula in Service-Learning: The Role of Faculty Learning Communities
Kathy McMahon-Klosterman, Miami University

Principles of Effective Faculty Learning Communities in Higher Education: A Qualitative Analysis of Faculty Participation
Patrick Blessinger, International Higher Education Teaching and Learning Association and St. John’s University, Barbara Cozza, St. John's University, Milton Cox, Miami University

Welcome to the Journal website!

We are pleased to introduce the Learning Communities Journal (ISSN 1946-0597), a peer-reviewed journal published by and for faculty, faculty developers, and administrators at universities and two- and four-year colleges to share research about, experiences with, and student and faculty learning through learning communities. The Journal provides a scholarly, written forum for discussion about all areas affecting faculty and student learning communities, and gives community participants the opportunity to share proven, innovative strategies and thoughtful, inspirational insights.

Both print and online subscriptions are available.

Just published:

Volume 7 (2015) -- Difference Across the Curriculum-Learning Communities in Action

"The articles in this issue of the Learning Communities Journal feature the widest range of topics that we have published in an issue to date: college algebra, the scholarship of teaching and learning, adult indigenous students in Western Alaska, online synchronous community interaction involving medical educators, service learning, and a study through a first-person meaning-making lens using an interpretative phenomenological research design to better understand participants’ personal meaning-making processes from their learning community experiences. Amazingly and impressively, the common thread connecting the research done involving these topics is the learning community. However, this is not surprising to those of us who have experienced the power of student and faculty learning communities and communities of practice with respect to teaching and learning. This issue reflects and reports on why and how these authors designed and managed these projects.

Call for Papers

Manuscripts for regular issues may be submitted anytime. See the submission guidelines.