Our latest issue: Volume 4 (2012), featuring the following articles:
Situating in New Venues, Confirming Venerable Roles
Milton D. Cox, Miami University
An Account of an Inter-Institutional Faculty Learning Community on Addressing Issues of Diversity and Oppression in the Classroom
Elizabeth P. Cramer, Virginia Commonwealth University, Andrew T. Arroyo, Norfolk State University, Charles H. Ford, Norfolk State University
Improving Professional Learning Communities Through An Evolving Evaluative Methodology: Lessons Learned
Beverly K. Miller, Charlie Sweet, Hal Blythe, Paula Kopacz, Bill Phillips, Eastern Kentucky University
Identifying and Building the Leadership Capacity of Community of Practice Facilitators
Jacquelin McDonald, University of Southern Queensland, Judy Nagy, University of South Australia, Cassandra Star, Flinders University, Tony Burch, Higher Education Consultant, Milton D. Cox, Miami University, Fiona Margetts, University of Southern Queensland
Understanding Early Faculty Experience: On Becoming Teachers, Scholars, and Community Members
Michele M. Welkener, University of Dayton, Michelle Flaum Hall, Xavier University, Mary I. Grilliot, University of Dayton
Will a Health Career-Focused Learning Community Program for Community College Freshmen Support Student Success?
Rebecca M. Arliss-Turetzky, Kingsborough Community College, CUNY
"Getting Them Through": "Professional" Seminar Leaders and Student Performance
Joseph Jozwiak & Mark G. Hartlaub Texas A & M University - Corpus Christi
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.
Volume 4 (2012) -- Situating in New Venues, Confirming Venerable Roles
"Both faculty and student learning community models were designed to have the flexibility to address new opportunities and challenges in higher education. In addition, the models were planned so that venerable cohort communities can continue to generate similar positive outcomes over time. The articles in this issue of the Journal provide examples of successful student and faculty learning communities that are effective in new venues and successful at sustaining venerable roles. . . . We invite our readers to peruse these articles that reaffirm the adaptability, flexibility, and effectiveness of the student and faculty learning community models."
(From "A Message From the Editors," p. 2)
Call for Papers
Manuscripts for regular issues may be submitted anytime. See the submission guidelines.