In its broadest terms, the learning paradigm calls for institutional change and institutional responsibility for learning outcomes. Leaders have to develop structures and processes that allow for more flexibility and creativity. Decisions have to become more data-driven. Barriers to student success have to be identified and removed. This book explores issues such as developing an environment that is receptive to change, engaging internal and external constituencies, the role of student development, strategic planning, establishing learning outcomes, budgeting and resource allocation, governance, technology, creating a culturally responsive climate, and measuring progress. Authors include today's most prominent thinkers on what has come to be known as the learning college movement or the learning paradigm. The book is divided into five parts and 13 chapters as follows: The book begins with a Foreword by George R. Boggs and a Preface by Christine Johnson McPhail. Part 1, The Context of the Learning College, contains: (1) The Search for the Learning-Centered College (William J. Flynn); (2) The Learning Paradigm as Bold Change: Improving Understanding and Practice (Robert B. Barr and Frank A. Fear); and (3) Engaging Constituencies on Behalf of a Learning College (David A. Shupe). Part 2, Toward a Deeper Understanding of the Learning College, contains: (4) The Vanguard Learning Colleges: Lessons in Strategic Planning (Shirlene Lofton Showden); (5) The Learning-Outcomes Approach (Mark Battersby); and (6) Learning-Outcomes Assessments at the Community College of Baltimore County (Henry F. Linck, Rosalie V. Mince and Tara E. Ebersole). Part 3, Implications for Expanding the Learning Paradigm, contains: (7) The Role of Student Development in the Learning College (Evelyn Clements, Alicia B. Harvey-Smith and Ted James); and (8) Technology in the Learning College (Mark David Milliron and Mary Prentice). Part 4, Emerging Organizational Changes, contains: (9) Architecture and Infrastructure: A Metaphor for Transformation (William J. Flynn); (10) Learning-Centered Governance in Community Colleges (Christine Johnson McPhail); and (11) Aligning Strategic Planning, Budgeting, and Resource Allocation in LearningFIRST (Irving Pressley McPhail). Part 5, Surviving and Sustaining the Paradigm Shift, contains: (12) When Do You Know You Have a Learning College? (Renate Krakauer); and (13) Beyond the Rhetoric: The Learning College in Action (Cynthia Wilson). Concluding this book is the Epilogue: Moving Beyond The Learning Paradigm Toward a Learning-Centered College Culture (Terry O'Banion and Kelley L. Costner). Appended is a Selected Bibliography of The Learning College (Terry O'Banion and Kelley L. Costner). An About the Contributors section and an Index is included. (Individual chapters contain references.)