Faculty at Evergreen College and other colleges in the Washington Center have experimented with a variety of models for learning communities to enhance student learning (Smith 1991, 1993). These models can range from enrolling a common group of students in two courses (perhaps a content and a skills course) without altering the pedagogy of either course, to fully integrating and team teaching courses to a cohort of students. Smith (1993) argues that thematically integrated, team taught models enhance both student learning and engagement. We surveyed 27 institutions that have experimented with some form of learning community or integrated science course and found that those that had a focused problem or theme coupled with collaboration among the faculty participants were reported to be the most satisfying for faculty and students (Singer and Ferrett, unpublished data). Currently there are few programs that have been well developed and fewer still that have been carefully evaluated. Programs of the Washington Center consortium were the most developed and Fairfield University is piloting learning communities that focus on enhancing scientific and humanistic literacy. Colby College and St. Mary's College of Maryland are beginning to experiment with linked courses. Some programs, including one at Wellsley College, have not met expectations and are being discontinued.