Working with the Philadelphia-based Institute of Interactive Management, several teams at Jackson Community College (JCC), in Michigan, set out in 1994 to learn and apply an interactive design methodology to selected college subsystems. Interactive design begins with understanding problems faced by the system as a whole, which in the case of JCC included concerns related to increasingly obsolescent equipment, a lack of curriculum updates, and declining enrollment. It was recognized that the entire campus community would have to work together to solve these issues, but obstacles existed related to funding shortages and the interdependencies of increasingly complex systems. In assessing the environmental and systems conditions, four compelling issues emerged: quality and financial conditions, uncertainty about the future, empowerment and information dissemination, and trust and confidence. The next step in the interactive design process was to assume that the original system was completely demolished and design a new system from scratch. The first set of goals developed at JCC included employee participation, continued operation within the principles of continuous quality improvement, an emphasis on creating capacity rather than downsizing, and the initiation of a campus-wide visioning process. As a result of this process, JCC has been able to create a community of learners for students, faculty, departments, administration, and the community. In addition, the college community has been learning about learning itself and has recognized that learning, and institutional transformation, never end. (HAA)