In fall 1995, a team of three instructors at Central Arizona College offered "As Worlds Collide," a 9-credit learning community combining insights and methodologies from history, social psychology, and communication studies to explore questions of culture and community. The team sought to determine if such a learning community could succeed in a rural community college serving a population of varied students and if it provided sufficient rewards to students and faculty. Forty-seven self-selected students enrolled in the course, which met 2 days a week in 5-hour sessions. Although seminars were the most common form of learner-active instruction used, teams of six or seven students were occasionally formed to present instruction to the class. A "community room" was equipped for the class with advance projection and electronic presentation equipment, while students created their own video and audio materials. Assessment was achieved through the use of a portfolio, in which students accumulated class notes, film response sheets, and seminar discussions. Learning outcomes determined by the team and a student services specialist included the following: (1) the class comfort level allowed for learning; (2) writing skills improved through class discussion; (3) critical thinking improved; and (4) writing skills improved through the use of journals and portfolios. Data on learning community participants at the college are attached. (HAA)