This publication presents essays by members of Restructuring for Urban Student Success (RUSS) and other faculty, administrators, staff, and graduate students on participating campuses. The essays describe the work of RUSS and document curricular restructuring and reform efforts occurring at RUSS partner institutions. Part 1 includes essays by RUSS partners: "Introduction to the RUSS Essay Collection: Letters from the Editors" (B. Jackson, J. Levine, and J. Patton); "Introduction: Reporting Out in Year Four" (N. Hoffman and H. Woodcock Ayres); "Creating Community at Urban Universities: Learning Communities and Other Curricular Innovations" (G. Williams, J. Levine, and J. Patton); "Sustaining a Grant Partnership: Personal Reflections on the Powers and Perils of Collaboration" (J. Levine, S. Evenbeck, N. Hoffman, and C. White); and "Reflections on the Development of an Entering Student Survey for Urban Universities" (H. Woodcock Ayres, V.M.H. Borden, J. Degnan, and K.A. Ketcheson). Part 2 features Indiana University Purdue University Indianapolis (IUPUI): "Learning Communities at IUPUI" (G. Williams); "Learning Communities in a Professional School: Implementing Learning Communities in the Kelly School of Business at Indiana University" (R. Magjuka); "Use of Instructional Teams in First-Year Seminars" (W. Orme and R. Van Voorhis); "Faculty Development and Learning Communities" (B. Jackson); "Changing Roles, Assuming New Responsibilities: The Academic Advisor in the Urban University (R. Vermette, P. Seabrook, and L. Ruch); "The Importance of Student Mentors in First-Year Seminars" (L. Haas); "Writing to Enhance, Demonstrate, and Evaluate Learning in the First Year Seminar: A Faculty Development Initiative" (S. Hamilton); "A Collaborative Approach to Assessing Learning Communities" (V.M.H. Borden); "What Students Need To Know To Make a Successful Transition To College: Evaluating the Template for First Year Seminar" (A. Lowenkron and R. Magjuka); and "Learning Communities and the Pedagogy of Critical Readings and Critical Writings" (K.C. Robbins). Part 3 features Temple University: "Of Firmament and Fin" (S. Albertine); "Faculty Collaboration: Perceptions on Teaching in a Learning Community" (K. Busocker); "Writing Courses in Learning Communities" (E. Goldblatt, K. Zervos, and R. Bright); "Building Community through Learning: Moving Students into the University by Moving Outside the Classroom" (L. Shorr and S. Parks); "A Learning Community Freshman Seminar" (D. Tompkins); and "Experience Keeps a Dear School" (R. Williams, Jr.). Part 4 features Portland State University: "Improving the Support of Writing in Learning Communities" (G. Jacob and C. Burnell); "Capstones and Academic Integrity" (S. Agre-Kippenhan); "Student Affairs in Helping Learning Communities Succeed: Partnerships Beyond Functional Titles" (V. Torres); "Using Undergraduate and Graduate Students to Build and Sustain Learning Communities" (C. Reynolds); "Senior Inquiry: A Portland State University/High School Collaboration" (B. Traver, J. Patton, J. Straton, and J. Whittlesey); and "Assessment: A Collaborative Learning Practice" (R. Jessen and C. Ramette). (Papers contain references or bibliographies.) (SM)