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AbstractEffective learning communities connect members so that they can share knowledge and experience. This article examines the process and out-comes of building learning communities to increase faculty and preservice teacher use of technology through PT3funding at three institutions: National-Louis University the University of Houston, and the University of Vermont. Strategies implemented as well as achievements and challenges for each project are outlined. Recommendations include reinforcing common goals and mutual benefits, connecting distant community members through online communication, dynamic configurations for networking, and incentives for faculty participation. Successful learning communities require nurturing to reduce isolation through improved communication and active participation.

Senior citizens were surveyed at 11 senior centers in two states to determine their use of fast food restaurants for food and socialization purposes. Six and 11 percent of respondents in New Jersey and Texas, respectively, eat in fast food restaurants at least once a week. One-fifth of respondents in both states frequent fast food restaurants so they do not have to cook. One-quarter of respondents cited economics as the reason for fast food restaurant patronage. The study provided evidence that seniors patronize fast food restaurants in large numbers, have strong reasons for doing so, and their patronage and motivations do not differ geographically.