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Drawing on the University of Massachusetts experience in developing successful blended local programs, this paper suggests guiding principles that include mission-driven responsiveness to local contexts and partnerships; using low-cost marketing strategies available through local relationships and brand; attending to students' preferences for blending face-to-face and online services and instruction throughout the college experience; supporting faculty in working with partners to develop local blended programs; and providing activities that anchor students to the campus and program. (Contains 1 table and 1 figure.)

This article looks at how professional learning communities (PLCs) have become an operational approach for professional development with potential to de-isolate the teaching experience in the fields of science, technology, engineering, and mathematics (STEM). The authors offer a short synopsis of the intellectual origins of PLCs, provide multiple examples of PLCs employed in projects funded by the National Science Foundation (NSF) through its Math and Science Partnership (MSP) program, and consider benefits for varied aspects of the teaching and learning environment. (Contains 1 footnote.)

Drawing on the University of Massachusetts experience in developing successful blended local programs, this paper suggests guiding principles that include mission-driven responsiveness to local contexts and partnerships; using low-cost marketing strategies available through local relationships and brand; attending to students' preferences for blending face-to-face and online services and instruction throughout the college experience; supporting faculty in working with partners to develop local blended programs; and providing activities that anchor students to the campus and program. (Contains 1 table and 1 figure.)