ABSTRACT
Contemporary reading and learning programs are amazingly diverse, sprouting up in new varieties from campus to campus. Search the web sites of postsecondary institutions in the United States and Canada or attend a professional conference and revel in the variety of structures, purposes, offerings, and personalities of the reading and learning programs available. While it is true that professionals in the fi eld do borrow from each other and may emulate programs that are said to work, they also take pride in constructing novel programs perfectly structured for their campus, style, and students.
