Editorial.(Editorial)

Collaboration is a broad and often-used term in the field of academia. Academic Exchange Quarterly, in fact, describes itself as a collaborative effort of educators from all over the world." Simply defined, collaboration occurs when multiple individuals "work together, especially in a joint intellectual effort" (www.dictionary.com). In discussing what topics of focus would be appropriate for an upcoming volume of AEQ, the issues involved related to collaboration appeared relevant for a wide range of readers. After publicizing this themed volume, we were delighted to see, from the numerous inquiries and submissions we received, that this is indeed an topic of interest to many, especially in the area of teacher education.

This issue on Collaboration and Consultation was authored by professors, librarians, graduate students, principals, teachers, and project coordinators who collectively represent 24 states, as well as Spain, Hungary, Israel, Canada, Japan, the United Kingdom, and New Zealand. The breadth of experience and depth of knowledge by these authors is evident in each of the following articles. Because of the expansive nature of the concept "collaboration," the topics involved range greatly. Numerous authors championed the need for collaboration in various aspects of redesigning teacher education programs at the university level, while a few cautioned readers not to jump too quickly or blindly onto the 'collaboration bandwagon.'

The issue of collaboration has impacted the core of teacher education, requiting many universities to rethink the design of their preparatory programs. Some authors focus on specific areas of teacher preparation. For example, Gina Barclay-McLaughlin and Susan Benner of the University of Tennessee concentrate on how collaboration during teacher preparation programs with schools can help to foster improved literacy outcomes, while Jane Williams (University of Nevada, Las Vegas) and colleagues relate a process which uses Professional Development Schools to better prepare special education teachers. Other authors focus on describing programs that have identified ways in which collaborative activities can be infused in the teacher preparation program in general. These include Judy Lombardi, David Kretschmer, and Nancy Burstein from California State University, Northridge who describe the Accelerated Collaborative Teaching (ACT) program, and Mary Kremer of Dominican University who discusses how university faculty can learn from their students and use that assessment data to guide course design. As with any initiative, trend, or program, it is incumbent on educated persons to review all aspects of the movement. Thus, some authors provide cautions for adopting wide-sweeping acceptance of collaborative practices. Andria Young, University of Houston-Victoria, clarifies that not all collaborative activities between K-12 schools and universities are easily accomplished, as Emiliano C. Ayala and Mary Dingle of Sonoma State University question those who use a "one-size-fits-all" approach to working with diverse families during teaming situations. Finally, we offer many other articles in this issue which are equally compelling but are not related to the topic of collaboration. These include, among others, Enticing faculty to library instruction, Emerging themes in community-based learning, An organizational framework for evaluating online courses and even Improving student attendance.

The opportunities for learning through this volume of Academic Exchange Quarterly are many. We believe there is much we can learn from one another and that this type of collaborative inquiry, dissemination, and sharing is truly beneficial. We hope you thoroughly enjoy this volume of Academic Exchange Quarterly.

Tamarah M. Ashton, Ph.D.

Assistant Professor, California State University, Northridge

Melinda R. Pierson, Ph.D.