at Appalachian State University, and conclude with some advantages and disadvantages of curriculum-based LCs centered in a discipline. Models of Discipline-Centered Curriculum-Based LCsSince the earliest incarnations, various curriculum-based LC models have been proposed (Gabelnick and others, 1990;Lenning and Ebbers, 1999). Current practices include three general models from which specific curriculum-based LCs emerge: embedded cohort, multiple linked courses, and coordinated studies (Barron and others, 2010;MacGregor and Smith, 2005). Searches of two excellent LC databases at the Learning Communities National Resource Center sponsored by Evergreen State College (http:// www.evergreen.edu/washcenter/project.asp?pid=73) and at the Residential Learning Communities International Clearinghouse at Bowling Green State University (http://pcc.bgsu.edu/rlcch/submissions/) reveal that all three general models of discipline-centered, curriculum-based LCs can be found across various colleges and universities.Embedded Cohort Model. The embedded cohort model is the easiest way to implement a curriculum-based LC within a discipline in that it does not require extensive coordination or the use of additional curricular resources. The model makes use of existing course sections and places a group of LC students within one or more courses (Barron and others, 2010;MacGregor and Smith, 2005). In this model disciplinary courses are not specific to the LC, and LC students are enrolled in courses with non-LC students. This embedding of students also means that there need not be an explicit effort to coordinate material across courses used by the cohort of LC students. However, to provide an opportunity for LC members to make better connections among themselves, with faculty, and with the college or university as a community, students can be enrolled in an additional seminar taught only to LC members.A discipline-centered example of an embedded cohort curricular LC can be found at the University of North Carolina Charlotte. In this LC, first-year students who indicate psychology as a potential major are targeted. Students must submit an additional application to be considered, and once selected are enrolled as a cohort within existing sections of General Psychology and General Psychology lab. In addition, smaller, subcohorts of LC students are coenrolled in a general education course. However, to enhance students' connections with each other and the discipline of psychology, students are enrolled in a freshman seminar open only to psychology LC students. The curriculum of the freshman seminar includes career and professional development activities along with a service-learning component to obtain a psychology-related practitioner experience in the community (Buch and Barron, 2011). Additional information about the LC and the impact it is having on students can be found in a variety of sources (for

This article explores a CD-based courseware package for the teaching and consolidating of geological field skills used for the interpretation of folding sequences in deformed rocks, focussing on examples from Anglesey in North Wales. The article briefly considers the advantages and disadvantages of virtual fieldwork and then discusses the rationale, structure, development and production of the CD courseware package.