Campus Models and Case Studies

College of Wooster
College of Wooster

When College of Wooster Assistant Professor Meagen Pollock stands in front of one of her geology courses, she's thinking beyond what her students need to accomplish during that class period, or even during that semester. Pollock is constantly thinking about how she can ensure that her students—... Read More

Otterbein College
Otterbein College

Students at Otterbein College in Westerville, Ohio, were taking integrative courses long before integrative learning became fashionable. The liberal arts institution of about 3,000 students began requiring an integrative general education core in 1969, when many colleges were relaxing or... Read More

California State University-Chico
California State University at Chico developed its Town Hall program for first-year students to help them connect their classroom learning with the wider world of public discourse.

California State University-Chico Dean of Undergraduate Education William Loker remembers an evening in the fall of 2007 when he and a visitor from the CSU chancellor's office mingled with students and faculty members after a "town hall" meeting in which students led discussion groups about... Read More

Lynn University
More than 90 percent of students at Lynn University choose professional majors, such as business or communications.

When Lynn University Vice President for Academic Affairs Cynthia Patterson first launched a committee to extensively redesign the university's general education program, she expected some resistance from the faculty. So did Associate Professor Katrina Carter-Tellison, the university's core... Read More

Utah Valley University
Utah Valley University

Engaged Learning Energizes Utah Valley University and Community

When Haagen Klaus, an assistant professor of anthropology, arrived at Utah Valley University in 2008, he was prepared for change. Moving from a large research institution in the Midwest to the teaching-... Read More

Hostos Community College
Hostos Community College

In 2005, Amanda Bernal-Carlo, director of the Center for Teaching and Learning at Hostos Community College in the Bronx, was leading a committee charged with motivating faculty to reenvision their pedagogical practices and improve student learning outcomes.  So Bernal-Carlo, who is now acting... Read More

University of Richmond
Jepson School

University of Richmond Associate Professor Crystal Hoyt starts her leadership studies classes with a lesson in myth-debunking 101.  "The students have these images of leadership: it's masculine, it's white, it's top-down," she says. "If we ask students to draw their conception of leadership, we... Read More

Rollins College
Students in Rollins’ international business program are required to demonstrate proficiency in a language other than English by graduation.

A few things stand out immediately as unusual about Rollins College's undergraduate international business program. The first is the required international experience. The second is the required internship. And the third is the required language competency—at least four courses in a modern... Read More

St. Lawrence University
Faculty in the first-year program use pedagogies like reflective journals, community-based learning, and decentered, democratic classrooms in their teaching.

In St. Lawrence University professor Patti Frazer Lock’s first-year program course, her fifty students have lots of opportunities for interaction and collaborative learning. “I put all their names into a statistical package and hit randomize, so every class, they’re working in different groups,... Read More

Keene State College
Keene State

Keene State College sociology professor Therese Seibert didn't find it unusual that her research methods students were complaining about their assignment on focus-group facilitation. What was unusual, though, was the alternative assignment the students proposed: conducting real focus groups. "... Read More