Evidence abounds that, in recent decades, students have typically entered college relying on perspectives they have uncritically accepted from others and are not sufficiently challenged and supported to transition to internal authority during college. Students who have experienced significant challenge, particularly as a result of marginalization, may exhibit self-authorship prior to college or during college. Intentional efforts to promote self-authorship in college also show promise. The possibility of developing self-authorship earlier than has typically been observed implies that a carefully sequenced and developmentally appropriate curriculum can help college students develop self-authorship. The authors advance a new model for a university-wide curriculum that they call the "Engaged Learning University." Based upon research on student development, this model features principles and practices that lead students steadily toward self-authorship in which epistemological, interpersonal, and intrapersonal maturity are integrated. Before articulating details of this model, the authors describe the evolution of students' meaning making during and after college. Then, they offer an engaged learning philosophy to promote transformational learning, and finally, they conclude with a description of their comprehensive curriculum designed for 21st-century life. (Contains 1 figure.)