A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching. Disruptive moments, the author means "disruption" in the way Clayton Christensen uses the term. The phrase "disruptive innovation" refers to a process "by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves "up market," eventually displacing established competitors. The author asserts that one key source of disruption in higher education is coming not from the outside but from one's own practices, from the growing body of experiential modes of learning, moving from margin to center, and proving to be critical and powerful in the overall quality and meaning of the undergraduate experience. As a result, people at colleges and universities are running headlong into their own structures, into the way they do business. (Contains 4 figures and 14 notes.)