This chapter describes undergraduate research expansion in the Pennsylvania State System of Higher Education (PASSHE) in the context of both fiscal and student enrollment challenges.

In this final chapter, we summarize the lessons learned from working with six systems/consortia to enhance and expand undergraduate research. The theory of change model for systems/consortia differs in significant ways from the change processes exhibited by individual institutions, offering important insights for academic leaders as they seek to…

This chapter describes consortial efforts within the Great Lakes Colleges Association to share expertise and programming to build research skills throughout the undergraduate curriculum. Strategies to scaffold research skill development are provided from Allegheny College, Kalamazoo College, and The College of Wooster.

Students integrate their learning experiences across contexts through a process of connecting, applying, and synthesizing information, knowledge, and skills.

As adult learners, faculty members approach new experiences based on events of the past, but this underlying framework of understanding is challenged when they work abroad for an extended period of time.

Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

This chapter proposes a simple framework, "orthogonality," to help clarify what stakeholders think about learning in college, how we assess outcomes, and how clear assessment methods might help increase confidence in returns on investment.

High-impact learning practices can connect varied elements of the college environment to create a more coherent educational experience that facilitates student learning.

Interprofessionalism involves learning from faculty members in different professions and is gaining popularity rapidly in health care. Every college campus has a wide variety of experts specifically educated in areas associated with good educational practices. This chapter describes the many ways in which faculty members from different…

This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

This chapter highlights a variety of ways researchers use learning theories with respect to different stakeholder groups. The chapter brings together common themes across these areas and proposes ways to use these ideas for future research on learning.

Learning is a core part of all forms of higher education work. College leaders of all kinds--administrators, staff, faculty, and students--must know how to seek out and support the wide array of learning that can go on in colleges and universities.

Interpersonal and transdisciplinary collaboration can facilitate and amplify the benefits of learning. Drawing from ideas presented throughout this volume, this culminating chapter describes ways to enhance collaborative learning within and among various stakeholder groups.

In the past 20 years, scholars and practitioners have committed to measuring the cognitive outcomes of education. In this chapter, the author assesses the movement that focuses on cognition, to the exclusion of other outcomes. An identity-based framework is offered as an alternative.

This chapter applies the concept of narrative identity to college student development. The authors describe a narrative interview method that can be used to promote the development of a purposeful life story in the college years.