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.

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.

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 briefly explores what a rite of passage is and is not, and the importance and benefits of such experiences to students, the college, and the larger society. The chapter also describes a practical set of strategies for integrating rites of passage into the campus community.

This chapter frames campus activism by introducing the historical movements that have been important for higher education since the 18th century to the present and exploring the connections and shared characteristics among these various movements.

Graduate student unionization efforts have made an indelible mark on the higher education milieu, as illustrated by the experiences of students who participated in this movement in recent years.

This chapter explores the ways faculty and staff work with students to support their activism as well as the way students tap faculty and staff to support their movements.

This chapter elaborates on the range of collective action tactics and organizing strategies that today's students invoke to pursue their ambitions for social change.

This chapter explores the various performances of activism by students through sound, silence, gender, and dis/ability and how these performances connect to social change efforts around issues such as human trafficking, homeless children, hunger, and children with varying abilities.

This chapter traces two decades of published research on learning outcomes related to campus activism and reports results from a speculative study considering civic outcomes from participation in campus political and war demonstrations.

This chapter synthesizes the common themes across chapters in this volume and argues that campus activists are an integral part of the higher education landscape.

In this final chapter of the volume, the editors synthesize key themes that emerge from the preceding chapters. They also highlight the contributions the authors make through emphasizing critical perspectives and the tension between global and local forces.

In this chapter, the issue editors set the stage for the chapters that follow by delineating recent developments in higher education and common strategies for creating globally competitive higher education institutions. The editors consider social justice concerns that arise with global competition and contend that contextualized priorities can…