Founded on the premise of a connection between the neglect of the core purposes of undergraduate liberal education, on the one hand, and certain patterns of disengagement exhibited by students, on the other, the Bringing Theory to Practice project provides support for campus programs as well as for research on the connection of certain forms of engaged learning to student health, well-being, and civic development. Engaged learning appears to be the normative condition for multiple types of development--cognitive, emotional, moral, and civic. In this article, the author talks about student disengagement and engaged learning, as well as the key role of faculty in the Bringing Theory to Practice project. (Contains 1 note.)