Traditional college campuses need to capitalize more effectively on the facts that they are a physical presence within a natural environment; that their presence plays host to many people working and living together in myriad formal and informal communities; that those communities are driven by educational, philosophical, economic, and sociological factors; and that those factors can be analyzed, understood, argued about, performed, and represented through the lens of just about every discipline under the sun. In this article, the author discusses how the courses and teaching can capitalize more effectively on the benefits of a physical campus. He proposes a "grounded campus" and a "grounded curriculum"--a radical reimagining of the campus and the town as a laboratory for more and more experiments in teaching and learning. His proposal includes learning experiences in which students not only study, explore, and represent their grounded environments but also make changes in them. He is proposing that educators think of the campus as a laboratory in which they have the option to rebuild the lab itself if they so choose.