Mark Van Doren, the noted literary scholar, once remarked, "The college is meaningless without a curriculum, but it is more so when it has one that is meaningless." Many current critics of undergraduate curricula in America assent to the crucial need for programmatic renewal in our colleges and universities. They bemoan the cookie-cutter sameness in far too many of them. The oddity is that U.S. colleges have long touted their "diversity" while largely holding fast to rather traditional pathways. This illuminating volume goes beyond formulaic nuts-and-bolts recipes for constructing curriculum: it seeks to interpret and analyze the contemporary landscape of college curriculum. Yet it also hopes to heighten pedagogic horizons in more imaginative, innovative ways by presenting actual curricula from more distinctive academic offerings. This book will stimulate vitally needed "out-of-the-box" thinking about curricula among faculty, administrators, and students, and ultimately invite the emergence of more radically diverse visions and realities for today's college curriculum. Contents include: (1) What Is a Liberal Education? (Roger William Gilman); (2) Liberal Education: The Challenge of Consumerism, Careerism, and Commodification (Christopher J. Lucas); (3) Liberal Education and Moral Education (Daniel R. DeNicola); (4) A Core Curriculum for Civic Literacy? (Donald Lazere); (5) Understanding Student Motivation: A Key to Effective Curriculum Design (Jonathan D. Stolk); (6) Community Service Learning and Higher Education: The Need for a Prerequisite to Thoughtful Service (Eric C. Sheffield); (7) Schubert: Multiple Curricula in Higher Education (William H. Schubert:); (8) The Habit of Reflection: An Essay on St. John's College (Peter Kalkavage); (9) An Essay in American Liberal Education: University of Dallas's "Core Curriculum" (William A. Frank); (10) Fairhaven College and the Progressive Curriculum (Roger William Gilman); (11) The Plan for Bennington: An (Ever) Emergent Curriculum (Duncan Dobbelmann and Isabel Roche); (12) Multiple Routes, Alternative Learning Experiences: Developing Analytic Abilities, Practical Skills, Creativity, and Self-Reflection at Hampshire College (Laura Wenk and Kristen Luschen); (13) Individualized Undergraduate Curricula at SUNY Empire State College (Susan Oaks); (14) Prescott College: Lessons Learned "For the Liberal Arts, Environment, and Social Justice" (Kristin Woolever and Paul Burkhardt); (15) The Colorado College Block Plan (Susan A. Ashley); (16) A Community of Advisors: The Johnston Center for Integrative Studies at the University of Redlands (Tim Seiber and Kelly Hankin); (17) Building an Integrated Science and Technology Program at James Madison University (Jeffrey Tang); (18) Olin College: Re-Visioning Undergraduate Engineering Education (Lynn Andrea Stein, Mark H. Somerville, Jessica Townsend, and Vincent P. Manno); (19) Teaching and Learning Outside the Box at John Jay College of Criminal Justice (Amy S. Green); (20) "Connecting the Classroom to the World": An Integrative, Interdisciplinary, and Experiential Approach to Learning at George Mason University (Lisa Gring-Pemble); (21) The Liberal Arts Approach to Leadership: The Curriculum of the Jepson School of Leadership Studies at the University of Richmond (Terry L. Price); (22) Revising the Salem Signature: Crafting an Interdisciplinary General Education Program (Daniel O. Prosterman); (23) Developing a New Individualized and Interdisciplinary Curriculum for the 21st Century: Miami University's Western Program Reimagined (Nicholas P. Money); (24) Staying Alive With The Wagner Plan: How to Keep a New First-Year Program Thriving Fifteen Years Out (John P. Esser, Lily D. McNair, and Richard Guarasci); (25) The Intellectual Inquiry Curriculum at Roanoke College (Adrienne Bloss and Gail Steehler); (26) Starting With the Students: Integrating Theory and Practice in Teaching, Learning, and Curriculum Development at Alverno College (Stephen Sharkey and Kathleen O'Brien); (27) Seeking "Productive, Caring, and Fulfilling Lives" Through the Environmental Liberal Arts at Green Mountain College (Thomas J. Mauhs-Pugh and Meriel Brooks); (28) Starting Its Second Century: Cooperative Education at the University of Cincinnati (Michelle Clare, Anita Todd, and Kettil Cedercreutz); (29) Building Students' Capacity to Lead: The West Point Leader Development System (Bruce Keith and Thomas Judd); (30) From the Local to the Global, to the "Beyond" and the In-Between: Earlham College's Peace and Global Studies Program (Joanna Swanger); and (31) Union College's Ethics Across the Curriculum Program (Robert Baker).