This chapter illustrates the pivotal influence of culture in reinvention initiatives in higher education, based upon the experience of Champlain College in Burlington, Vermont.

This chapter examines how senior capstone experiences can be intentionally designed and delivered to provide structured opportunities for reflection, integration, and applied learning, giving students an opportunity to recognize the kinds of learners, thinkers, and doers they have become through the sum total of their educational experiences.

Internationalization at home (IaH) strategies target the majority of non-mobile students to improve global competencies within their home institution. However, visible differences in social identities including race/ethnicity, language, dis/ability can create invisible social boundaries between students, further impeding the achievement of…

This chapter identifies academic advising practices and policies that contribute to delivering a meaningful student experience and ways that institutions can ensure their academic advising contributes to closing the opportunity gap.

This chapter introduces research literature, pedagogies, and experiences associated with developing undergraduate innovators through applied learning. Implications for practice and institutional policy are provided to support translating new ideas into educational realities.

Mid-level managers have the difficult task of juggling needs and direction of entry-level staff with the demanding outcomes from their supervisors and senior leadership. To be successful, they must maneuver through demanding expectations from their supervisors while simultaneously garnering buy-in from those they directly supervise in order to…

This chapter uses the Job, Career, Calling conceptual framework to explore the career motivations of 119 mid-level administrators in international higher education. Further, the primary job responsibilities of the mid-level administrators are also examined to determine if work aligns with motivation. We find that international center directors…

This chapter describes the limitations of the traditional notions of academic rigor in higher education, and brings forth a new form of rigor that has the potential to support student success and equity.

Penn State Erie, The Behrend College, supports its undergraduate education experience with the transformative Open Lab Model. The Open Lab seeks to embrace the university-industry partnership as a means for economic and workforce development.

Historic notions of academic rigor usually follow from critiques of the system--we often define our goals for academically rigorous work through the lens of our shortcomings. This chapter discusses how the Truman Commission in 1947 and the Spellings Commission in 2006 shaped the way we think about academic rigor in today's context.

This chapter provides considerations for the development of sophomore-specific initiatives and examines the types of campus involvement, including residence life experiences, that best support sophomore student engagement and success.

This chapter discusses rigor through an examination of academic experiences that promote college outcomes for all students, particularly for those from marginalized backgrounds or with lower academic preparation.

This chapter redefines rigor as academic challenge that supports student learning and growth can be a powerful lever to accelerate institutional efforts to increase educational attainment and close achievement gaps.

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.

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.