This book explores the vision and contributions of the former General College, a program existing 74 years in the University of Minnesota, highlighting its history, mission, programs, research, and student services. This includes an evolving and dynamic program for teaching, learning, and research for student success in higher education. Following a preface by Martha Casazza and a foreword by Daniel Detzner, Robert Poch, and David V. Taylor, this book is divided into 7 sections and 25 chapters. Section one, Introduction, begins the book with "The Vision and Purpose of the GC Book" (Dana Britt Lundell and Jeanne L. Higbee). This is followed by chapters: (1) An Introduction to the General College (Jeanne L. Higbee and Dana Britt Lundell); and (2) Sharing Our Experiences: General College Students Give Voice to Their Perceptions of GC (Joshua G. Schmitt, Mark A. Bellcourt, Khong Meng Xiong, Amanda M. Wigfield, Inge L. B. Peterson, Sedrick D. Halbert, Leah A. Woodstrom, Elizabeth Mai Tong Vang, and Jeanne L. Higbee). Section two, Honoring Our History, includes the next chapters in the book: (3) From the Beginning: The History of Developmental Education and the Pre-1932 General College Idea (Allen B. Johnson); (4) Counseling Psychology and the General College: An Implementation of the Minnesota Point of View (Cathrine Wambach and Thomas Brothen); (5) Fulfilling the University's Promise: The Social Mission of Developmental Education (Katy Gray Brown); and (6) The Politics of Transformation: Development Education in a Postsecondary Research Institution (David V. Taylor). Section three, Promoting Multiculturalism, contains chapters: (7) Students' Assessment of Their Multicultural Experiences in the General College: A Pilot Study (Jeanne L. Higbee and Kwabena Siaka); (8) Creating Spheres of Freedom: Connecting Developmental Education, Multicultural Education, and Student Experience (Heidi Lasley Barajas); (9) Building Voice and Developing Academic Literacy for Multilingual Students: The Commanding English Model (Laurene Christensen, Renata Fitzpatrick, Robin Murie, and Xu Zhang); (10) Multicultural Mathematics: A Social Issues Perspective in Lesson Planning (Susan K. Staats); and (11) Multicultural Writing Instruction at the General College: A Dialogical Approach (Patrick Bruch and Thomas Reynolds). Section four, Embedding Skill Development in Content Courses, presents: (12) Integrating Best Practices of Developmental Education in Introductory History Courses (David R. Arendale and David L. Ghere); (13) Aesthetic, Metaphoric, Creative, and Critical Thinking: The Arts in General College (Patricia A. James); (14) Overview of the General College Mathematics Program (D. Patrick Kinney, Douglas F. Robertson, and Laura Smith Kinney); (15) Learning Mathematics through Computer-Mediated Instruction (D. Patrick Kinney, Laura Smith Kinney, and Douglas F. Robertson); (16) Integrating and Enabling Skills Development in a Symbolic Logic Class (Carl J. Chung); (17) Teaching Thinking and Reasoning Skills in a Science Course (Leon Hsu); and (18) Reading, Writing, and Sociology? Developmental Education and the Sociological Imagination (Heidi Lasley Barajas and Walter R. Jacobs). Section five, Facilitating Development through Student Services, contains chapters: (19) General College Student Services: A Comprehensive Model and How It Developed (Mary Ellen Shaw and Patricia J. Neiman); and (20) Collaborative Learning Beyond the Classroom: The Academic Resource Center (Donald L. Opitz and Debra A. Hartley). Section six, Integrating Theory and Research with Practice, includes: (21) Contributions of the General College to Theory and Research (Dana Britt Lundell, Carl J. Chung, and Jeanne L. Higbee); and (22) The Criterion Model of Developmental Education in General College (Thomas Brothen and Cathrine Wambach). Section seven, Using Assessment to Guide Practice, presents the concluding chapters of the book: (23) Reaching for the Standards, Embracing Diversity: Students' Perceptions of the Mathematics Program (Irene M. Duranczyk and Donald L. Opitz); (24) Student Perceptions of General College: A Student-Initiated Study (Mark A. Bellcourt, Ian S. Haberman, Joshua G. Schmitt, Jeanne L. Higbee, and Emily Goff); and (25) Pre- and Post- Admission Predictors of the Academic Success of Developmental Education Students (Randy Moore). A conclusion by David R. Arendale; and "Bibliography of Developmental Education Publications by General College Authors" (Emily Goff) complete the book. (Individual chapters contain references.)