During the past year the Center for Research on Developmental Education and Urban Literacy (CRDEUL) has moved from the former General College (GC), which after 74 years of service to a diverse student body closed its doors on June 30, 2006, to the University of Minnesota's new College of Education and Human Development (CEHD). The new mission statement for CEHD focuses on multiculturalism, multidisciplinary, and models, and this monograph celebrates that mission. It provides insights from multidisciplinary perspectives on how to enhance multicultural efforts and create new models for postsecondary education. It begins with three chapters that pertain to the former GC and its successor, the Department of Postsecondary Teaching and Learning (PsTL). Chapter 1, "Student Perceptions of Their Multicultural Learning Environment: A Closer Look," (Jeanne L. Higbee, Kwabena Siaka, and Patrick L. Bruch) describes the Multicultural Awareness Project for Institutional Transformation (MAP IT) and the results of the final administration of the MAP IT Student Questionnaire in GC. Chapter 2, "Adopting and Integrating Multiculturalism: A Closing Assessment of General College," (David L. Ghere, Amy Kampsen, Irene M. Duranczyk, and Laurene L. Christensen) present faculty results. Chapter 3, "Diversity and the Postsecondary Experience: Students Give Voice to Their Perspectives," (Renee Barron, Joseph Pieper, Tao Lee, Phouthakannha Nantharath, Jeanne L. Higbee, and Jennifer Schultz) presents the experiences of students from two GC-PsTL courses regarding the benefits of being part of a diverse community of learners. Chapter 4, "Experiences of Japanese Women Students in a Study-Abroad Program in the U.S." (Miki Yamashita) presents the results of a qualitative study of the intercultural learning experience of a group of students from a Japanese university who traveled together to study in the U.S. Chapter 5, "A Case Study of Intercultural Development for Pre-Service Language Teachers,"(Laurene Christensen) also explores intercultural learning in a discussion of training U.S. students as future teachers of English. Chapter 6, "Students With Psychological Disabilities in Allied Health Sciences Programs: Enhancing Access and Retention," (Deborah A. Casey) reflects on barriers to success for students with psychological disabilities. Chapter 7, "Conceptual Framework of Cultural Capital Development: A New Perspective for the Success of Diverse College Students," (Steven R. Aragon and Brad W. Kose) reviews the literature related to the impact of cultural capital on college student retention and provide a model for reflecting on this construct. Chapter 8, "Diverse Behaviors, Diverse Results: A Motivation-Based Model for Students' Academic Outcomes," (Randy Moore) presents a model that focuses on how student expectations and behaviors influence outcomes. Finally, this monograph concludes with Chapter 9, "Ethics and English as a Second Language Writing Assignments," (Mary Ellen Daniloff-Merrill), which serves as a reminder to all to avoid making assumptions as students' diverse backgrounds and experiences are considered.