This chapter describes how student employment can be an applied learning experience by developing soft skills for future employment, working with other students from diverse backgrounds, and connecting work to academics.

This chapter describes applied work-based learning, situates participation against student employment, provides features of effective applied work-based learning experiences, examines evidence of effects, and discusses challenges to implement and sustain effective experiences.

From over a decade of collecting data, we know that students who are peer educators experience significant gains as a result of their role as peer educators. The purpose of this chapter is to discuss the student learning outcomes student peer educators derive from being involved in these applied learning experiences.

This chapter details the First Year Research Experience (FYRE) program at Montana State University, describing the intent and design of the program, as well as how FYRE participants differed in their approaches to learning from non-participants.

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.

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.

This chapter reviews applied learning and related student outcomes and considers applied learning in the context of the purpose of higher education.

This chapter discusses the overhaul of Plymouth State University using a framework of integration in all matters of decision-making. This is an example of whole system reorganization where traditional independent structures have been replaced by integrated structures representing new ways of working together and integral experiences for students.

This chapter provides insight into the challenges facing higher education and provides a rationale for redesign along with effective strategies and management approaches, based upon the case study experience of Winebrenner Theological Seminary in Findlay, Ohio.

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

Integration as a methodology for redesigning higher education is the main theme of this chapter. After defining how the authors understand and envision integration as an organizational model and as a learning model, they maintain that setting the expectation of the importance of becoming a learning organization is essential for successful whole…

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.

This chapter explores the unique design of one of America's newest and most innovative community colleges: Stella and Charles Guttman Community College in New York City. This highly successful College offers its diverse student population a relevant, integrated curriculum and student support that is embedded in the classroom.

Racial stereotypes of Asian Americans and Pacific Islanders limit their access to leadership positions in higher education.

Several misconceptions shape the discourse on affirmative action and Asian Americans, and institutions of higher education should do more to challenge these myths and educate the public about the realities of this debate.