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This article describes one program's thoughtful and strategic transition to a college and subsequent innovations to its curricular framework. Acknowledging that such a change affords honors practitioners the opportunity to implement best practices established within the honors community, authors describe the unique evolution of the honors college experience at their institution by way of expanding collaborative transdisciplinary courses, offering a new diploma option, and increasing opportunities related to undergraduate research. Collaborative transdisciplinary courses encourage critical thinking about complex problems in a small group setting. A new diploma option combines disciplinary depth with transdisciplinary capabilities through a four-year, multidisciplinary studio curriculum. Expansion from a single research training course to a suite of course offerings, or "guided research experiences," strengthens the college's goal of fostering undergraduate research. Authors suggest that the innovative curriculum provides opportunities for students to develop as change agents and global scholars. The triad of changes are derivative of the college's core values: to foster meaningful and sustained relationships with faculty, provide resources for independent learning, promote engagement in undergraduate research, yield and advance place-based and problem-focused experiences, guide students through intellectual engagement in global contexts, and seek to better engage students in their learning processes while preparing them for graduation.

The honors college at a large land-grant research university developed transdisciplinary courses to provide undergraduate opportunities for small, student-centered classes and collaborative problem engagement in a global context. In these courses, students engage principles of competency-based education and inquiry-based learning combined with instruction in transdisciplinarity and decision-making tied to the college mission statement and course learning outcomes. As an observational study, we surveyed 91 honors students from 12 transdisciplinary courses over three semesters, asking five-point Likert scale questions and open-ended perspective questions at the beginning and end of each semester. Participants predominantly identified as White (74%), male (57%), senior-level students (67%), and represent 34 majors. Findings emphasize outcomes of lasting faculty relationships and opportunities to explore interests outside students' majors, which respondents report influencing their academic development. Students also report areas for curricular improvement in developing research skills and engaging problem-focused experiences. We describe new offerings made to address findings.

Contribution: This paper analyzes reflective thinking within organizational structures in higher education and draws parallels between the challenges faced by educators developing interdisciplinary courses and their students working in ill-structured projects. Background: Interdisciplinarity as a learning goal is prevalent across engineering education literature. However, without organizational support structures to guide faculty members in developing interdisciplinary courses, interdisciplinarity as a student learning outcome is difficult to sustain. There is a need to evolve existing organizational structures faculty navigate when creating interdisciplinary courses, so that competing organizational systems do not stifle interdisciplinarity. Moreover, educators' effort in developing interdisciplinary courses is mirrored in the uncertain processes in which instructors engage students. Research Questions: In settings of interdisciplinary curriculum design and implementation, how do interdisciplinary faculty collaborations parallel that of their student design teams? How do organizational structures affect interdisciplinary faculty teams designing courses that span disciplines? Methodology: The study used a qualitative case, bound by three required courses in a new interdisciplinary undergraduate minor. Data was collected via interviews, class observations, and student reflection assignments. Analysis was guided by the conceptual frameworks of King and Kitchener's reflective judgment model and strange and banning's conceptualization of campus learning environments. Findings: Both educators and students develop through the discomfort with uncertainty--a prevalent theme in complex problem-solving. Forms of summative assessment pose an added challenge for both groups as they negotiate organizational structures. Lastly, discipline-specific expectations and ways of valuing knowledge contribute to uncertainty through the interactions among groups.

Competency-based education has received significant attention from education leaders, policy makers, and learning scholars in recent years. With courses to degree programs centered on this concept, the discourse has been fueled by renewed discussion on students' ability to "master skills" in college. As strategies in teaching, learning, and higher education continue to evolve, we argue that service learning plays a critical role in this shift to competency-based education frameworks but that other important methods of teaching competencies are equally important. We conducted interviews with instructors and students in a wide array of academic disciplines, as well as organizational leaders in various nonprofit sectors. Sampling diversity helps capture the range of perspectives around service learning and competency development. This research has important implications for instructors and faculty seeking best practices in designing service-learning courses and for community partners engaging in service-learning relationships with educational institutions. [ABSTRACT FROM AUTHOR]