The week of October 18th including those articles really stood out to me. In “Standing Alone” this excerpt resonated with me, “…being able to think abstractly, is very significant to me.

Another form of active learning, Inquiry-Based Learning,“is a student-centered and instructor-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework. Inquiry-Based instruction complements traditional instruction by providing a vehicle for extending and applying the learning of students in a way that connects with their interests within a broader thematic framework. Students acquire and analyze information, develop and support propositions, provide solutions, and design technology and artproducts thatdemonstrate their thinking,and make their learning visible” [34, p. 1]. Inquiry-Based Learning engages students inthe learning process andchanges the traditional role of instructor from lecturer to learningfacilitator, coach, and model [35]. Inquiry-Based Learningispredicated on building knowledge as opposed to passive learning which follows the more traditional collegiate instructional model based primarily on lecture.

"The clashing point of two subjects, two disciplines, two cultures--of two galaxies, so far as that goes--ought to produce creative chances. In the history of mental activity that has been where some of the break-throughs came"

According to Grunewald colleges must be redesigned as completely interdisciplinary. I couldn’t even imagine my excitement if I attended a school with zero majors. If every single person build his or her degree from the bottom up, how creative and amazing would that be? I feel like many students these days are pressured into certain degrees, and they may not actually wish to utilize that degree for the rest of their life.

I am creating and envisioning a possibility that others may not see or may not have the confidence to direct. That possibility is going to open so many doors for me.

The architects and accountants orchestrating the building of the dams could have considered the environmental impact, but it wasn’t their specialty, so they didn’t have the insight on potential impacts than an environmental scientist would have had.

At the start of the twenty-first century, higher education in the United States stands as a formidable enterprise. As an established "knowledge industry" it represents about 3 percent of the gross national product.

The land-grant colleges were founded to provide practical information and encourage scientific research about agriculture and the mechanical arts (engineering).

something that they themselves can reflect upon, not simply grades and assignments that are locked away in a proprietary system controlled by the school.

On our campuses, we must create an intellectual climate that encourages faculty members and students to make connections among seemingly disparate disciplines, discoveries, events, and trends — and to build bridges among them that benefit the understanding of us all.