This document synthesizes those discussions and the ideas and suggestions they have spawned, and invites the whole campus—faculty, staff, and students—to join in the discussion and to contribute to the re-imagination of the possib ilities. [...] The provincial government recognized the need to ensure the quality of its undergraduate programs and in 2000 introduced a system of quality checks very similar to the process followed for the review and quality assessment of graduate programs in the province. [...] As part of our strategic plan in 1985 we adopted a set of learning objectives, and incorporated learner-centredness into the core mission of the University in the 1995 plan.4 In the wake of the double cohort, it once again seemed prudent to review the undergraduate experience in a systematic way with an eye for improvements and enhancements. [...] The principle of learner-centredness identifies the learner as the impetus behind the act of learning, and emphasizes learning as a challenge of discovery, rather than a problem of storage. [...] The first two are usually given special emphasis, for example in the opening sentence of the University’s mission statement: “The University of Guelph is a research- intensive, learner-centred university.” And indeed, these are the two goals with the most sweeping effect on the structure of the University and its operation.