Based on his evaluation of the Teagle Foundation’s A Larger Vision for Student Learning initiative, William Sullivan shares lessons learned on deepening students’ sense of civic responsibility and strategies to support faculty and staff commitment to these ends in Change Magazine. He finds that programs that use pedagogies of structured social participation to provide a coherent introduction to liberal learning can motivate students to serious intellectual exploration by focusing on questions of purpose, value, and responsibility. For instance, experiential, community-linked programs that blended participatory pedagogies from professional schools with liberal arts approaches proved effective in providing students with new insights and personal strategies to engage, rather than avoid, the impacts of contemporary social dislocations. Role-immersion simulation game pedagogy appealed to students’ imaginations, drawing them into intellectual encounters with other points of view, and stimulated students’ existential exploration of new ways to be in the world. Finally, students reported that seminars centered on core texts gave them a stronger sense of the value of broad learning and the personal relevance of joining with faculty and peers in rigorous thinking.