This monograph reports on innovative models and practices in American undergraduate education from the late 1940s through the late 1990s, focusing particularly on four areas: curriculum; teaching and learning; calendar and clock (time); and faculty development. The study encompassed an extensive review of the literature as well as a survey of public and private Carnegie classification colleges and universities (n=49). Following the introductory chapter, "Reflections on the Half Century," Chapter 2 examines the undergraduate curriculum (organization of programs/administrative units); space (on-/off-campus, media-based, international); and resources (faculty, noninstructional staff, materials/equipment). Chapter 3 examines undergraduate teaching and learning, including content-, student-, and interaction-centered instruction. Chapter 4 looks at various curriculum calendars; calendar duration; and curricular clock (weekday/weekend). Chapter 5 discusses the changing character of faculty work, faculty development models, and changes in process and attitude. Chapter 6 examines costs and benefits of educational innovations from objectivist, actions model, and constructivist perspectives. Chapter 7 offers some lessons learned: think locally, but look globally; think small first, then more expansively; consider organizational culture; think in comprehensive terms; secure sufficient funding; inform important constituents; build your case; link innovations to rewards systems; and ensure leadership through service rather than command and control. Appended is a list of institutions participating in the survey. (Contains 18 references.) (CH)