Regis College (Massachusetts) has expanded student learning skills through through changes in the management program toward increasing integration of management and liberal arts disciplines and increased opportunities for cooperative and experiential learning. The program stresses making conceptual connections and part/whole relations in team-learning situations. Four key courses shape students' development: Administrative Theory, Organization and Environment, System Dynamics, and Leadership. These contain and reinforce key instructional changes intended to alter student/faculty relationships and roles. Students engage in team learning to solve classroom problems, conduct research, and organize change projects. Students develop divergent thinking and incorporate alternatives in diverse groups. Both management and liberal arts faculty teach integrated courses designed to build both content and process skills into the academic experience. Regis has evaluated its program with traditional student summary feedback forms which also ask about teamwork and interdisciplinary learning, student self-assessment of contribution to task, and total group grades for projects and presentation. Plans for future evaluation methods include open feedback sessions at the conclusion of courses. Appended is am example of integrated content taken from a unit on history, work, and society within the course on Administrative Theory and Practice. (JB)