Abstract: While calls for reform in education are arguably as old as the enterprise of education itself, there is a new sense of urgency accompanying the reports of those who study the economic and cultural impacts of education, at all levels. This article offers a framework for understanding and responding to both internal (largely academic and pedagogical) and external (largely economic and cultural) pressures for positive transformation in teaching and learning. Fourteen aspects of educational cultural change are labeled, defined, and characterized in terms of historical tendencies and future directions that hold promise for better fulfillment of society’s expectations and needs. For each aspect, a core set of modules is identified from the Faculty Guidebook, linking that aspect to the larger body of Process Education scholarship. Meaningful descriptors for recognizable stages of transformation within each aspect are proposed from this analysis. Each aspect is then illustrated through examples typifying student and faculty behavior, as observed in faculty development institutes, workshops, and classroom teaching on the part of the authors. Three broadly applicable tips are also given for managing affective, practical, and research issues associated with moving to increasingly transformed practices within each aspect. The finished product is packaged in a new online learning object that is currently undergoing usability testing. The article concludes with an exploration of potential future uses for the learning object.