This paper reflects upon the development of a suite of new courses in the Faculty of Built Environment and Engineering at the Queensland University of Technology in Australia. It describes the theoretical framework upon which these courses are founded and the broader pedagogical and structural implications and opportunities. It relates a model of transformative learning to the large scale issues of course design and contemporary course relevance. The paper illustrates such a relationship with a suite of courses in which the student takes a greater lead in the shaping of his or her own education. Notions of change and transition are presented as opportunities for continued renewal of course offerings, and as the catalyst for transformative learning wherein students become more active members in the teaching and learning process. What we find is that good pedagogical course design aligns with the changing role of universities in contemporary society.