This research will examine how deep approaches to learning assist students in developing meta-cognitive strategies to enhance integrative learning. Research was gathered through two surveys using mixed methods, a triangulational study. Student data consisted of questionnaires with adaptations from the National Survey of Student Engagement (NSSE) 2011. The faculty survey was a questionnaire with adaptations from the Faculty Survey of Student Engagement (FSSE). Results reveals faculty measure success in promoting deep learning within and out of the classroom; the transference of new knowledge is obtained through writing intensive assignments, class projects, portfolios, collaborative discussions, undergraduate research, conference presentations, and self-reflections.