This is an editor’s note to the Summer 2009 issue of Human Architecture: Journal of the Sociology of Knowledge, themed after “Sociological Re-Imaginations In & Of Universities.” Several faculty, graduate students or alumni, and current undergraduate students advance insightful, critical perspectives about their own learning and teaching experiences and personal “troubles,” and broader university, disciplinary, and administrative “public issues” that in their view merit immediate attention in favor of fundamental rectifications of outdated procedures and educational habita that continue to persist at the cost of more creative and, in fact more scientific and rational, approaches to production and dissemination of knowledge. The issue includes practical, creative, and pedagogically consequential exercises in the sociological imagination by several undergraduate students at UMass Boston, three of whom wrote their papers in their first year freshmen/women seminars.