In 1993, PSU comprehensively reformed its undergraduate curriculum through a new university curriculum, which is unique to the institution. This course is designed to solve the problem of credit allocation, which requires students in senior courses to enroll in courses other than their majors. In a summary report on reforms in 1993, it was pointed out that university research tried to incorporate "cross-curricular" topics, including writing, diversity and multiculturalism, ethics and global research, and constituted "including the ability to conduct inquiry and critical thinking." And the tendency to use various forms of communication for learning and expression, gaining a basis for understanding and appreciating the broader human experience and its environment, "people are responsible for themselves, each other, and the community."
PSU's university research course starts with a freshman inquiry course, which is interactive and topic-based, and "uses an interdisciplinary approach to explore topics and issues to show how to understand them from different perspectives."  In these courses, professors are paired with junior and senior students who help lead group discussions, and peer tutors who lead smaller seminars.
The second-year inquiry course is mainly based on communication, focusing on group dialogues and presentations and research projects. These courses are designed to allow sophomores to explore topics that are complementary to their chosen major.
As students enter the junior high school stage, they need to take more advanced and more focused upper-level cluster courses because they are more closely related to the students' chosen major. Unlike the freshman and second-year inquiry courses that make up students, there are no tutor courses for the upper-year courses. The "clusters" from which students choose courses cover a wide range of subjects and topics.
During the third year of high school, although students still need to complete advanced cluster courses, students must also complete six credits of advanced courses to graduate. The highest standards combine classroom work with community work. These projects are integrated with local community organizations and cover a wide range of issues, from social justice to power of attorney writing, environmental protection, youth education and more. Capstone courses usually end with a public speech about the students’ experiences in community organizations or the reasons they explored.
The university has received national recognition for the program from U.S. News and World Report, WK Kellogg Foundation, National Service Corporation, Atlantic Foundation, and Pew Charitable Trust, which uses innovative undergraduate education and teaching methods .