This book is a step-by-step guide for improving student learning in higher education. The authors argue that a fundamental obstacle to improvement is that higher educators, administrators, and assessment professionals do not know how to improve student learning at scale. By this they mean improvement efforts that span an entire program, affecting all affiliated students. The authors found that faculty and administrators particularly struggle to conceptualize and implement multi-section, multi-course improvement efforts. It is unsurprising that ambitious, wide-reaching improvement efforts like these would pose difficulty in their organization and implementation. This is precisely the problem the authors address. The book provides practical strategies for learning improvement, enabling faculty to collaborate, and integrating leadership, social dynamics, curriculum, pedagogy, assessment, and faculty development. In Chapter 2, the authors tell a program-level improvement story from the perspective of a faculty member. Chapter 3 inverts Chapter 2. Beginning from the re-assess stage, the authors work their way back to the individual faculty member first pondering whether she can do something to impact students' skills. They peel back each layer of the process and imagine how learning improvement efforts might be thwarted at each stage. Chapters 4 through 9 dig deeper into the learning improvement steps introduced in Chapters 2 and 3. Each chapter provides strategies to help higher educators climb each step successfully. Chapter 10 paints a picture of what higher education could look like in 2041 if learning improvement were embraced. And, finally, Chapter 11 describes what you can do to support the movement.

This book is a step-by-step guide for improving student learning in higher education. The authors argue that a fundamental obstacle to improvement is that higher educators, administrators, and assessment professionals do not know how to improve student learning at scale. By this they mean improvement efforts that span an entire program, affecting all affiliated students. The authors found that faculty and administrators particularly struggle to conceptualize and implement multi-section, multi-course improvement efforts. It is unsurprising that ambitious, wide-reaching improvement efforts like these would pose difficulty in their organization and implementation. This is precisely the problem the authors address. The book provides practical strategies for learning improvement, enabling faculty to collaborate, and integrating leadership, social dynamics, curriculum, pedagogy, assessment, and faculty development. In Chapter 2, the authors tell a program-level improvement story from the perspective of a faculty member. Chapter 3 inverts Chapter 2. Beginning from the re-assess stage, the authors work their way back to the individual faculty member first pondering whether she can do something to impact students' skills. They peel back each layer of the process and imagine how learning improvement efforts might be thwarted at each stage. Chapters 4 through 9 dig deeper into the learning improvement steps introduced in Chapters 2 and 3. Each chapter provides strategies to help higher educators climb each step successfully. Chapter 10 paints a picture of what higher education could look like in 2041 if learning improvement were embraced. And, finally, Chapter 11 describes what you can do to support the movement.

Only the bipolar and overstressed can cure their disorders Bipolar disorder is caused by "arrogant, deceptive, significant others" and stressful situations. Minds go out of control when stressed beyond "design" limits. The author was afflicted with bipolar disorder in 1977, experiencing sporadic manic episodes until 1994, while on prescribed medications. He has worked 16 years developing an amazing cure for his disorder using physics (physical exercises) and nuclear modeling. Briefly stressing the brain to emotional limits releases emotional tensions and forces its subconscious processes to understand and heal themselves. Elevating moods, a few times a week, is similar to a vaccination preparing the mind for real stress and has developed a confident, creative mind. Integrating science, metaphysics, and spirituality has developed the author's cure. Exercises can release stress from localized trauma memories, similar to psychoanalysis. Muscles are connected to nerves and nerves are connected to neurons in the brain. Sensations are felt in the upper neck, throat, brainstem, and brain. Organized exercises and writing restructures the brain. If working toward their own cures, readers should develop a sense of satisfaction and confidence. The following experiences have inspired the author's work and cure: 1. A "certain death" near car accident caused a "flash" of emotional memories. 2. An incompatible marriage caused severe stress and bipolar disorder. 3. Discussions with a neurosurgeon and nuclear modeling skills instilled confidence to model the brain and mind. 4. A spiritual message demanded obedience for spiritual communication and writing. There is no quick cure for bipolar disorder. Sanity and a future are worth the long effort. Without manic episodes for 16 years, the author has proven that bipolar disorder can be cured. The author's work also promotes spiritual communication. Can cured manic minds help understand God?