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America is being held back by the quality and quantity of learning in college. Many graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers´ expectations. The only solution - making learning the highest priority in college - demands fundamental change throughout higher education.

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Higher Education Without Higher Learning Judging College Quality The Developmental Basis of Higher Learning The Neuroscience of Learning Assessment for Higher Learning More is Not Better, Better is More: A Framework for Rethinking American Higher Education Talk of Change is Not Change: Rethinking American Higher Education

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"We´re Losing Our Minds adeptly describes the systemic nature of limited learning in higher education. As the authors convincingly argue, the task is not to change a few practices or chastise a few institutions, but to alter the core of higher education in America. Their proposal for change is at once simple and radical - higher education institutions need to develop a serious culture of teaching and learning. This is a straightforward proposition, but one that will require a fundamental transformation in the attitudes, priorities, and cultures of colleges and universities. Based on years of experience and research, Keeling and Hersh are aware of the challenges ahead yet bold enough to outline strategies for success. Only one question remains: Will higher education leadership have the courage to heed their call for transformation?" - Josipa Roksa, University of Virginia; co-author of Academically Adrift: Limited Learning on College Campuses

"Keeling and Hersh clearly state why we´re ´losing our minds´ and what needs to be done to turn things around. Anyone who has a stake in higher education - that is, most of us - would do well to read their work and join in the discussion." - Terry Christner, Library Journal

"This text is more than a call to action. It is a steppingstone in the conversations that need to be occurring on the national and local levels." - Stephanie Bibbo, NACADA JOURNAL

"Throughout this book the authors cut to the chase, offering a candid and sometimes painful assessment of the state of higher education in the United States. However, their work is not limited to a litany of what is wrong with colleges and universities today. . . The authors provide concrete suggestions for improving the college experience for students and are optimistic and confident about these possibilities." Research and Practice in Assessment

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