I used this quote to present a lesson on different ways of learning in my undergraduate content methods course. I felt the words equally spoke to both the essence of our assigned texts and my state of thinking. The readings made me aware of the variations in problems facing higher education and the viability of multiple solutions. I realized that it is much easier to reject an idea than to consider a new solution. Ramsden's (1992) use of Whitehead's (1992) statement, "I am simply issuing a warning that education is a difficult problem, which cannot be solved by one simple formula" leads me to believe that he has a similar disposition to several approaches towards higher education. education issues. In chapters six and seven, Ramsden (1992) examines the essential properties of effective teaching and the problems associated with teachers' incongruous values ​​and assumptions. According to Ramsden, the main problem is that too many teachers do not take a “complex view of teaching” (p. 114). Ramsden argues that the difficulty in directing instructors toward a more complex theory of teaching lies in the firmly held belief that "because learning is ultimately the responsibility of the student, effective teaching is an indeterminate phenomenon” (p. 87). Ramsden argues that teachers' entrenched attitudes stifle their willingness to engage “cooperatively with learners to help them change their understanding” (p. 114). According to Ramsden, adopting a theoretical pedagogical approach based on the assumption that “learning is applying and modifying one's own ideas; it is something that the student does, rather than something that is done to them” (p. 114) requires a critical examination of the content and misunderstandings that students have...... middle of paper .. .... column article "As educators, we should be much less focused on the number of courses and credit hours that professors teach, and much more concerned with a variety of measures, not just by a standardized test, of the amount of learning of the students" (A43). It will be interesting to see if institutions include the effective use of UID or technology-enhanced teaching in their assessment. The range of problems associated with teaching can often make the tasks associated with improving practice seem insurmountable. Quality teaching does not mean that we have to overcome every obstacle before we can progress. Rather, improvement can begin with small steps that include opportunities for faculty development, use of reflective teaching instruments, expansion of pedagogical theories, and greater consideration of the learner..