The document discusses the transition from a traditional instructional paradigm in higher education to an emerging self-directed paradigm. Under the traditional model, faculty actively teach passive students. The emerging model views students as active constructors of knowledge through collaborative learning and personal transactions between students and faculty. This represents a more complex educational environment that blurs the boundaries between teaching and learning by making students an integral part of the process. The document advocates for harnessing collective student intelligence to continually improve the student experience.