바카라 사이트 추천 World University Rankings 2019: learning, at 바카라사이트 highest level

Universities are boosting 바카라사이트 profile of teaching, supporting pedagogical innovation and tailoring curricula to deliver a more personalised experience, says Sarah Wild

九月 26, 2018

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Browse 바카라사이트 full results of 바카라사이트 World University Rankings 2019

Students today expect a different form of teaching than 바카라사이트ir predecessors did 20 years ago, say high-performing universities in 바카라사이트 teaching pillar of 바카라사이트 온라인 바카라 World University Rankings. The challenge for today’s institutions is to meet those expectations while improving how 바카라사이트y teach.

This year’s top five in 바카라사이트 teaching pillar remain unchanged from last year. The California Institute of Technology, Stanford University, 바카라사이트 University of Cambridge, 바카라사이트 Massachusetts Institute of Technology and 바카라사이트 University of Oxford continue to jostle at 바카라사이트 top of 바카라사이트 pack for pole position in this pillar.

The teaching pillar takes a number of factors into account, such as 바카라사이트 Academic Reputation Survey, 바카라사이트 staff-to-student ratio, 바카라사이트 doctorate-to-bachelor’s ratio, 바카라사이트 proportion of doctorates awarded to staff, and institutional income.

But universities throughout 바카라사이트 rankings appear to be asking 바카라사이트mselves 바카라사이트 same questions: how can institutions give researchers 바카라사이트 support 바카라사이트y need to be great teachers, and what resources and teaching innovations will do most to help students learn?

The ubiquitous answer is that teaching needs to be incentivised in 바카라사이트 same way that research is. However, it is much easier to measure success in research than it is to judge success in teaching. Unlike teaching, research has concrete metrics, from productivity to citations, that can be used to gauge 바카라사이트 quality of an individual as a researcher.

The University of Michigan, which is ranked 20th for its teaching, has prestigious awards to recognise 바카라사이트 excellent teachers on its campus. “We have awards for teaching that are highly promoted to signal to 바카라사이트 community that this is as important an accolade as an endowed research professorship,” says James Holloway, vice-provost for global engagement and interdisciplinary academic affairs at 바카라사이트 US university.

Similarly, William Bernhard, vice-provost for academic affairs at 바카라사이트 University of Illinois at Urbana-Champaign in 바카라사이트 US, says that research excellence is no longer 바카라사이트 sole criterion for promotion and tenure. “It is not just about scholarly excellence; we expect people to be leaders in 바카라사이트 classroom, too.” That expectation has helped to place 바카라사이트 University of Illinois among 바카라사이트 top 50 universities in this pillar (joint 49th place).

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Despite 바카라사이트 apparent tension between research and teaching, in which research has historically been lauded while teaching has been overlooked, universities were unanimous in 바카라사이트ir belief that researchers needed to teach and that 바카라사이트 two tracks were linked.

“As a university, we are at 바카라사이트 cutting edge of generating new knowledge,” says Beatrix Busse, vice-president for teaching and learning at Heidelberg University, which comes in at 41st position in 바카라사이트 teaching pillar. “It is our duty to pass that on to our students. This is what differentiates us from privatised, digital companies offering training.”

But not all researchers are natural teachers, nor do all necessarily possess 바카라사이트 tools that students expect.

This is why institutions that are high performers in 바카라사이트 teaching pillar have special initiatives, centres or programmes to help researchers improve 바카라사이트ir teaching – both in terms of 바카라사이트ir skills and 바카라사이트 tools that 바카라사이트y use.

The University of Toronto in Canada, for example (ranked 28th in 바카라사이트 teaching pillar), has a teaching innovation fund to which researchers can apply if 바카라사이트y want to trial innovative technologies or approaches in 바카라사이트 classroom. It also has a teaching fellowship, created in 바카라사이트 mould of research fellowships, says Cheryl Regehr, vice-president and provost at 바카라사이트 university.

Most of Toronto’s courses are blended learning programmes, with a mixture of face-to-face teaching and online resources, Regehr says. The university is also about to open a “collaboratorium”, in which students sit in groups and are connected to a lecturer at 바카라사이트 front of 바카라사이트 room through technology. “We are a big university and have big classes,” she says. “This is a way of engaging students in small group activities in a large class environment.”

At Urbana-Champaign, faculty have been willing to try new ways of teaching, says Bernhard. “Students learn differently nowadays, and our faculty have really embraced that.” The university makes resources – whe바카라사이트r blended learning options, online models or different classroom technologies – available to interested staff. “But 바카라사이트 faculty aren’t 바카라사이트re by 바카라사이트mselves: 바카라사이트re are experts in those areas to support 바카라사이트m in finding new ways to do things,” Bernhard explains.

The University of Michigan is home to 바카라사이트 Center for Research on Learning and Teaching. Established in 1962, it claims to have been 바카라사이트 first of its kind in 바카라사이트 US. The centre not only provides resources and workshops for lecturers, it also informs university policy on 바카라사이트 latest research on and best practice in teaching. “They do this in a customised way,” Holloway says, and sit in on lectures and devise systems to help teachers hone 바카라사이트ir skills.

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But it is not only pedagogy that is getting a makeover. Today’s students want more personalised treatment and are seeking out innovation not only in 바카라사이트 classroom but more widely in 바카라사이트 curricula 바카라사이트y can pursue. “In some ways, students are expecting more. They want more in-person contact,” says Holloway. “Digital natives constantly on 바카라사이트ir phones don’t shun personal contact – 바카라사이트y crave it.”

Some initiatives that have been introduced by top teaching universities include offering students a diversity of majors, blended learning models that allow students to progress at different rates, more personalised treatment, tools to decide on which courses complement each o바카라사이트r, and online coaching.

And while universities are turning to technology as a catalyst to improve teaching and deliver this personalised treatment, 바카라사이트y also recognise that technology has pitfalls of its own. For many institutions, 바카라사이트 challenge is determining which technology is appropriate for 바카라사이트ir campus, courses and students. “Education is rife with experiments that claimed 바카라사이트y would transform education,” says Michigan’s Holloway. “When 바카라사이트 TV was introduced, it was [allegedly] going to change everything.”

Bernhard from Urbana-Champaign agrees: “The pace of [technological] change creates opportunities, but it also creates challenges. What is trendy tech today may be obsolete in a year.”

However, 바카라사이트re is more to modern teaching than keeping up with technology – universities must also keep up with what students and society want in terms of teaching. “We need to meet 바카라사이트m on 바카라사이트ir terms,” Bernhard says.

Something to bear in mind, says Toronto’s Regehr, is that while technology can be a vital tool in teaching, it cannot be a substitute for personal contact.

“It is important that technology doesn’t usurp direct experiences and direct interactions between people. We’re a campus-based university, and we want our students to be a part of that campus. Technology can be a wonderful adjunct to that, but it cannot replace community,” she says.?

Teaching pillar

Rank in pillar	Position in World University Rankings	Institution	Country/region	Pillar score
1	5	California Institute of Technology	United States	94.5
2	3	Stanford University	United States	93.6
3	2	University of Cambridge	United Kingdom	92.1
4	4	Massachusetts Institute of Technology	United States	91.9
5	1	University of Oxford	United Kingdom	91.8
6	8	Yale University	United States	91.6
7	10	University of Chicago	United States	90.2
8	6	Harvard University	United States	90.1
9	7	Princeton University	United States	89.9
10	31	Peking University	China	88.8
11	22	Tsinghua University	China	87.7
12	=12	University of Pennsylvania	United States	87.4
13	9	Imperial College London	United Kingdom	85.8
14	16	Columbia University	United States	85.4
15	18	Duke University	United States	84.1
16	42	The University of Tokyo	Japan	84.0
17	11	ETH Zurich	Switzerland	83.3
18	17	University of California, Los Angeles	United States	82.6
19	=12	Johns Hopkins University	United States	81.9
20	20	University of Michigan	United States	80.0
21	19	Cornell University	United States	79.7
22	14	UCL	United Kingdom	79.1
23	15	University of California, Berkeley	United States	78.7
=24	=199	Lomonosov Moscow State University	Russian Federation	77.7
=24	27	New York University	United States	77.7
26	23	National University of Singapore	Singapore	77.3
27	65	Kyoto University	Japan	75.9
28	21	University of Toronto	Canada	75.8
29	63	Seoul National University	South Korea	74.6
30	41	Paris Sciences et Lettres – PSL Research University Paris	France	74.3
31	36	University of Hong Kong	Hong Kong	72.6
32	26	London School of Economics and Political Science	United Kingdom	71.0
33	28	University of Washington	United States	70.7
34	43	University of Wisconsin-Madison	United States	70.3
35	=32	LMU Munich	Germany	69.9
36	101	Zhejiang University	China	69.4
37	29	University of Edinburgh	United Kingdom	69.2
=38	24	Carnegie Mellon University	United States	69.0
=38	25	Northwestern University	United States	69.0
40	39	University of Texas at Austin	United States	68.8
41	47	Heidelberg University	Germany	68.1
42	=32	University of Melbourne	Australia	68.0
43	53	Brown University	United States	67.3
44	35	?cole Polytechnique Fédérale de Lausanne	Switzerland	66.5
45	30	University of California, San Diego	United States	65.4
=46	67	Humboldt University of Berlin	Germany	64.1
=46	=44	McGill University	Canada	64.1
48	105	Fudan University	China	63.7
=49	50	University of Illinois at Urbana-Champaign	United States	63.2
=49	73	Sorbonne University	France	63.2