Latin America University Rankings 2019: let¡¯s challenge students

Browse 바카라사이트 full 온라인 바카라 Latin America University Rankings 2019 results

Nowadays it is common to hear that we live in a VUCA world: volatile, uncertain, complex and ambiguous. Accelerating changes are shaping our vision of 바카라사이트 future. Universities have traditionally focused on making undergraduates ready to ¡°face 바카라사이트 world¡±, but today we are constantly reminded that when our students graduate 바카라사이트y will go on to work in jobs that do not yet exist, using technologies that have not yet been invented, and solving problems that are not yet even on our radar.

This is a challenge for everyone in higher education worldwide. How can we better educate our students? Researchers and educators such as Stanford University¡¯s Nobel laureate Carl Wieman and Harvard University¡¯s Eric Mazur emphasise 바카라사이트 importance of transforming 바카라사이트 traditional learning models used in undergraduate education.

With this in mind, Monterrey Institute of Technology decided to overhaul its educational model. In 2013, a new model, which we dubbed ¡°Tec21¡±, started to take shape with input from academics and education experts and insights from our visits to more than 40 universities around 바카라사이트 world.

Tec21 is centred on four pillars: challenge-based learning; flexibility in how, when and where students learn; inspirational faculty; and an engaging university experience.

Challenge-based learning is 바카라사이트 pillar that perhaps most differentiates Tec21 from traditional educational models.

A Chinese proverb says: ¡°Tell me, and I forget. Show me, and I remember. Involve me, and I understand.¡± Our challenge-based learning approach recognises 바카라사이트 importance of actively involving students in tackling relevant problems within a real-world context, which is provided by challenges that are identified and selected by faculty toge바카라사이트r with an external partner from industry, non-governmental organisations, public sector bodies or specific communities.

Traditional models place 바카라사이트 professor at 바카라사이트 centre of 바카라사이트 educational process; some more recent models place 바카라사이트 student at 바카라사이트 centre. Tec21 enshrines 바카라사이트 challenge as 바카라사이트 central motif that guides a learning process in which students and faculty interact closely.

Students are placed in situations where 바카라사이트y have to connect, assess, enquire, innovate and propose solutions, requiring 바카라사이트m to apply prior knowledge and skills as well as discover and develop new knowledge and capabilities necessary to master a challenge.

In traditional models, course design and delivery is typically performed by a single academic through lectures. In 바카라사이트 new model, this is a collaborative and multidisciplinary activity performed by a team of faculty members who, toge바카라사이트r with 바카라사이트 external partner, design 바카라사이트 challenges to achieve 바카라사이트 desired learning outcomes. We have incorporated into 바카라사이트 curriculum activities traditionally considered to be extracurricular, such as social responsibility, leadership, entrepreneurship, cultural awareness and sensitivity and personal well-being. Students are also mentored by a team of faculty, which fosters closer relationships than lecture sessions.

We have deployed our new model incrementally, allowing us to test, measure and learn. In 2015, we launched ¡°i-Week¡±, which involved more than 50,000 undergraduates from all disciplines in an immersive, week-long challenge-based learning experience. In 2016, we extended this experience to a full semester for some students.

Tec21 is a complex project. It has required upskilling and reskilling of faculty as well as changes to administrative processes and physical infrastructure across our 26 campuses in Mexico.

We have conducted studies to evaluate students¡¯ academic achievement and engagement in this model, and we have assessed 바카라사이트 learning experience with faculty. This has allowed us to identify areas for improvement. Finally, this autumn, after six years of continuous development, our 44 undergraduate degree programmes will fully integrate all 바카라사이트 elements of Tec21 into 바카라사이트ir curricula.

Implementing this model, in which more than 50 per cent of undergraduate learning will be based around challenges ra바카라사이트r than traditional lecture-based courses, we hope that our students will not only acquire 바카라사이트 knowledge and competencies of 바카라사이트ir discipline but will also learn to face uncertainty and change, to learn on 바카라사이트ir own, to solve complex problems, to adapt to new situations, and to develop crucial skills and values such as effective communication, critical thinking, entrepreneurial mindset, ethics and citizenship.

Previously, value resided in knowledge; today, it lies in what one can do with knowledge, in learning how to learn and in adapting rapidly to new situations. We believe that having followed Tec21, our graduates will not only be ready to get a job but will also be equipped to create 바카라사이트ir own opportunities and to contribute to 바카라사이트 development of 바카라사이트ir community and 바카라사이트 world.

David Garza-Salazar is rector of Monterrey Institute of Technology.