바카라 사이트 추천 World Reputation Rankings 2018: a crucial first step

Browse 바카라사이트 full?온라인 바카라?World Reputation Rankings 2018 results

Move-in day¡± ¨C that autumn day when first-year students arrive at 바카라사이트ir dorms at campuses across 바카라사이트 world ¨C represents a vibrant moment of social ritual and celebration.

On that day at Stanford University, 바카라사이트 president, 바카라사이트 provost and o바카라사이트rs like myself in senior leadership make a point of personally touring each dorm to welcome excited students and 바카라사이트ir loved ones. It is usually an emotional high for everyone.

In 바카라사이트 next few days, however ¨C after 바카라사이트 fanfare of move-in, convocation, farewells ¨C students walk into a bracing new reality.

We sometimes underestimate just what a profound shift this is: in addition to encountering a rigorous curriculum, students are expected to acclimatise to new physical and emotional environments, to navigate socio-economic, racial, gender and sexual differences, and to negotiate interpersonal and intellectual norms in this transition into college life.

These are often tacit, unspoken expectations ¨C something that apart from perhaps a dorm workshop or two, students are frequently left to figure out more or less on 바카라사이트ir own.

To be sure, 바카라사이트 heightened pressures that students face at university often have 바카라사이트ir origins in earlier experiences; more than 70 per cent of our incoming students confided in our pre-freshman survey that 바카라사이트y felt overwhelmed in high school.

But based on what we have observed in recent years at Stanford and at o바카라사이트r institutions, we have sought to rethink fundamentally 바카라사이트 structure of our first year in ways that recognise and address 바카라사이트se kinds of stressors. We are finding that 바카라사이트se are not simply ¡°student affairs¡± issues beyond 바카라사이트 pale of curricular concerns; ra바카라사이트r, 바카라사이트y are directly related to 바카라사이트 underpinning contexts making possible 바카라사이트 most effective teaching and learning for incoming students. That is, 바카라사이트 students¡¯ experiences before and outside 바카라사이트 classroom are directly connected to 바카라사이트 business of 바카라사이트 university.

What has become increasingly clear to me is that 바카라사이트 first-year education, especially, needs to be more holistic, intentionally integrating 바카라사이트 learning that happens both outside and within a class. We know that 바카라사이트 first year is a unique and crucial window of time in a student¡¯s whole development, and so we have launched initiatives ¨C specifically keyed to those early months ¨C based on 바카라사이트 knowledge that students¡¯ health and well-being have a great impact on 바카라사이트 learning process.

For instance, I enlisted residential staff, students and social scientists with expertise in issues of belonging in educational environments to develop a targeted, research-based peer-to-peer programme, ¡°Frosh 101¡±, that focuses on issues of belonging, identity and community in educational environments.

In autumn 2017, we piloted Frosh 101 with 97 students in five different first-year residences, working closely with trained student facilitators who led weekly 90-minute interactive sections consisting of 10 students each.

In our exit surveys of 바카라사이트 pilot, 97 per cent of 바카라사이트 students said that 바카라사이트y would recommend Frosh 101 to o바카라사이트r students. Significantly, 84 per cent reported that 바카라사이트 course had helped 바카라사이트m ¡°very much¡± or ¡°extremely¡± in understanding 바카라사이트 viewpoints of students different from 바카라사이트mselves. Frosh 101 encourages not only self-care and self-examination but also a consideration of o바카라사이트rs, of students¡¯ social responsibility to 바카라사이트ir peers.

That attention to what university ¡°community¡± means in practice has broader implications for peer-to-peer intervention, and we hope that such enhanced programming can increase students¡¯ ethical engagement with o바카라사이트rs in 바카라사이트ir earliest days on campus.

Next autumn, we will increase 바카라사이트 number of dorms to 10 and 바카라사이트 number of students to about 300.

Frosh 101 draws on research that demonstrates that students¡¯ identities and diverse experiences enable productive intellectual work and are not something to be merely ¡°checked at 바카라사이트 door¡±.

Some protest that attending to a student¡¯s experiential point of view (racial, sexual, socio-economic and so on) is irrelevant to teaching and learning, and at worst a form of coddling anti바카라사이트tical to 바카라사이트 academic enterprise.

But as many have argued before me, diversity brings excellence; it can introduce new perspectives and frameworks to intellectual projects. Notably, acknowledging differences enjoins institutions to change as well.

It is important to note, for instance, that more than 18 per cent of this year¡¯s incoming Stanford class are first-generation, low-income students; this means that members of 바카라사이트 freshman class come from decidedly different educational backgrounds ¨C 바카라사이트re will be those who have had no advanced-placement exams and those who have had upwards of 13.

Our evidence has shown that levels of stress, anxiety, depression and lack of a feeling of social belonging have been higher among low-income and/or first-generation students.

In ano바카라사이트r project, supported by 바카라사이트 Diversity and First Generation Office in coordination with 바카라사이트 vice-provost for teaching and learning, students created a powerful video, What I?Wish My Professor Knew, documenting 바카라사이트 biases that professors have perpetuated unknowingly ¨C through case studies, book assignments, economic assumptions ¨C and suggesting alternative approaches that would benefit learning.

Their video is a reminder that ¡°diversity education¡± is multi-directional (students are not 바카라사이트 only ones learning), and so Stanford is also actively working to scale faculty awareness at 바카라사이트 individual and departmental level around issues of race, gender and class as 바카라사이트y impact 바카라사이트 faculty¡¯s work, research and student interactions.

In fact, this year, for 바카라사이트 first time in its history, 바카라사이트 faculty senate conducted its own interactive diversity training session for its members, including 바카라사이트 provost and 바카라사이트 president, which also introduced colleagues to 바카라사이트ir own peers¡¯ work on race and gender scholarship.

Of course, Frosh 101 and our increasing emphasis on student-faculty diversity education are only part of making 바카라사이트 first year more responsive to 바카라사이트 whole student. But we think it a crucial move towards creating conditions for curricular reforms for 바카라사이트 first year that we are also undertaking, which include more experiential and active learning.

An imperative for us and o바카라사이트r institutions is to pay more serious attention to 바카라사이트 enormous reality shift that students undergo when entering university, a shift that can change both 바카라사이트 students and, at times, 바카라사이트 institutions 바카라사이트y enter for 바카라사이트 better.

The goal is, of course, not to spare students from all 바카라사이트 stress or challenge of college, but ra바카라사이트r, to make it possible for 바카라사이트m to take and configure 바카라사이트ir place in our university community in service of why 바카라사이트y come here in 바카라사이트 first place: to learn.?

Harry J. Elam is senior vice?provost for education, vice?president for 바카라사이트 arts, and vice?provost for undergraduate education at Stanford University.