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University of York

About university of york.

The University of York founding principles of equality and opportunity for all are anchored by the highest academic standards. A member of the prestigious Russell Group of research-led UK universities, York is one of the youngest universities to rank within the THE World University Rankings’ top 150. It is home to around 20,000 students from over 150 countries and each student that joins the community brings a new voice to the richness of perspectives at York.

Our 30 academic departments undertake groundbreaking research that underpins the teaching and challenges students to dream big and think critically. It works in partnership with institutions across the world to develop discoveries and technologies that tackle some of most pressing global challenges. In the most recent Research Excellence Framework (REF 2021) York ranked in the UK top 10 for research quality. .

The university builds on these research accolades and global connections into the teaching and opportunities provided. We offer York Futures, a distinctive personal development and activities programme created in partnership with top employers, to help prepare students for employment and further study. York also connects students to the local community through internships and major events like York Festival of Ideas, one of the largest free festivals of its kind in the UK aiming to inspire diverse audiences about the joy and impact of ideas and education.

The university’s parkland campus champions biodiversity and is home to a rich variety of wildlife within its lake, wetlands, tree trail and bird sanctuary. Located in the south-east of York, it’s a short distance from the historic city centre. York is an easily accessible city that’s pedestrian and cycle-friendly, with an extensive network of cycle lanes and off-road cycle paths. The city has a vibrant social scene offering shops, cafes, clubs, bars and restaurants.

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Welcome to the Faculty of Education

Leaders supporting future leaders in education..

The Faculty of Education provides an environment where students are encouraged to challenge the status quo to uncover new possibilities in the advancement of education. We support our students to become bold, principled and insightful leaders, because social justice won’t be realized by following the conventional. 

As one of the top Faculties of Education in the country, we offer a broad range of programs, research initiatives and community partnerships, all of which embody our commitment to practices of equity, diversity, inclusion, and decolonization.

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Future Students Current Students Alumni Faculty & Staff - Education Current Opportunities International Opportunities

Bachelor of Arts (BA), Educational Studies

Domestic and International Students

BA Educational Studies graduates have a wide range of career options and job prospects ahead of them. Some common careers include working in care homes with elderly or young people, information and vocational learning, professional development, educational training and curriculum development.

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Meeting the challenges of a changing educational landscape

Through exceptional academic programs, we foster high-demand graduates that are poised to meet the challenges of a changing landscape – across local, regional, cultural, national and global communities.

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University of York - UK

Heslington , York YO10 5DD United Kingdom | Website

# 280 in Best Global Universities (tie)

University of York - UK Data

Total number of students

Number of international students

Total number of academic staff

Number of international staff

Number of undergraduate degrees awarded

Number of master's degrees awarded

Number of doctoral degrees awarded

Number of research only staff

Number of new undergraduate students

Number of new master's students

Number of new doctoral students

University of York - UK Rankings

University of York - UK is ranked #280 in Best Global Universities. Schools are ranked according to their performance across a set of widely accepted indicators of excellence. Read more about how we rank schools .

• # 280 in Best Global Universities  (tie)
• # 117 in Best Global Universities in Europe  (tie)
• # 28 in Best Global Universities in the United Kingdom

University of York - UK Subject Rankings

• # 87 in Arts and Humanities
• # 287 in Biology and Biochemistry  (tie)
• # 262 in Chemistry  (tie)
• # 416 in Clinical Medicine  (tie)
• # 357 in Computer Science
• # 202 in Economics and Business
• # 84 in Education and Educational Research
• # 376 in Electrical and Electronic Engineering
• # 574 in Engineering  (tie)
• # 142 in Environment/Ecology  (tie)
• # 284 in Geosciences
• # 83 in Meteorology and Atmospheric Sciences  (tie)
• # 282 in Neuroscience and Behavior
• # 430 in Physical Chemistry  (tie)
• # 325 in Physics
• # 192 in Plant and Animal Science  (tie)
• # 126 in Psychiatry/Psychology
• # 85 in Public, Environmental and Occupational Health
• # 121 in Social Sciences and Public Health

2022-2023 Indicator Rankings

Thirteen indicators were used to calculate University of York - UK's overall Best Global Universities rank. Here is a breakdown of how this institution ranked relative to other schools for each indicator.

Global Universities

Global score

Global research reputation

Regional research reputation

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Conferences

Normalized citation impact

Total citations

Number of publications that are among the 10% most cited

Percentage of total publications that are among the 10% most cited

International collaboration - relative to country

International collaboration

Number of highly cited papers that are among the top 1% most cited

Percentage of highly cited papers that are among the top 1% most cited

Arts and Humanities

Arts and Humanities overall score

Arts and Humanities global research reputation

Arts and Humanities regional research reputation

Arts and Humanities publications

Arts and Humanities books

Arts and Humanities normalized citation impact

Arts and Humanities total citations

Arts and Humanities number of publications that are among the 10% most cited

Arts and Humanities percentage of total publications that are among the 10% most cited

Arts and Humanities international collaboration - relative to country

Arts and Humanities international collaboration

Biology and Biochemistry

Biology and Biochemistry overall score

Biology and Biochemistry global research reputation

Biology and Biochemistry regional research reputation

Biology and Biochemistry publications

Biology and Biochemistry normalized citation impact

Biology and Biochemistry total citations

Biology and Biochemistry number of publications that are among the 10% most cited

Biology and Biochemistry percentage of total publications that are among the 10% most cited

Biology and Biochemistry international collaboration - relative to country

Biology and Biochemistry international collaboration

Biology and Biochemistry number of highly cited papers that are among the top 1% most cited

Biology and Biochemistry percentage of highly cited papers that are among the top 1% most cited

Chemistry overall score

Chemistry global research reputation

Chemistry regional research reputation

Chemistry publications

Chemistry normalized citation impact

Chemistry total citations

Chemistry number of publications that are among the 10% most cited

Chemistry percentage of total publications that are among the 10% most cited

Chemistry international collaboration - relative to country

Chemistry international collaboration

Chemistry number of highly cited papers that are among the top 1% most cited

Chemistry percentage of highly cited papers that are among the top 1% most cited

Clinical Medicine

Clinical Medicine overall score

Clinical Medicine global research reputation

Clinical Medicine regional research reputation

Clinical Medicine publications

Clinical Medicine normalized citation impact

Clinical Medicine total citations

Clinical Medicine number of publications that are among the 10% most cited

Clinical Medicine percentage of total publications that are among the 10% most cited

Clinical Medicine international collaboration - relative to country

Clinical Medicine international collaboration

Clinical Medicine number of highly cited papers that are among the top 1% most cited

Clinical Medicine percentage of highly cited papers that are among the top 1% most cited

Computer Science

Computer Science overall score

Computer Science global research reputation

Computer Science regional research reputation

Computer Science publications

Computer Science conferences

Computer Science normalized citation impact

Computer Science total citations

Computer Science number of publications that are among the 10% most cited

Computer Science percentage of total publications that are among the 10% most cited

Computer Science international collaboration - relative to country

Computer Science international collaboration

Computer Science number of highly cited papers that are among the top 1% most cited

Computer Science percentage of highly cited papers that are among the top 1% most cited

Economics and Business

Economics and Business overall score

Economics and Business global research reputation

Economics and Business regional research reputation

Economics and Business publications

Economics and Business normalized citation impact

Economics and Business total citations

Economics and Business number of publications that are among the 10% most cited

Economics and Business percentage of total publications that are among the 10% most cited

Economics and Business international collaboration - relative to country

Economics and Business international collaboration

Economics and Business number of highly cited papers that are among the top 1% most cited

Economics and Business percentage of highly cited papers that are among the top 1% most cited

Education and Educational Research

Education and Educational Research overall score

Education and Educational Research publications

Education and Educational Research conferences

Education and Educational Research normalized citation impact

Education and Educational Research total citations

Education and Educational Research number of publications that are among the 10% most cited

Education and Educational Research percentage of total publications that are among the 10% most cited

Education and Educational Research international collaboration - relative to country

Education and Educational Research international collaboration

Education and Educational Research number of highly cited papers that are among the top 1% most cited

Education and Educational Research percentage of highly cited papers that are among the top 1% most cited

Electrical and Electronic Engineering

Electrical and Electronic Engineering overall score

Electrical and Electronic Engineering publications

Electrical and Electronic Engineering conferences

Electrical and Electronic Engineering normalized citation impact

Electrical and Electronic Engineering total citations

Electrical and Electronic Engineering number of publications that are among the 10% most cited

Electrical and Electronic Engineering percentage of total publications that are among the 10% most cited

Electrical and Electronic Engineering international collaboration - relative to country

Electrical and Electronic Engineering international collaboration

Electrical and Electronic Engineering number of highly cited papers that are among the top 1% most cited

Electrical and Electronic Engineering percentage of highly cited papers that are among the top 1% most cited

Engineering

Engineering overall score

Engineering global research reputation

Engineering regional research reputation

Engineering publications

Engineering conferences

Engineering normalized citation impact

Engineering total citations

Engineering number of publications that are among the 10% most cited

Engineering percentage of total publications that are among the 10% most cited

Engineering international collaboration - relative to country

Engineering international collaboration

Engineering number of highly cited papers that are among the top 1% most cited

Engineering percentage of highly cited papers that are among the top 1% most cited

Environment/Ecology

Environment/Ecology overall score

Environment/Ecology global research reputation

Environment/Ecology regional research reputation

Environment/Ecology publications

Environment/Ecology normalized citation impact

Environment/Ecology total citations

Environment/Ecology number of publications that are among the 10% most cited

Environment/Ecology percentage of total publications that are among the 10% most cited

Environment/Ecology international collaboration - relative to country

Environment/Ecology international collaboration

Environment/Ecology number of highly cited papers that are among the top 1% most cited

Environment/Ecology percentage of highly cited papers that are among the top 1% most cited

Geosciences

Geosciences overall score

Geosciences global research reputation

Geosciences regional research reputation

Geosciences publications

Geosciences normalized citation impact

Geosciences total citations

Geosciences number of publications that are among the 10% most cited

Geosciences percentage of total publications that are among the 10% most cited

Geosciences international collaboration - relative to country

Geosciences international collaboration

Geosciences number of highly cited papers that are among the top 1% most cited

Geosciences percentage of highly cited papers that are among the top 1% most cited

Meteorology and Atmospheric Sciences

Meteorology and Atmospheric Sciences overall score

Meteorology and Atmospheric Sciences regional research reputation

Meteorology and Atmospheric Sciences publications

Meteorology and Atmospheric Sciences conferences

Meteorology and Atmospheric Sciences normalized citation impact

Meteorology and Atmospheric Sciences total citations

Meteorology and Atmospheric Sciences number of publications that are among the 10% most cited

Meteorology and Atmospheric Sciences percentage of total publications that are among the 10% most cited

Meteorology and Atmospheric Sciences international collaboration - relative to country

Meteorology and Atmospheric Sciences international collaboration

Meteorology and Atmospheric Sciences number of highly cited papers that are among the top 1% most cited

Meteorology and Atmospheric Sciences percentage of highly cited papers that are among the top 1% most cited

Neuroscience and Behavior

Neuroscience and Behavior overall score

Neuroscience and Behavior global research reputation

Neuroscience and Behavior regional research reputation

Neuroscience and Behavior publications

Neuroscience and Behavior normalized citation impact

Neuroscience and Behavior total citations

Neuroscience and Behavior number of publications that are among the 10% most cited

Neuroscience and Behavior percentage of total publications that are among the 10% most cited

Neuroscience and Behavior international collaboration - relative to country

Neuroscience and Behavior international collaboration

Neuroscience and Behavior number of highly cited papers that are among the top 1% most cited

Neuroscience and Behavior percentage of highly cited papers that are among the top 1% most cited

Physical Chemistry

Physical Chemistry overall score

Physical Chemistry publications

Physical Chemistry conferences

Physical Chemistry normalized citation impact

Physical Chemistry total citations

Physical Chemistry number of publications that are among the 10% most cited

Physical Chemistry percentage of total publications that are among the 10% most cited

Physical Chemistry international collaboration - relative to country

Physical Chemistry international collaboration

Physical Chemistry number of highly cited papers that are among the top 1% most cited

Physical Chemistry percentage of highly cited papers that are among the top 1% most cited

Physics overall score

Physics global research reputation

Physics regional research reputation

Physics publications

Physics normalized citation impact

Physics total citations

Physics number of publications that are among the 10% most cited

Physics percentage of total publications that are among the 10% most cited

Physics international collaboration - relative to country

Physics international collaboration

Physics number of highly cited papers that are among the top 1% most cited

Physics percentage of highly cited papers that are among the top 1% most cited

Plant and Animal Science

Plant and Animal Science overall score

Plant and Animal Science global research reputation

Plant and Animal Science regional research reputation

Plant and Animal Science publications

Plant and Animal Science normalized citation impact

Plant and Animal Science total citations

Plant and Animal Science number of publications that are among the 10% most cited

Plant and Animal Science percentage of total publications that are among the 10% most cited

Plant and Animal Science international collaboration - relative to country

Plant and Animal Science international collaboration

Plant and Animal Science number of highly cited papers that are among the top 1% most cited

Plant and Animal Science percentage of highly cited papers that are among the top 1% most cited

Psychiatry/Psychology

Psychiatry/Psychology overall score

Psychiatry/Psychology global research reputation

Psychiatry/Psychology regional research reputation

Psychiatry/Psychology publications

Psychiatry/Psychology normalized citation impact

Psychiatry/Psychology total citations

Psychiatry/Psychology number of publications that are among the 10% most cited

Psychiatry/Psychology percentage of total publications that are among the 10% most cited

Psychiatry/Psychology international collaboration - relative to country

Psychiatry/Psychology international collaboration

Psychiatry/Psychology number of highly cited papers that are among the top 1% most cited

Psychiatry/Psychology percentage of highly cited papers that are among the top 1% most cited

Public, Environmental and Occupational Health

Public, Environmental and Occupational Health overall score

Public, Environmental and Occupational Health publications

Public, Environmental and Occupational Health conferences

Public, Environmental and Occupational Health normalized citation impact

Public, Environmental and Occupational Health total citations

Public, Environmental and Occupational Health number of publications that are among the 10% most cited

Public, Environmental and Occupational Health percentage of total publications that are among the 10% most cited

Public, Environmental and Occupational Health international collaboration - relative to country

Public, Environmental and Occupational Health international collaboration

Public, Environmental and Occupational Health number of highly cited papers that are among the top 1% most cited

Public, Environmental and Occupational Health percentage of highly cited papers that are among the top 1% most cited

Social Sciences and Public Health

Social Sciences and Public Health overall score

Social Sciences and Public Health global research reputation

Social Sciences and Public Health regional research reputation

Social Sciences and Public Health publications

Social Sciences and Public Health normalized citation impact

Social Sciences and Public Health total citations

Social Sciences and Public Health number of publications that are among the 10% most cited

Social Sciences and Public Health percentage of total publications that are among the 10% most cited

Social Sciences and Public Health international collaboration - relative to country

Social Sciences and Public Health international collaboration

Social Sciences and Public Health number of highly cited papers that are among the top 1% most cited

Social Sciences and Public Health percentage of highly cited papers that are among the top 1% most cited

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Bachelor of Education (BEd)

We offer two teacher education program delivery models – Concurrent and Consecutive – leading to the Bachelor of Education (BEd) degree and a recommendation for certification with the  Ontario College of Teachers .

Graduates of our BEd program can teach in K-12 schools and are certified to teach in Ontario in one of the following grade levels:

• Primary-Junior  (JK to Grade 6)
• Junior-Intermediate  (Grade 4 to Grade 10) or
• Intermediate-Senior  (Grade 7 to Grade 12)

Our program provides students with the knowledge and skills necessary to enter the teaching profession as confident and effective teachers.

The Bachelor of Education (BEd) is a full-time professional degree program. Students should expect to be involved in the program five days each week, completing a combination of coursework and community/school placements.

BEd - Concurrent

Students work towards earning their Concurrent BEd degree while completing another York undergraduate degree.

• Students can apply as  Direct Entry  from high school

BEd - Consecutive

Students have already completed or are in their last year of completing an undergraduate degree may qualify to study in the two year Consecutive BEd degree program.

Application Deadlines

Please be advised that programs in the Faculty of Education are intended to be delivered on campus or in official offsite locations in Toronto; community placements can only be completed in partner organizations and school placements can only be completed at partners school boards, which are located in the Greater Toronto Area (GTA). It is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) and complete their school and community-based placements where they are assigned in order to complete degree requirements.

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The guidance provides resources to school leaders that assist in fulfilling their commitment to ensuring every student in New York has the opportunity to learn free from the fear of discrimination, harassment, or intimidation.

NYSED's framework and legal update supports schools in fostering an educational environment that is safe, supportive, and affirming for transgender and gender expansive (TGE) students.

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The Board of Regents and NYSED have undertaken a thoughtful and inclusive review of the State high school graduation measures. 

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Earn an Online Doctorate in Education from NYU

Innovative change in your organization starts here. expand your leadership skills and create new solutions to persistent challenges with your edd in leadership and innovation..

NYU Steinhardt’s EdD in Leadership and Innovation is more than an educational leadership degree program. It’s a cohort of professionals, faculty, and distinguished cross-sectoral leaders interested in education and learning. Collectively, they understand that by working together, they can effect sustainable and scalable change through education leadership jobs in their organizations.

This Doctorate in Education serves a diverse range of experienced professionals. Rooted in a rigorous academic experience and shared passion, the advanced degree is designed for cross-sector leaders who are motivated to create change in education and learning.

Students accepted into the program bring with them real-world challenges. They are encouraged to question and explore, to take risks and succeed, to push and innovate.

This is a unique educational leadership degree that addresses the needs of working professionals with a rigorous online doctorate in education program that can be completed in as few as 24 months.

We [leaders] need to know how to speak to each other in a common language. Our EdD in Leadership and Innovation creates the space where we can find a common language as we work across sectors to solve problems. Dr. Noel S. Anderson Founding Faculty

Solving problems means challenging preconceptions.

Transformative change can result when you allow your point of view to be questioned. So, one of the best ways to develop knowledge, skills, new approaches, and solutions is to work with others — people across all sectors who will challenge you with differing perspectives.

We bring together students and instructors from inside and outside the scope of traditional education to push you to think differently and to ask tough questions.

When you intentionally gather people from different personal and professional backgrounds to collaborate, something powerful occurs: change happens. It’s how to build new processes, solutions, policies, and powerful new tools — and how to create visionary leaders.

We believe leaders are learners, and that education is essential to great leadership.

The NYU EdD is a rigorous online doctorate degree program that combines the discipline of a top-tier university with an innovative approach to education and leadership. We offer accessibility through enhanced technology and the personal connection of face-to-face instruction.

We examine the most important issues leaders in education and learning face today and discover solutions that make change possible for tomorrow. We apply an academic lens to myriad sectors so students graduate from the doctoral program in education with the core competencies for impactful director and executive-level career options.

The research, analysis, writing, and critical thinking involved in students’ strategic design and implementation of a change management project are assets that students will bring to current and future employers.

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Amanda Knapp , BS ’00, EdM ’03

Associate Vice Provost and Assistant Dean, Undergraduate Academic Affairs, University of Maryland, Baltimore County

Jillian Wilsey , EdM ’10

Instructor, Niagara County Community College

Desiree Williams , MA/AC ’15

School Psychologist, Hamlin Park Claude and Ouida Clapp Academy

Brittany Patterson , PhD ’15

Assistant Professor, Baltimore’s University of Maryland School of Medicine

Timothy Zgliczynski , PhD ’16

Teacher, Lancaster School District

Merle Keitel , PhD ’87

Professor, Fordham University

Douglas Scheidt , PhD ’91

Provost, SUNY College of Technology at Canton

Gary Crump , CAS ’21 Social Studies Teacher, Frederick Law Olmsted School

Liz Czarnecki , Ed.M. ’94, B.A. ‘76

Teacher, Williamsville North High School

Jennifer Cross , BA '92, EdM '94 Vice President of Professional Services, Game Plan and Managing Director of Athlete Viewpoint Michael Cross , BA '91, EdM '93 Athletic Director for New Business Development, Penn State University and Board Member, Game Plan

Joelle Formato , EdM ’15

Founder and Head of School, Persistence Preparatory Academy Charter School

Nosisi Feza , PhD ’09

Professor, University of South Africa

Genelle Morris , EdD ’14

Chief Accountability Officer, Buffalo Public Schools

Tanya Christ , PhD ’07

Associate Professor, Oakland University

Casandra Wright , EdM ’03

Associate Superintendent, Buffalo Public Schools

Rebecca Vujnovic , PhD ’10

Clinical Assistant Professor, University at Buffalo

Alie Kuitems , EdM ’09

Lead Technology Integration Specialist, Charter School for Applied Technologies

Stephen Uebbing , EdD ’87

Professor, University of Rochester

Michael Venturiello , EdM ’16

Founder, Christopher Street Tours

Paula Ganyard , MLS ’96

Library Director, University of Wisconsin-Green Bay

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Assessment is carried out at the module level so a clear relationship between PLOs and module outcomes and assessments is crucial to ensuring that all PLOs are both developed and assessed appropriately across modules and stages of a programme.   Many programmes include modules which explicitly aim to integrate learning beyond the individual module level and to consider outcomes across an entire term, stage or programme. 

Programme-level assessments can provide a useful focus for developing and assessing PLOs which can strengthen a sense of programme development and can also increase the diversity of assessment as part of approaches to making assessment more inclusive .

The  Programme Assessment Strategies project (PASS)  explored a range of programme-level approaches to integrative assessment at term, stage and Programme and incorporates a number of case studies from a range of Higher Education Institutions.  

The PASS website hosts a series of case studies on programme focused assessment, with attention to integrative level / year assessment tasks. One such example is  Peninsula Medical School’s assessment modules  (pdf) which run through their five-year programme. These assessment modules are not linked to specific areas of teaching but are designed around a spiral curriculum: this approach enables assessment to revisit topics longitudinally ‘with the aim of reinforcing learning and allowing for increasing complexity, with plenty of time for student-selected special study units and electives, as well as self-directed learning’.

Examples of such modules and assessments include:

Final Year Projects and Dissertations (FYPD)

Dissertations have long provided a vehicle through which students are able to integrate learning from across a programme of study and apply it into an extended piece of independent research.  In recent years, interest has grown in diversifying the final year project to introduce an element of choice into the Final year project and to incorporate a broader range of skills.

Mike Healey’s study of FYPD  Developing and enhancing undergraduate final-year projects and dissertations  focuses on the value, role and experience of FYPDs in higher education supported by over 70 different case studies organised by type and discipline. He focuses on an extension of the ideas of ‘students as producers’ of knowledge through the FYPD, emphasising the broad variety in their conception, purpose, organisation, location and nature of the outputs involved with FYPDs involving, for example, performances or artefacts; work-based projects or consultancy projects in industry settings; communication or teaching-focused projects; engagement with community groups and an increased focus on impact and dissemination.

A flavour of these differences is given by the following dimensions (p25):

The potential is clearly there for the FYPD to provide a focus for all key programme level outcomes. Ensuring that module learning activities and assessments build towards the FYPD can also support staging through the programme and improve the quality of the outcome and the benefits for students. Healy’s review makes it clear that a high quality and transformative FYPD is more likely to be effected if preparation begins not in the final year, but from the outset of the programme. The FYPD can thus provide a vehicle for a ‘capstone’ project which allows for assessment of students’ overall achievements and their ability to integrate and apply the skills that they have developed through the programme.

Such activities can also support students in making explicit the value of their experiences to potential employers. This can be further supported through activities aiming to explicitly link the FYPD to employability through, for example, dissemination activities or oral assessments.

Project work and authentic assessments

At earlier stages of a programme, modules involving project work and authentic, ‘real world’ assessment can also provide a focus for programme-level assessment and development towards the PLOs (as well as potentially providing supported and assessed preparation for the FYPD).

As with FTPD, project work and authentic assessment can involve the need for students to ‘bring together’ their learning from a range of modules and apply this through a challenging task involving the creation of a usable product (eg learning resources, reports, or recommendations) or a useful performance (eg delivery of an event or a presentation). The task framework is likely to involve a focus on ‘skills’ (academic literacy skills such as critical thinking, reading, academic communication, as well as ‘transferable’, ‘employability’ skills such as digital literacy, group working and leadership skills). There is also likely to be a focus on the process of development as well as the end product.

' Introductory resource: Authentic assessment ’ (Arnold). 

Section 12 of the Guide to Assessment, Standards, Marking and Feedback provides detailed guidance on assessed group projects.

Portfolio learning and assessment

Portfolio assessments allow for the development and submission of a collection of artefacts demonstrating learning and the achievement of learning outcomes drawn together by narrative/reflection.

They can be used effectively for learning and assessment at stage and programme level by providing a focus for students to chart and demonstrate their progress towards these outcomes incorporating evidence from a range of sources.

There is scope for an increased level of student control, negotiation and personalisation; a greater focus on process; and increased attention to the development of underpinning skills such as self-assessment and reflection.

The Law School incorporates portfolios to support Problem-Based Learning within the curriculum aiming to draw learning together across the stages of the UG programmes. Portfolios can also support a final capstone assessment tasking students to demonstrate their achievement of the Programme Learning Outcomes. They can thus provide a powerful means of drawing learning together at Programme level and can be used to provide supporting reflection and narrative for project outputs or dissertations.

Efficient assessment of portfolios  - Report prepared by the Centre for Recording Achievement exploring HE practices in portfolio assessment and moderation and offering advice on maximising efficiency and effectiveness of portfolios as an assessment tool. 

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Guest Essay

Higher Education Needs More Socrates and Plato

By Ezekiel J. Emanuel and Harun Küçük

Dr. Emanuel and Dr. Küçük are on the faculty of the University of Pennsylvania, where Dr. Emanuel is a professor and the vice provost for global initiatives and Dr. Küçük is an associate professor of the history and sociology of science.

The right attacks colleges and universities as leftist and woke. Progressives castigate them as perpetuating patriarchy and white privilege. The burdens of these culture war assaults are compounded by parents worried that the exorbitant costs of higher education aren’t worth it.

No wonder Americans’ faith in universities is at a low. Only 36 percent of Americans have confidence in higher education, according to a survey by Gallup last year, a significant drop from eight years ago. And this was before colleges and universities across the country were swept up in a wave of protests and counter-protests over the war in Gaza.

But the problems facing American higher education are not just the protests and culture war attacks on diversity, course content, speech and speakers. The problem is that higher education is fundamentally misunderstood. In response, colleges and universities must reassert the liberal arts ideals that have made them great but that have been slipping away.

By liberal arts, we mean a broad-based education that aspires to send out into society an educated citizenry prepared to make its way responsibly in an ever-more complex and divided world. We worry that at many schools, students can fulfill all or most of their general education requirements and take any number of electives without having had a single meaningful discussion that is relevant to one’s political life as a citizen.

Over the past century, what made American higher education the best in the world is not its superiority in career training, but educating students for democratic citizenship, cultivating critical thinking and contributing to the personal growth of its students through self-creation. To revive American higher education, we need to reinvigorate these roots.

In Europe and many countries elsewhere, colleges and universities have undergraduates specialize from Day 1, focusing on developing area-specific skills and knowledge. College students are trained to become doctors, lawyers or experts in international relations, English literature or computer science.

In the United States, European-style specialization for medical, legal, business or public policy careers is the purpose of post-collegiate professional schools. Traditionally, the American college has been about imparting a liberal arts education, emphasizing reasoning and problem solving. Those enduring skills are the critical ingredients for flourishing companies and countries.

Historically, students arriving on American college campuses spent a majority of their first two years taking classes outside their projected majors. This exposed them to a common curriculum that had them engage with thoughtful writings of the past to develop the skills and capacity to form sound, independent judgments.

Over the past half century, American colleges and universities have moved away from this ideal , becoming less confident in their ability to educate students for democratic citizenship. This has led to a decline in their commitment to the liberal arts, a trend underscored in the results last year of a survey of chief academic officers at American colleges and universities by Inside Higher Ed. Nearly two-thirds agreed that liberal arts education was in decline, and well over half felt that politicians, college presidents and university boards were increasingly unsympathetic to the liberal arts.

Today, there is almost no emphasis on shared courses among majors that explore and debate big questions about the meaning of equality, justice, patriotism, personal obligations, civic responsibility and the purpose of a human life. Majors that once required only eight or 10 courses now require 14 or more, and students are increasingly double majoring — all of which crowds out a liberal arts education. Ambitious students eager to land a prestigious consulting, finance or tech job will find it too easy to brush aside courses in the arts, humanities and social and natural sciences — the core of a liberal education.

The devaluing of the first two years of a shared liberal arts education has shortchanged our students and our nation. Educating young adults to be citizens is why the first two years of college still matter.

To that end, the so-called Great Books have long been the preferred way to foster citizenship. This approach is not, contrary to critics on the left and right, about sanctifying specific texts for veneration or a mechanism for heritage transmission.

Books by Plato, Aristotle, Hobbes, Locke, Kant, Emerson, Thoreau, Whitman as well as Wollstonecraft, Austen, Woolf, Baldwin, Hurston and Orwell are worthy of introductory collegiate courses for students of all majors. These writers address the fundamental questions of human life. They explore the ideas of self-determination, friendship, virtue, equality, democracy and religious toleration and race that we have all been shaped by.

As students address those big questions, the Great Books authors provide a road map as they challenge and criticize one another and the conventional wisdom of the past. The Socrates of Plato’s dialogues is the exemplar — asking about beliefs and then subjecting them to respectful but critical analysis and skepticism.

These books are best studied in small seminar discussions, which model and inculcate in students democratic behavior. This discourse is an antidote to the grandstanding in today’s media and social media.

The teacher is less an expert in specific writers and more a role model for intellectual curiosity, asking probing questions, offering critical analyses and seeking deeper understanding. In an idealized Socratic fashion, these discussions require listening at length and speaking briefly and, most important, being willing to go where the argument leads.

Parents who are paying for college might question the value of spending $80,000 a year so that their son or daughter can read Plato, Hobbes and Thoreau instead of studying molecular biology or machine learning. But discussing life’s big value questions in seminars gives students personal engagement with professors that can never be reproduced in large lecture halls. Discussions among students on their deepest thoughts cultivates curiosity and empathy, and forges bonds of friendship important for citizenship and fulfilling lives.

Although we like to set ourselves apart from the past by appeals to modernity, the fundamental questions that we find ourselves asking are not always modern, and the latest answer is not always right. But how would you know how to think beyond the readily presented check boxes if you haven’t done the work of laying things out and putting them back together for yourself?

War was no less a concern for Thucydides, Tacitus and Thoreau than it is today. Discussing Great Books allows students to gain distance from the daily noise and allows their reason to roam free among principles and foundations rather than becoming absorbed in contemporary events. Our biggest problems are often best addressed not by leaning in but by stepping away to reflect on enduring perspectives.

Liberal arts education is not value neutral. That is why it is indispensable today. Freedom of thought, critical reasoning, empathy for others and respectful disagreement are paramount for a flourishing democratic society. Without them, we get the unreasoned condemnations so pervasive in today’s malignant public discourse. With them, we have a hope of furthering the shared governance that is vital to America’s pluralistic society.

Ezekiel Emanuel and Harun Küçük are on the faculty of the University of Pennsylvania, where Dr. Emanuel is a professor and the vice provost for global initiatives and Dr. Küçük is an associate professor of the history and sociology of science.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Health Promotion Specialist

• CUIMC Student Health Services
• Columbia University Medical Center
• Opening on: May 23 2024
• Job Type: Officer of Administration
• Bargaining Unit:
• Regular/Temporary: Regular
• End Date if Temporary:
• Hours Per Week: 35
• Standard Work Schedule:
• Salary Range: $68,000 - $72,000

Position Summary

As part of the CUIMC Well-Being and Health Promotion team, a department of CUIMC Student Health on Haven, the Health Promotion Specialist works with the Well-Being and Health Promotion team to create innovative research-based and student-centered opportunities that facilitate the personal and professional well-being of CUIMC students. CUIMC is a diverse campus of graduate health sciences students from nine schools and programs: medicine, dental medicine, nursing, occupational therapy, physical therapy, human nutrition, public health, genetic counseling, and the biomedical sciences. The Health Promotion Specialist develops, implements, coordinates, and evaluates a variety of health promotion programs and initiatives based on sound theory- and evidenced-informed practice with a focus on enhancing inclusion and student engagement.

Responsibilities

• At the direction of the Director and Assistant Director, Well-Being and Health Promotion, develop, coordinate, and evaluate health promotion programming and initiatives to support student well-being with particular focus on inclusion and student engagement.
• Plan, develop, implement, and evaluate health communication initiatives including Student Health on Haven web content, weekly e-newsletter, social media, and other technologies.
• Write and submit periodic and annual reports on program progress and outcomes, including developing proposals for enhancements or changes as appropriate.
• Oversee the interprofessional Student Well-Being Collective, working with and training students, faculty, and staff from all schools and programs to facilitate CUIMC-wide implementation of well-being initiatives. Partner with student organizations and other student representatives on peer-developed well-being initiatives.
• Develop collaborative working relationships with constituencies on campus, including but not limited to administrators, faculty and staff at the various Schools and Programs, Student Health on Haven, Student and Campus Services, Facilities Management, and student organizations.
• Develop, coordinate, facilitate, and evaluate interactive trainings and programs for student groups and university staff on a variety of health-related topics.
• Assist with coordination, dissemination, and reporting of population-based assessments of health status, needs, and assets of students, and environmental assessments of campus community health needs and resources.
• Develop proposals for policy, programs, and other interventions, and contribute to the development of departmental goals and objectives.
• Respond to inquiries about health information and services from students, staff, and faculty, referring, when appropriate, to campus services or community organizations.
• Serve on committees and task forces as requested.
• Other duties as assigned.

Minimum Qualifications

• Bachelor's degree or equivalent in education and experience in Public Health, Health Education, Health Communication, or closely related field; master’s degree preferred. And at least 3 years of experience in college health promotion, health communication, or closely related field.
• Knowledge of health promotion theory and evidence-informed practice, and ability to translate and apply that theory with a university population.
• Sound understanding of graduate students' development concerns, health needs and interests, and ability to design health promotion initiatives and campaigns that reflect the social, cultural, political, and economic diversity of students.
• Excellent and demonstrated public speaking; group facilitation; writing, editing, and communication skills are required.
• Experience in program development, marketing, and evaluation.
• CHES or CPH certified or eligible (with intent to become certified) preferred.

Preferred Qualifications

• Must be detail-oriented, communicate effectively, possess strong organizational and follow-up skills, and have demonstrated ability to work in both independent and team-based environments
• Knowledgeable in health content areas relevant to graduate university students, including but not limited to substance use, mental health literacy, sexuality and gender identity, professional development, and equity.
• Some evening and weekend hours required.
• Strong computer skills required, including PC literacy in Windows environment, high proficiency in Microsoft Office Suite, including SharePoint and Teams, Zoom, and ability to learn technology quickly.
• Proficiency with social media, marketing, and content management systems strongly preferred, including Instagram, Mailchimp, Airtable, Qualtrics, and graphic design tools (Canva, Adobe Creative, and Microsoft Publisher)  

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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