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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Many of the factors that go into college rankings seem irrelevant to the undergrad experience, particularly for non-STEM. Factors like research tier status, athletics conferences, and graduate programs seem less important than things like student to professor ratio, likelihood that a class will be on line, likelihood that grad student will teach a class, etc.

Where can I go to find rankings that disaggregate the less relevant factors?[/quote]

USNWR has separate rankings for best undergraduate teaching.  For student to professor ration and class size, I would do it by hand, so to speak, and go to a each school's Common Data Set.  I think that it is Section I for class sizes and C6 for student/faculty ratio.  Class size is done by quintile.  I did this last year, informative.  As an aside, Catholic schools are striking for the small sizes of their classes.

For graduate students teaching classes, you will probably have to do the work of looking through the school's program and course catalog materials for the kid's majors of interest, and/or contact the program.  Perhaps, look for threads on Reddit.  Generally, large publics are reportedly known for more for this than privates (UMich, UIUC, UNC maybe Pitt, too).  Maybe, others have more insight into more readily available sources.

Probably the same with online. [/quote]

My DC goes to a large public and has never had a grad student teach a class.  I think the OP has an agenda here.
NP[/quote]

At my Ivy League school, 5 of my classes (out of 32 total) were taught by grad students. This included math classes through linear algebra. [/quote]

I never had a grad student teach a class…they ran recitations, but were never the professor for the class (nor even ran a single class).

My kid at an Ivy has also never had a grad student teach a class.

I find this difficult to believe.[/quote]
[quote] Teaching fellows (TFs) teach part-time under the supervision of course heads (who hold formal teaching appointments) as an integral part of their training for the PhD or, in exceptional cases, for a master’s degree.   [/quote]

Anecdotes aren’t evidence. A quick google search from Harvard GSA.

This is on Browns website:[quote] Division of Pre-College and Undergraduate Programs
The Division recruits graduate students, post-docs, faculty, and staff to teach in a variety of credit-bearing and non-credit, on-campus, online and site-specific academic programs and courses to pre-college and undergraduate students. These paid teaching positions provide graduate students with opportunities to design and teach their own courses, an invaluable experience as they prepare for their future work, whether in teaching or in other fields. Non-credit courses are offered in sessions between one to six weeks, in an intensive format for high school students. The full range of Brown's academic disciplines are represented among the many pre-college programs and courses offered, exposing pre-college students to the rich intellectual resources of the University. In the University's Summer and Winter Sessions, the undergraduate curriculum is extended into the summer and winter months, offering advanced graduate students a significant teaching experience and the opportunity to propose  courses taught to undergraduates and, in the summer, a small number of high school students.[/quote][/quote]

Great…please list all the classes where a grad student is the named professor for the class.  Furthermore…provide the statistical probability that someone would take 5 classes where a grad student was the named professor for a course. [/quote]
Oh this is awesome! You saw evidence that directly contradicted what you said and now are moving the goal post. No stick to your damn argument.[/quote]

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