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SCI-Arc teaches architects to engage, speculate, and innovate, to take the lead in reimagining the limits of architecture. Our students and faculty critically examine the rich possibilities of the built environment. SCI-Arc asks questions regarding new theoretical constructs and designed realities to constitute possible futures from design and materials to culture and experience. We contribute an imaginative, rigorous, and forward-thinking approach to help shape the architectural profession's end. SCI-Arc is where architects become mad scientists. It is where art, science, and industry converge, and new futures unfold. At SCI-Arc, we forecast the migrations of culture. We stare down complex technologies and command them to do our bidding. We are agile and street smart. Where others drown in the complex flows of urban life, we thrive and choreograph its movements. We are prophets of beauty, broadcasters of ideas, and tellers of stories. We are builders, leaders, and dreamers. SCI-Arc is a world-renowned center of innovation and one of the nation's few independent architecture schools, offering undergraduate, graduate, and postgraduate programs. We are dedicated to educating architects who will imagine and shape the future. The school is located in a quarter-mile long former freight depot in the Arts District of Los Angeles. It is distinguished by its studios' vibrant atmosphere, which provides students with a uniquely inspiring environment in which to study architecture and design. An integral part of the emerging cultural hub of a city with a tradition of architectural experimentation, SCI-Arc is devoted to finding radically new responses to today's world's real needs and aspirations. We offer students a unique experience as they pursue their degrees. Our approximately 500 students and 80 faculty members—most of the latter practicing architects—work together in a fluid, non-hierarchical manner to re-think assumptions, create, explore, and test the limits of architecture. SCI-Arc's undergraduate program focuses on both the discipline and the practice of architecture, offering design excellence and intellectual breadth through a liberal arts education. SCI-Arc's graduate programs encourage an open-ended spirit of inquiry, actively responding to shifts in society, technology, and culture. SCI-Arc EDGE, Center for Advanced Studies in Architecture, offers four postgraduate one-year degree programs and a fellowship, all devoted to investigations of architecture's twenty-first-century frontiers. Every summer, SCI-Arc organizes two independent programs—Making+Meaning and Design Immersion Days—open to anyone interested in the architecture discipline. SCI-Arc students have the opportunity to participate in study abroad and exchange initiatives with other institutes and universities around the world and at SCI-Arc Satellites. The Tokyo Study Abroad Program introduces students to the architectural and cultural vibrancy of Japan's capital city. SCI-Arc's academic education is built on a series of performance criteria and learning objectives. SCI-Arc is distinguished by its vibrant studios that provide students with a uniquely inspiring environment to study architecture. The studio culture, supported by a faculty of working architects, emphasizes professional excellence, unorthodox investigation, and material exploration. Students interested in pursuing a career in architecture should become familiar with the institute's many resources, opportunities, and programs. SCI-Arc's diverse international student body comes from forty-eight different countries. Citizens from other countries are reviewed for admission on the same basis as citizens of the United States of America. In addition to federal student aid, there are state aid programs available. The passage of the California Dream Act of 2011 extended eligibility for certain types of institutional and state support to students who meet AB540 criteria but are without valid immigration status. SCI-Arc and the Office of Financial Aid are highly committed to our Dream Act-eligible students' success and are proud of those who have been selected to join our campus. Scholarships are awarded to entering undergraduate and graduate students and continuing students based on merit and financial need. Since it first opened in 1972, SCI-Arc has been relentlessly expanding and raising its ambitions. Now is not the time to ease off the gas pedal and relax. Instead, now is the time to accelerate. The scope of what SCI-Arc represents and offers to the world should keep multiplying. In our globalized era, design matters never like before, and we can astonish the world by showing it all the different ways in which design can transform it. SCI-Arc is an institute and not a university—that is one of our many unique strengths. We are not constrained by stubborn bureaucracy, and we are not preservationists of traditional forms of knowledge. We hurry into new territories, and we can be both inside and outside of the world. We entangle ourselves in complex ways, and we write our own rules of engagement and research. The ethical questions of architecture are poignant for an institute so dedicated to innovation. It isn't hyperbole to posit that the very existence of architecture as a profession and as a way of thinking and knowing is at stake. Architecture needs its heroes, but more importantly, the world needs architects to take on that position and to conjure images of what the future might become. We experiment and keep taking risks to remake the real.

NewSchool of Architecture & Design, a globally recognized and awarded design university, is known for its forward-thinking professors, an inspiring campus community, and top industry connections and collaboration opportunities. NewSchool students are innovative designers who are passionate about pursuing exciting careers in architecture, design, and construction management. From the first day of class, students explore and breakthrough creative boundaries, while hands-on experiences provide the foundation and tools necessary to grow and succeed as a designer. In 1980, the late Richard Welsh founded NewSchool of Architecture in a small industrial building in Chula Vista, California. Welsh had a vision: a superb professional education program that culminated with the Bachelor of Architecture degree. Change and growth came quickly. In 1988, NewSchool of Architecture relocated to central downtown San Diego and, in 1989, Berlin Education Corp. (a wholly-owned subsidiary of Futures in Education, Inc.) purchased the school. Soon after, more architecture degree programs were added: the Associate of Arts, the Master of Architecture, and the Master of Science in Architecture. In 2001, ForeFront Education, Inc., acquired the school and changed its name to NewSchool of Architecture & Design. From its earliest days, NewSchool offered an evening class structure to accommodate a large number of working students. In 1991, NewSchool was institutionally accredited. Many mid-career professionals interested in changing vocations were attracted to the afternoon and evening schedules available for NewSchool's architecture degree programs. In 1998, NewSchool's Bachelor of Architecture (B.Arch) and Master of Architecture (M.Arch) was accredited by the National Architectural Accrediting Board (NAAB). In July 2008, NewSchool was acquired by Laureate Education, Inc., a global network of more than 60 institutions offering undergraduate and graduate degree programs to more than 1,000,000 students around the world. NewSchool's highly regarded architecture and design programs complement Laureate's global network of higher education institutions. In 2014, NewSchool was awarded regional accreditation by the WASC Senior College and University Commission. In 2016, NewSchool received an 8-year re-accreditation by National Architectural Accrediting Board (NAAB) for its Bachelor of Architecture, First Professional Degree and Master of Architecture, First Professional Degree. The undergraduate architecture curriculum is organized into multiple divisions: The first year introduces students to the foundational elements of architectural design and integrative studies. The second, third, and fourth years continue to introduce and advance skills in architectural design and develop the core elements of building technology and professional practice. This is the case in both the Bachelor of Architecture and Bachelor of Arts in Architecture programs, with minor changes in the Bachelor of Arts in Architecture program due to the reduced number of credits over a 4-year pre-program leading to graduate studies in architecture. The Bachelor of Arts in Architecture program is based on 183 credits versus 225 credits required for the Bachelor of Architecture degree. Additionally, the Bachelor of Arts in Architecture degree does not require an undergraduate thesis sequence to be completed over three consecutive quarters in the program's fifth and final year. Both architectural programs require students to complete a required number of credits in professional elective credits, providing students with a range of interdisciplinary coursework opportunities in other programs such as Construction Management, Graphic Design & Interactive Media, and Interior Architecture & Design. A minor consisting of 18 elective credits is an option for students in either program but may require additional elective credits. The 5-year Bachelor of Architecture (B.Arch) degree offers a curriculum that prepares students to become licensed architects. This program teaches both the profession's fundamentals and the advanced theories and practical application of creating inspirational structures sustainably. Learn more about the Bachelor of Architecture degree program. The 4-year Bachelor of Arts in Architecture degree prepares students to enter a NAAB accredited first professional Master of Architecture program. This program opens the door to many academic options and prepares students for various architecture and design-related career paths, excluding architectural licensure. Learn more about the Bachelor of Arts in Architecture degree program. NewSchool graduate programs in architecture are committed to exploring the dynamic and changing nature of architecture and what it means to be an architect in the world today. From the pluralistic, relativist perspective of intellectual discourse, to the expanding morphology of practice models, to the very means by which architectural design is produced, the discipline is in a state of unprecedented change. At the same time, there is widespread acknowledgment across fields of the value of design thinking and design education. NewSchool leverages that value in the development of creative thinkers who will serve society in many ways. At NewSchool Assessment is a cyclical or continuous process that can be described in 5 stages. The first step in the assessment cycle is to establish learning outcomes. Once the outcomes are determined, a plan must be established to determine what learning outcomes will be assessed and when they will be assessed (see below for a sample of NewSchool's 3-Year Assessment Plans). The next step in the cycle is teaching or provide learning opportunities (e.g., assignments, projects, lectures, readings). Once teaching has occurred, the assessment of student learning occurs. This is the fourth step. This critical step ensures that students are learning what we teach. The final step in the process is to close the loop and ensure that the results from assessing student learning are being used to make programmatic, curricular, or co-curricular changes. NewSchool of Architecture & Design is committed to making college and graduate school affordable for students through our scholarship programs. We are proud to award more than $1 million in scholarships each year. We offer a robust financial aid program for our domestic undergraduate and graduate students, consisting of our institutional scholarships and grants, state and federal financial aid, federal work-study opportunities, loans, and military benefits!

CIT offers full-time, part-time, and specialist courses in Art, Business and Humanities, Computing and Information Technology, Engineering, Media, Music, Nautical Studies, and Science. Cork Institute of Technology is comprised of two constituent Faculties and three constituent Colleges. The constituent Faculties are Engineering and Science and Business and Humanities. The constituent Colleges are the CIT Crawford College of Art and Design, the CIT Cork School of Music, and the National Maritime College of Ireland. Faculties are made up of Schools which are in turn comprised of two or more academic Departments. CIT courses cover Business, Engineering, Science, Computing, Humanities, Media, Art, and Music. We have an enviable record of providing students with excellent employment opportunities and a firm basis for future career development. We offer the full range of higher education qualifications, including Bachelor's degrees, Honours Bachelor's degrees, and postgraduate Masters and Ph.D. degrees. CIT has a very well developed 'ladder' structure to enable students to progress through different qualifications. CIT offers 73 courses through the CAO. Forty-one of these are on the Honours Degree (Level ? list. It is also important to note that there are thirty courses on the Bachelor Degree Level 7 list with routes of progression to Honours Degree courses at CIT. CIT is one of the most highly rated higher education colleges in Ireland, with both facilities and excellent student-staff relations. Cork Institute of Technology has a faculty-based academic management structure. There are two faculties (Engineering & Science and Business & Humanities). Each of these faculties is made up of several schools (e.g., the Faculty of Engineering & Science has the School of Science and Informatics as one of its constituent schools), which are in turn made of of two or more academic departments (e.g., the School of Science and Informatics has five constituent departments). The Institute boasts many top-class facilities, including its award-winning Library & IT Building and its world-class laboratories. CIT presently has four separate campuses. The main campus is located in Bishopstown and covers an area of approximately 80 acres. As well as the original RTC building, the campus consists of the Library & IT Building, Gymnasium, Astroturf pitch, running track, and playing pitches. The campus also has numerous temporary buildings that house both administrative offices and classrooms. The new Administration Building, the Student Centre, and the Tourism and Hospitality Building are the latest additions to the campus and the Rubicon Centre, an on-site business incubation center. The NIMBUS Centre is adjacent to and attached to the Rubicon Centre. The NIMBUS Centre provides space for up to 80 researchers, including facilities for undergraduate project students, visiting postgraduate students and researchers from other institutions, and dedicated industry visitor workstations, which company researchers can work in close collaboration with NIMBUS staff and use NIMBUS research facilities. NIMBUS is CIT's first dedicated research center. It is intended not only to be a showcase for CIT's research but also to demonstrate CIT's ability to translate innovative research into economic benefit. The Crawford College of Art and Design is located at Sharman Crawford Street, Cork. This campus is currently the subject of redevelopment plans. The CIT Cork School of Music is located in a purpose-built state of the art facility located in Union Quay, Cork. The National Maritime College of Ireland opened in October 2004. The development of this state-of-the-art building was funded using the public-private-partnership model. The college is located in Ringaskiddy, Co. Cork. As mentioned above, the Institute currently occupies rented accommodation at Model Farm Road and the North Point Business Park.

Welcome to GMIT. "At GMIT, we develop life-long learning opportunities through our teaching and research by supporting regional development consistent with national higher education policy." Learning is and will be the core activity of the Institute, bringing students, staff, and the region together to share, apply, test, and create knowledge; GMIT will continue to develop as a regional organization with an international focus committed to the personal and professional enrichment of its students, the needs of its region, national priorities and global opportunities, GMIT will both shape and respond to the perspectives and expectations of its stakeholders and will work in collaboration with them to meet their needs, GMIT will be an organization characterized by its flexibility, creativity, responsiveness and a capacity to adapt. In the 1960s, Ireland was characterized by a small elite system of higher education, catering almost exclusively to professional and public sector employment. The Mulcahy Report (1967) recommended establishing several Regional Technical Colleges around the country, highlighting that Irish people generally did not have the opportunity to become technically skilled because of the prevalent academic bias in the educational system. Increased technical knowledge and skills were regarded as essential prerequisites for further economic growth, promoting innovation and enterprise. The Mulcahy Report recommended that the Regional Technical College in Galway be designated as the leading center outside Dublin for both craft and management education and the hotel industry training. The first students entered the Regional Technical College Galway on Monday 18 September 1972, and a new era in the educational history of the city and region began. The Regional Technical Colleges' Act of 1992 defined the function of the Regional Technical College sector as follows: "To provide vocational and technical education and training for the state's economic, technological, scientific, commercial, industrial, social, and cultural development with particular reference to the region served by the College." This legislation also authorized a college, subject to such conditions as the Minister for Education may determine: "To engage in research, consultancy and development work and to provide such services about these matters as the Governing Body of the college considers appropriate." In 1998, the Regional Technical College Galway (RTC) was legally designated an Institute of Technology and renamed the Galway-Mayo Institute of Technology (GMIT). The Institutes of Technology Act 2006, among other things, brought the Institutes under the aegis of the Higher Education Authority (up until then, they were under the Department of Education), similar to Ireland's university sector. Currently, Technological University (TU) legislation is being drafted due to the National Strategy for Higher Education to 2030, which allows for amalgamated Institutes of Technology, upon reaching set criteria, to apply for re-designation as a TU. GMIT, Letterkenny IT, and IT Sligo have formed a strategic partnership, the Connacht-Ulster Alliance, to achieve the criteria required for designation as a Technological University. All three Institutes are working together on flexible learning delivery, research, innovation, bespoke delivery for industry, links to local Education and Training Boards, international student recruitment, and staff development. GMIT and LIT have an alliance involving a detailed program of enhanced collaboration, co-operation, and development. The alliance activities enhance the development of the West/North West Regional Cluster and the Mid-West Regional Cluster. GMIT and NUI Galway have a strategic alliance that allows for collaborative opportunities in teaching and learning, research, entrepreneurship, regional development, commercialization, innovation, distance education, and work-based learning. GMIT and the Marine Institute have a strategic alliance that develops marine research capabilities, undergraduate and postgraduate marine science programs, and staff training & development initiatives in the two institutes. The memorandum of agreement allows for joint adjunct appointments between the two organizations. The Academic Council is responsible for developing appropriate procedures for academic quality assurance in the design, delivery, learning, and assessment methodologies of programs regarding change and best practice. The underlying thrust of these procedures is towards continuous improvement in practices relating to the development and operation of programs and fostering high academic standards across the Institute. All institute staff and students are involved in the achievement of academic excellence. GMIT assures its programs' quality by adopting and implementing a Quality Assurance Framework consisting of a series of academic policies and procedures. GMIT was the first Institute to introduce the First Year Experience initiative, which consists of the #First5Weeks welcome program, an innovative module (Learning and Innovation Skills) designed to ease the transition to higher education, and a peer support program (Peer Assisted Study Sessions - PASS). The Peer Assisted Study Sessions program (PASS) offers cross-year support between students on the same program. It is designed to engage students more with their learning and give them a sense of belonging in a large organization.

Welcome you to the Waterford Institute of Technology (WIT). With a long tradition of leadership in education, WIT is continually pushing the boundaries in response to our students' needs, society, and the economy. It is no accident that WIT is Ireland's leading research-informed Institute of technology with a global reputation for innovation and research excellence. The Institute has been focused on creativity and research innovation as a driver of the knowledge society for over 20 years. It plays a crucial role in Ireland's social, cultural, and economic development. We are committed to excellence in all aspects of our activities, including educating the next generation leaders through our undergraduate and postgraduate programs producing highly creative and industry-ready graduates developing our internationally connected research and innovation eco-system, and evolving our unique stakeholder engagement model, which has had a real impact on our economy. The Institute leverages its national and international partnerships with other education institutes, industry, social, and government bodies to ensure the international relevance and excellence of our teaching, research and innovation activities. Waterford Institute of Technology is a truly international environment with students from 70 countries and strategic collaboration partnerships with over 300 education and industry partners. We have created an exciting learning environment in the South East of Ireland. In our world, you are not just a student but a member of a community that values all aspects of life: learning, sport, arts, community engagement, and, above all, the person. Through education, we open a world of endless possibilities that will challenge, excite, and reward you. Waterford Institute of Technology is firmly committed to enhancing the quality of life of citizens of Waterford, the South-East region, and the nation. WIT plans its activities with this goal in mind. The Institute is currently finalizing its Strategic Plan for the period 2018-2021. Following an extensive consultation process, a draft Plan has been prepared and may be viewed here. The Plan identifies the actions needed to position WIT as the leader of educational, social, cultural, and economic transformation in the South-East of Ireland. The Plan charts a path to building a more collaborative, accessible organization that will be progressive and innovative—such an organization is needed to create an environment where all citizens' quality of life is improved. The Plan sets out actions across various thematic areas, including Access to Education, Research, Teaching and Learning, and other domains. The objects and functions of the Institutes of Technology are established in legislation and direct the Waterford Institute of Technology mission. Under the law (specifically the Institutes of Technology Act 2006), the principal function of Waterford Institute of Technology is "to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State with particular reference to the region served by the college". WIT was founded in 1970 as a Regional Technological College (RTC) and became an Institute of Technology in the late 1990s.

What are you looking for from your College experience? it-Sligo-students-prospectus-2016Before you make up your mind, take a look at IT Sligo. We think you will like what you see. Since it first opened in September 1970, IT Sligo has been one of Ireland's leading third level institutions. Students are at the heart of what we do. It is home to 6,000 students across the Institute's full-time, part-time, and apprenticeship programs. Of those, 2,000 are studying online. At IT Sligo, you will get to know your lecturers, as well as your classmates. Here you will form a network of friendships that will last a lifetime. IT Sligo is the place to help you get ahead in the world of work with an industry placement. Thanks to our close contacts and research collaborations with leading companies and major employers, we can offer you a wide variety of opportunities. IT Sligo is also a fiercely, ambitious third-level institution. Working towards re-designation as a Technological University, a €60 million investment in campus facilities over the last decade has created a stunning 21st-century learning environment. There is no standing still. Across the Institute's three Schools of Learning in Business & Social Sciences Engineering & Design and Science, IT Sligo is continually developing and enhancing its courses and facilities to provide an overall package that matches the student's needs today – and tomorrow. We work closely with the industry to tailor our courses to qualify that employers recognize and want when you graduate. Current students consistently highlight the teaching and lecturing staff's quality as one of IT Sligo's greatest strengths. Small class sizes mean students benefit from individual attention and support from our dedicated staff. Our single modern 72-acre 'University-feel' campus is continually evolving to reflect the needs of the 21st-century student. Everything is within walking distance – including the Sligo town center. Apart from being Ireland's recognized No one destination for Digital (Online) Education, IT Sligo has produced internationally recognized ground-breaking research in Science and Archaeology over the last 12 months. As a place to live, Sligo boasts one of the most affordable, attractive, and vibrant lifestyle options. Here, there is ample high-quality student accommodation.

The University of the Aegean (Aegean) was founded in 1984, aiming to introduce new higher education approaches in Greece and worldwide and promote regional development. Situated in 6 picturesque islands in the Aegean Archipelago, the Aegean offers a unique natural, cultural and human environment for modern studies in the ancient cradle of knowledge. From its earliest days, the Aegean challenged the prevailing limitations of the academic endeavor in Greece, both in terms of educational approach and organizational structure. In less than thirty years, the Aegean has evolved into an international research-oriented University offering 18 undergraduate (BA or BSc) and 40 postgraduate (MA or MSc) programs in modern interdisciplinary thematic areas such as environment, communication systems, cultural informatics, product design, food and nutritional sciences, education design and Mediterranean studies. Besides, the Aegean has established joined international postgraduate programs (i.e., in Biodiversity, Environmental Policy and Management, European Integration) and joined Ph.D. degree programs in a wide range of thematic areas. The early and full incorporation of Information and Communication Technologies in all aspects of academic and administrative operations and the critical research outputs in specific fields of excellence and innovation have transformed this unique network of "academic ports of studies and research" into a dynamic and competitive institution at national and international level and a vital social and economic stakeholder in the region. The Aegean has created a strong international academic and research profile, having been an active member of the European Universities Association (EUA), a founding partner of the Cremo network, member of the EMUNI Senate, a partner in many academic and research networks, and participant in more than 210 bilateral and LLP Erasmus academic agreements. The University Units (Schools and Departments) are located on six different islands in the Aegean Archipelago (Lesvos, Lemnos, Chios, Samos, Syros, Rhodes ), thus making the University of the Aegean a pioneering network university. The beautiful Aegean islands provide a unique natural, cultural, and human environment in which high-quality research and education can thrive. After the Peace Treaty of Moudros had been signed (17/30 October 1918), Greece was assigned by the allies to control the Smyrna area in order to maintain stability and peace in the wider area. In the socio-political context, Professor Constantine Caratheodory - being a Professor at the University of Berlin - proposed establishing a new University. While Greece was negotiating the normalization of its authority over the "Smyrna zone", the internationally known mathematician turned in a "plan for the creation of a new University in Greece," named "Ionian University" on 20 October 1919. While Greece was extending its borders, Hellenism stood as a mediator between the Slavic and Turkish-Arabic world and the Western world. Caratheodory argued that Athens, being the only educational center in the area, could not deal adequately with the growing needs of the eastern part of the country. He proposed three possible administration centers for the new University: Smyrna, Thessaloniki, and Chios. The Government decided upon establishing the Ionian University, based in Smyrna, Asia Minor (in today's city of Ismir, Turkey) on 1 December 1920. Constantine Caratheodory undertook the task of coordinating the initial efforts. The first plans included establishing schools that would promote the area's development as a critical spot for the overseas Hellenism. Simultaneously, when it was almost ready to operate, the University was considered just as good as other well-known European Universities. However, the Ionian University never opened its doors to students due to the Asia Minor Disaster in 1922. The University of the Aegean is the continuity of Constantine Caratheodory's initial vision. Re-established in 1984, it is one of the newest Universities in Greece. Today, 21 years later, the University has 17 departments and has become one of the largest Universities in the country. The University's central administration is located in Mytilene (the capital of the island of Lesvos). Simultaneously, various departments have been established in Chios, Karlovassi (on the island of Samos), Rhodes, Syros, and Mytilene. Because the University is set up on different islands, it constitutes a University-network covering all the Aegean Sea prefectures. One of the principal features of the Departments of the University of the Aegean is that they develop new scientific domains, usually interdisciplinary, which adhere both to the needs of the contemporary Greek society and global community as well as to students' requirements and expectations for high-quality studies combined with excellent career prospects. The University of the Aegean has been developing slowly but steadily and indeed, according to the Strategic Plans and the Five-Year Development Plans. In these plans, the experiences gained from academic departments' operation on border islands and the communication within a University-Network are incorporated.

The University of Thessaly was founded in 1984 and has elected the first Rectorate Board in 1998. Its administrative and academic center is in the city of Volos. To serve the needs of the region of Thessaly, its first Departments were based on agricultural, educational, and technological sciences. In its initial phase of organization and operation, there have been eight Departments, seven of them in Volos and one, the School of Medicine, in Larissa. Since 1984 and onwards, the University of Thessaly has been gradually growing with new Departments in the four most prominent cities of Thessaly, Volos, Larissa, Trikala, and Karditsa. Its present academic structure consists of sixteen (16) Departments, four (4) faculties. They were all founded by the end of 2000-01. The primary mission of the University of Thessaly is the promotion of scientific knowledge through research and the contribution to the cultural and economic development of the local community and broader society. It is known for its excellent research performance and outstanding scientific achievements, following international standards. The excellent equipped Laboratories of the different Departments and Research Units have some well-trained researchers to support them. Emphasis is also given on the bond between the University of Thessaly and the local society. This bond is further supported by the operation of the University Hospital of Larissa, which covers the medical needs of Thessaly's whole region. Student life at the University of Thessaly is also rather intense. The students have established well-organized associations that are highly active in the fields of sports and culture. Today the University of Thessaly has 9.647 undergraduate students, 1.471 postgraduate students, and 1.148 Ph.D. students. It also has 560 members of teaching and research staff, 98 members of teaching staff with a temporary teaching contract, 308 members of administrative staff, and 57 members of Special Technical Laboratory Staff. It is a University with its own identity and a prominent position in our national educational system, known for its quality in teaching, research, human resources, the spirit of cooperation at all levels, and a dynamic presence in the society. The University of Thessaly provides several benefits for the students to accommodate their student life in the different cities of the University of Thessaly. These benefits include accommodation and catering support (for low family income students), the lower fare for transportation, health care, accommodation allowance, scholarships, etc. Furthermore, the students are provided with free high-speed internet access and many other electronic services that assist the instruction procedures. In this context, B.C.E. coordinates the Units – and their activities – under its supervision, implement joint publicity and sensitization activities, manages and operates an integrated database, and is responsible for evaluating and quality control of all activities undertaken by the Bureau, and it affiliated Units. Studying at the University of Thessaly will enrich your study experience and broaden your cultural background and improve your professional skills. The International Relations Office (I.R.O.) at the University of Thessaly serves all those on the move - either coming to the University of Thessaly or going abroad to other Universities. The University of Thessaly has 315 Erasmus Bilateral Agreements in the European Union. Outside Europe, it has five active partnerships in the U.S.A., Mexico, and Argentina.

Soon after the end of the German occupation of Greece, the issue of establishing a University on Crete was brought up and reached its peak during the 1960s. However, although public demand for establishing a university on Crete was unanimous, there was also an intense rivalry between the two major cities on the island. One would become the seat of that University. Finally, the solution to the problem was given in 1977 by the then Prime Minister Konstantinos Karamanlis. They made a balanced decision approving both the establishment of a University with faculties in Heraklion and Rethymnon and establishing a Technical University in Chania. The Technical University of Crete was established by Law 545/77 on the "Establishment of a Technological Institution under the title Technical University of Crete and other provisions." On July 17th, 1977, the first Executive Committee of the Institution convened under the presidency of Professor Perikles Theoharis and in the presence of the then Minister of National Education G. Rallis, consisting of the Mayor of the City of Chania and the President of the Western Crete Section of the Technical Chamber of Greece, representing the local element which had shown great interest in the establishment of the University. The main task of this first Executive Committee in 1977 was to find land for the erection of permanent university facilities by commencing the expropriation procedure of 350 hectares of land. It is worth mentioning, at this point, the immense support of the local community on this matter. Simultaneously, the Executive Committee also dealt with the organization and recruitment of the university services but mostly with the legal framework for its operation. As a result of the Executive Committee's dedicated work, a significant number of decrees were issued, the most important of which is the Presidential Decree 1140/80 on the "Establishment of Higher Education Schools, Departments, and Research Institutes as well as posts of Professors at the Technical University of Crete," which provided for the establishment of three Schools: a) Technical Sciences, b) Applied Sciences and c) Architecture and Spatial Planning. Each School would comprise four Departments. Apart from its work on the legal framework of the Institution, the first Executive Committee was responsible for the acquisition of three historic buildings (Old Prisons, Old City Hall, or Arsenal and the Venetian Loggia), the drawing up of studies for their restoration as well as the drawing up of studies for the Initial University Facilities. The Committee proceeded in purchasing computers, books, and 479 magazine titles for the Central University Library and setting up electoral bodies for judging the candidatures for the calls for tender regarding Educational & Research Personnel positions. After 1981, a new Executive Committee was set up under the presidency of Professor Thales Argyropoulos (1982-1988) from the Aristotle University of Thessaloniki and later, under the presidency of Professor Theodore Lianos (1988-1989), who was a faculty member of the Higher School of Economic and Commercial Studies (ASOEE). The new Executive Committee completed or revised the former administration's decisions concerning fundamental issues such as housing and educational programming. As far as the housing problem was concerned, it gave priority to the development of the University inside the city by renovating the Old Venetian Prisons and Barracks, acquiring and renovating the former French School, acquiring the Military Division complex of buildings by the Ministry of National Defence, securing the use of the Hatzidakis camp in Halepa and putting forward studies for the erection of buildings on it. Simultaneously, the erection of university facilities in Akrotiri was put forward while the expropriated land for this purpose had been cut down by 60 hectares compared to the initial surface. The foundation ceremony of the university facilities in Akrotiri took place in December 1988. As far as the educational programming was concerned, significant changes took place, based, of course, on the new legal framework that had started to form in the meanwhile but had reversed the programming of the Executive Committee of 1977. The capstone of the philosophy of the Executive Committee of 1981, concerning the educational programming, was the issuing of the Presidential Decree52/83 on "the structure of the Technical University of Crete into Departments and Sectors, the procedure of electing permanent faculty members and prerequisites on the independent function of the Technical University of Crete with elected governing bodies." Instead of three Schools and 12 Departments that were provided for in the P.D. 1140/80, the new P.D. 52/83 provided for the establishment of 6 Academic Departments: Production Engineering and Management, Mineral Resources Engineering, Electronic Engineering, Chemical Engineering, Mechanical Engineering and Sciences Department. In 1984, the first faculty members were appointed. During the academic year 1984-85, the Production Engineering and Management Department started running its educational program and admitted its first 120 students together with the Sciences Department. The Mineral Resources Engineering Department followed in 1987-88 and the Electronics and Computer Engineering Department in 1990-91. Later on, and after the University had become independent, the Chemical Engineering Department became an Environmental Engineering Department and admitted its first students in 1997. Finally, in 2004 the Architectural Engineering Department was established and welcomed its first students. In September 1989, the new Executive Committee, presided by the Professor of the National Technical University of Athens Mr. Ioannis Tegopoulos together with the Professors of the Technical University of Crete Mr. Antonis Foskolos and Mr. Joachim Gryspolakis as vice-presidents, decided to change the spatial planning orientation of the expansion of the University. They abandoned the idea of further expanding the University within the city of Chania and rapidly promoted the development of the facilities of the University in Akrotiri. The University assigned facilities such as the Hatzidakis camp and the Venetian Loggia to Chania's Municipality for other uses. The buildings that were kept to be used by the University itself include the Venetian Complex of the Old Prisons and Barracks, which now house the Rectorate offices and the offices of administrative and financial services. In contrast, the former French School facilities in Halepa now accommodate the Department of Architectural Engineering. In this way, the University maintains its necessary cohesion with Chania and its social fabric. Most importantly, this policy enabled the housing of the rest of the academic departments of the University within the campus in Akrotiri, which offered the possibility for the erection of suitable lecture halls, laboratories, and infrastructure that modern requirements dictate for a Technical University. In 1993, all the necessary legal requirements were met, and thus, all the Departments of the University became independent and had been operating since then with elected governing bodies. As soon as these requirements were met, the procedure for the election of a Rectorate was initiated, thus establishing the independent operation of the Technical University of Crete. Professor Yannis Phillis became the first Rector of the Technical University of Crete, assisted in his functions by the Vice-Rectors Professors Ioannis Siskos and Theodore Markopoulos. They took on their office on 8.12.1993. Since then, the Technical University of Crete has been making continuous and significant progress. The faculty staff's high quality, the scientific partners, and the administrative and technical personnel guarantee future growth. The campus is undoubtedly one of Greece's best, with modern lecture halls and research facilities, library, student hall of residences, restaurant, and recreational areas.

When the university was created, it started with two institutes, Law sciences, and Arabic Literature and Language. It later gained two other institutes including Economic sciences, and Agronomy. In 1985 the university was reorganized under a new administrative structure called INES (National Institutes of High Education), and in 1990, it was again replaced by many institutes, each of which contains many departments. In 2001, it was reorganized to a set of faculties with its departments. The new and the most important site of the university, located in the southern area of the city of Batna, has four faculties, the central library, and many infrastructures. It is worth mentioning that the stress here on the University's visibility in the community, and the roles that must be carried out for his service, and guide local development to the development and prosperity of a ship, and this will only be achieved if everyone believed that the messianic role of knowledge to our organization, and then work hard in light of the objective conditions required to achieve the renaissance intellectual and scientific in favor of the university and the country. We are now working and make every effort to support the termination of new restructuring and to ensure the necessary stability so, we emphasize to all the academic community and its various that this transition period needs to unite everyone to overcome obstacles that may confront us during the implementation of this sensitive process, each from his position, until the All stages smoothly and quietly, and without any impact on the various teaching and administrative interests of the two universities.

At Taliesin, the School of Architecture was formally initiated in 1932 when twenty-three apprentices came to live and learn at Taliesin. The sources of this educational philosophy have roots that go back much further than the '30s. While remaining true to its heritage, the program of the School has evolved through experience and the need to address our changing times. Evolving from Frank Lloyd Wright's precepts of organic architecture, our design process unfolds out of existing cultural and physical conditions, materials, and landscapes into well-crafted frameworks for human activities. Our curriculum encourages students to explore beyond perceived boundaries rather than relying solely on abstraction or being limited by preconceptions. The School integrates theory and practice using a workshop model in which design and construction for communities are central. The accredited M. Arch degree relies on the Design Studio as the core of the curriculum. Studios are taken every session and are structured to explore a variety of facets of the architectural discipline. Review committees recommend students' enrollment based on their past performance. Students typically take two introduction studios, two intermediate studios, and two final studios (an integrated studio and a thesis). To expand knowledge and understanding of architecture, Design Studios are accompanied by Core Classes that focus on specific and required knowledge and skills. Core Classes range from Architectural History/Theory to Building Code and Practice Management. In addition to Core Classes, Electives are offered to explore various topics that students draw upon. Within an accredited M. Arch degree framework, and with the design studio as the core of the curriculum, the School relies on the following: The legacy of Taliesin and Taliesin West as instructive environments for the experience and learning of architecture, including active exploration of the implications and uses of Frank Lloyd Wright's body of work and thought. The School's curriculum supports applied project-based design and research. Innovation in architecture is explored through experimentation of materials and processes related to a project through the lens of that project's social and cultural context. The Shelter Construction Program is a project that challenges students to design and build small structures as case studies of how materials come together, how they withstand severe environmental conditions, and how the project realization can happen with resourcefulness and invention. These shelters then form a core component of the housing stock for enrolled students. Design research is encouraged and explored through systematic inquiry that leads to knowledge. Students develop such research projects in their Studios, Independent Study, and the Research Design Studio. A strong emphasis on the socio-cultural context of architecture is often developed in these projects and specific technical and typological investigations. Many studio-based projects center around architectural work, with a specific focus on socially responsible, environmentally sustainable, and culturally relevant projects. Internships are a mandatory part of the student's education and may be completed during the summer sessions. During the final year in the M.Arch program, students must pursue a Thesis, which explores a project in both depth and breadth in an area related to their research and design interests. We want to change the world through architecture. We believe that architecture should unfold out of our landscapes, materials, craft, and organic architecture traditions. We will be the boldest experimental architecture school in the world. Building on Frank Lloyd Wright's designs and thoughts, we are a graduate program in architecture that teaches and practices learning by doing, new ways of looking, an ability to honor and build with the landscape, and experimentation. We learn how to serve our diverse communities by making our environment more sustainable, open to all, and beautiful. Our curriculum pushes students to explore beyond current boundaries by using concrete forms, images, and materials, rather than relying solely on abstraction or being limited by preconceptions. As a result, the School integrates theory, design, and construction to make communities better places to live, work, and play. Our curriculum honors diversity in all its aspects. We respect the many sources for design and work to provide a context in which communities can make room for all their members, as well as for each other. Geared to college-level participants and adults interested in deepening their understanding of the architectural discipline, this experience provides an opportunity to learn about architecture side-by-side with faculty and students at The School of Architecture at Taliesin. During the program, participants will investigate the basics of design a representation, a brief history of Frank Lloyd Wright and the stunning campuses, the evolution of the shelter program, and 3D Architectural Modeling basics. The Architectural Design Studio is the core of the Immersion experience and is housed in the iconic Drafting Rooms, where many of Wright's drawings were produced. During the studio, the architectural design process's various phases are navigated architectural drawing, and 3-dimensional modeling techniques are explored. Participants design an architectural project responding to a particular design challenge, and the final projects are presented and reviewed by faculty and students. The School's small scale facilitates an individualized experience and fosters a close and dynamic relationship between the participants, M. Arch. Students, faculty, scholars, visiting lecturers, and staff. Participants will assist in hosting key events, may create design identities for campus initiatives, help prepare meals, garden in on-campus gardens, perform music, or exhibit design projects to an invited audience.

Université de Nantes has never stopped moving forward. In the last 50 years, Université de Nantes has taken training and research to the highest level. Facing a rapidly changing world, Université de Nantes invents a new model of University. This model places the student at its center and, more than ever, the human being at the heart of its ambitions. Rooted in Nantes - a city renowned for its vitality, culture, economic development, and its quality of life - Université de Nantes also radiates thanks to its two campuses in Saint- Nazaire and La-Roche-sur-Yon. With 34,000 students (including 3,750 international students) and 4,250 staff, 50% of which is dedicated to research, 1 out of 12 Nantes residents works or studies at Université de Nantes. Right cultural, sports, and society contributor, our University also encourages the revitalization of its region by enriching public debate and by stimulating creativity: conferences, up to date media equipment, artists-in-residence programs, high-level sports, student commitment through 150 student organizations. Within its campuses, different disciplines meet to enrich one another. Université de Nantes is one of the rare French universities to promote interdisciplinarity. Within 21 faculties and schools, 295 specialties are represented, and 63 laboratories work in all knowledge fields. 75% of them are A and A+ rated. Université de Nantes enjoys the significant assets needed to encourage local, national, and international cooperation and make interdisciplinary a factor of innovation and success. It contributes to the innovation of the socioeconomic make-up thanks to its researchers, laboratories, equipment, and state-of-the-art technological platforms. Furthermore, recent university graduates (8,000 every year) constitute a vast pool of skills and talent. By getting involved in local issues while keeping an international perspective, Université de Nantes shows its capacity to work with the new scales of territory. This is essential to any development. Research is a significant growth sector for Université de Nantes, with 75 accredited laboratories. Students will be awarded the diploma from each partner's universities (double degree or joint degree). Moreover, Université de Nantes offers some English taught programs. His academic year begins in September and ends in May or June, depending on the program. The year is punctuated by vacations, including two weeks at the end of the year (Christmas and New Year's). The two semesters are divided by a short break following final examinations at the end of the first semester. The summer vacation lasts more than two months and always includes the months of July and August. One finds two basic types of classes in French higher education, particularly in universities. Lectures are given in lecture halls accommodating from 100 to 1,000 learners. The professor speaks while his or her students listen and take notes. Professors often prepare summaries of their lectures to help students prepare for exams. In seminars, tutorials, and labs, small groups of students meet to apply or explore the material covered in lectures in greater detail. Attendance is mandatory, whereas attendance at the lectures is not. The system consists of course units. Each UE has a value defined in ECTS credits and corresponds to the number of hours of study (lectures, tutorials, practical work, personal projects). The student must complete obtaining a UE. A full year represents 60 credits or 30 credits per semester. No predetermined set of equivalences between French and foreign degrees is officially recognized in France. Each institution is free to set its admission criteria and make its own admission decisions based on each applicant's background and the program's demands to which the applicant seeks admission. That freedom allows French institutions to compose well-qualified and well-balanced student cohorts while also protecting the integrity and the reputation of the education offered.

The Université du Maine is a multidisciplinary institution founded in 1977. As a critical socio-economic and educational player in the Grand Ouest region, it is situated on two campuses 80 km apart, one in Le Mans and the other in Laval. The University offers a wide range of Labor-marketed oriented programs open to everyone. The University has numerous partners across five continents to encourage and develop its research and teaching activities for the students' sake. The University has signed 263 agreements, 89 of which are in Europe, and has increased its participation in international networks to facilitate student and researcher mobility. A member of the European Association for International Education (EAIE) has obtained the French-German University status and participates in AUF consortiums. It is also at the origin of network-to-network agreements (RUOA, G9 group of Spanish Public Universities. A member of the EUA, a member of the ISEP network (International Student Exchange Program), and Campus France, the University is heavily involved in developing 65 dual-degree programs, 5 of which have obtained the European label from the French Ministry of Foreign Affairs. From the first year of a Bachelor's degree to a Ph.D., the Université du Maine proposes programs adapted to the evolution of the French and global socio-economic world, guaranteeing its students their success in finding a job in one innovating activity sector. Several programs (ERASMUS and the Université du Maine Scientific Council among them) allow the Université du Maine to benefit for one week up to one month from the best professors and researchers from all over the world to extend international exchanges with foreign universities and to multiply research collaborations. These invited professors will also have the opportunity to teach and give conferences.

Tampere University of Technology (TUT) joined the European Consortium of Innovative Universities (ECIU) at the beginning of 2017. ECIU promotes the internationalization of its member universities and represents their interests at the EU level. ECIU is a growing consortium that currently comprises 12 research-intensive universities. It has a goal to bring members on board from each country in Europe. TUT was invited to join ECIU, as the University enjoys a strong reputation for industry collaboration and has been steadily climbing up global rankings. ECIU is more than a loose partnership between like-minded universities and an essential consideration for TUT. "ECIU is an active and well-organized international consortium established in 1997. All the member universities are expected to serve on its working groups," says Minna Haka-Risku, ECIU's local coordinator at TUT. "Judging by the number of international students and staff and the volume of English-taught courses and programs, TUT is one of the most international universities in Finland. While our professors and researchers maintain close collaboration with colleagues from around the world, it is also important to be involved in cross-institutional networks," says President Mika Hannula. Hannula believes that ECIU membership will help strengthen TUT's international profile. "We are looking to promote the international mobility of our teachers and identify potential partner universities with which to establish long-term research projects. After international tuition fees are introduced in Finnish universities, we are going to see even more competition for talented foreign students, so their recruitment is also a priority," says Hannula. ECIU's coordinator is placed in the University of Twente in the Netherlands. The practical work is undertaken by working groups made up of employees from the member universities. TUT is well represented and has a seat on both of ECIU's largest working groups. One of them focuses on innovation in teaching and learning and the other on entrepreneurship and societal impact. "As ECIU aims to increase students' exchange within the consortium by 20 percent, the member universities are developing customized programs for exchange students. TUT could, for example, offer a tailored package of currently available, English-taught bachelor's courses to students from the other member universities," says Haka-Risku. The members are also working on international double degree programs and an online course on entrepreneurship. Also, ECIU has launched a development program for teachers and education developers. The first implementation round of the program is currently underway, with two representatives from each member university. "To increase international recruitment, we have agreed to advertise all positions that become vacant in the member universities on ECIU's website." TUT has experience of previous collaboration with all of ECIU's member universities. Exchange agreements remain in place between TUT and almost all the members by ECIU's regulations. "UK universities have been reluctant to sign bilateral exchange agreements in the past. Thanks to ECIU, we now have the University of Nottingham as part of our network of potential host universities." Haka-Risku says that a crucial part of ECIU's mission is to influence EU policies relevant to the consortium. To this end, ECIU recently hired an employee to represent its interests in the EU. The sharing of acceptable practices is an essential aspect of all collaboration. "When universities come together to share experiences, we gain new insights and ideas for developing our University. We only have to make sure that the insights are put into action," says Hannula. TUT is located in Tampere, the Nordic countries' largest inland city, some 170 km north of Helsinki's capital. TUT's campus in the suburb of Hervanta is a community of 10,500 undergraduate and postgraduate students and close to 2,000 employees. Internationality is an inherent part of all the University's activities. Around 1,500 foreign nationals from more than 60 countries work or pursue studies at TUT. Tampere University of Technology (TUT) is an active scientific community of 1,600 employees and 8,300 students. The University enjoys a reputation as a sought-after collaboration partner in industry and academia and maintains close ties with some 200 universities worldwide. Internationality is an integral part of all our activities. TUT is a member of the European Consortium of Innovative Universities (ECIU). The most extensive and established of our leading-edge international research fields are signal processing, optics and photonics, and intelligent machines. We aim to be counted among the world's foremost research institutions in these fields. TUT was established in 1965 and has operated in the form of a foundation since 2010. Our compact and welcoming campus is located in the city district of Hervanta and is easy to reach by public transport or by car. The Kampusareena building (photo) stands in the middle of the campus and is a vibrant meeting place for students, researchers, staff, companies, and alumni. The building was completed in autumn 2015.

Delta University for Science and Technology in Mansoura is one of the entities of Delta Group, established by presidential decree No. 147 for the year 2007 as the first private University in the Egyptian Delta and Lower Egypt. It is a University that operates according to the highest national and international accreditation standards and includes many faculties. The success story of Delta national and International private schools, which started in 1996, followed by the excellent reputation of its polytechnical Institutes, social work, Management information system and Engineering from 1996 to 2007, pushed the board of trustees of Delta Educational group to think its activities by establishing Delta University for science and technology. This dream became a reality in 2007. The University is looking forward to becoming a leading University in Education, Research, and Community service on the national and regional levels. This can be achieved by preparing the graduate to become the nucleus for future leaders with their soft and scientific skills, participating in developing the Egyptian society, and seeking solutions to community problems. The University seeks to prepare the graduates in different educational fields to be confident competitors in the labor markets at different national and regional levels. Strategic Objectives: governorate. The University aims at fulfilling the following objectives: Providing well developed academic programs according to the national and international Academic Standards. Continuous improvement of programs and courses to equip the graduates with the knowledge, skills, and attitude necessary for changing labor market needs. Encouraging excellence, innovation, and cross-disciplinary initiatives in education and research. Serving society and providing practical solutions and consultations for different community problems. Ensuring an academic environment conducive to our faculties and their students. Achieving the highest levels of academic excellence. Becoming the University of First Priority for the Delta region students avoiding travel and studying outside the Dakahlia Building leadership teamwork and communication skills. Address the issues of professionalism and ethical responsibility and realizing the need to engage in extended life learning.

Minia University is rich in history. It is known for its renowned faculties and University buildings. It was separated from Assuit University by Republican Decree No. (93) Of 1976. The University currently includes 19 faculties in addition to the Higher Institute of Nursing. Four of these faculties are located off-campus faculties of Arts, Dentistry, Engineering, and Veterinary Medicine. The other faculties located on campus Faculties of Education, Agriculture, Science, Dar Al-Uloom, Medicine, Fine Arts, Tourism & Hotels, Physical Education, Alsun, Nursing, Pharmacy, Specific Education, Computer & IT Science and Arts of Education. Faculty of science is seeking to graduate distinguished cadres and sophisticated scientific research in the basic sciences and its applications to serve the community, develop the environment, and keep pace with the scientific progress. Prepare specialized human cadres in the different fields of basic science and provide them with knowledge and necessary skills to compete in the labor market, upgrading scientific research that meets the community needs and participating in environmental development. The primary goal of the consortia is to provide interactive information services to Egyptian scholars and students. All the consortia services are electronically available through the EULC portal. Accessing information resources and services through one unified portal would help the Egyptian University's� libraries eliminate the overlap and duplication of resources and efforts, facilitating optimum methods for effectively and efficiently using the allocated resources. Minia University president has assured that Minia University always keen to highlight the current issues at the Arab and Egyptian community where the University studying and addressing these issues to provide appropriate solutions for these problems can be applied on the reality so this conference came to improve the mental image and developing the industry of tourism at the tow regions of the ( Arab and the Middle East ) and create innovative strategies to pass the tourism crisis of theses tow regions as a result for the recent events from revolutions and political and security disturbances led to a significant decline in the number of tourists and the tourism development level. The University seeks to provide the necessary elements of continuous development to keep abreast of the rapid scientific and technological developments and improve the university performance. The University works to achieve its mission through: Preparing specialized technical cadres in various fields that meet society's needs and are required by the areas of comprehensive development. And provide qualified personnel in the new disciplines required by the labor market. Conduct scientific and applied researches and studies related to the problems of society and development programs. Emphasizing noble human values, deepening the value of national loyalty, and preserving society's original principles. Cultural and scientific ties between the university and scientific institutions and Arab and international universities and their documentation. Continuous development of study programs and graduate programs to cope with scientific and technological progress.

In 1975, the Faculty of Education in Fayoum was established as one of the faculties affiliated to Cairo University. Faculty of Agriculture followed in 1976. After that, the Faculty of Engineering was established in 1981. In 1983, a presidential decree was issued declaring the Fayoum branch as an independent Cairo University branch. Finally, the Fayoum people's dream came true by issuing the presidential decree N. 84 dated in 2005 to establish Fayoum University. Then, the presidential decree N.193 dated in 2005 was issued to establish faculties of Medicine and Archeology. Both decrees were crowned with the appointment of Prof. Galal M. Said as a president of Fayoum University. Now, the University includes 13 faculties Education, Agriculture, Engineering, Social Work, Arabic, and Islamic Studies, Sciences, Tourism and Hotels, Specific Education, Archeology, Medicine, Arts, Computers and Information, Kindergarten as the Technical Institute for Nursing. The University also includes 1800 faculty members and their assistants teaching 25,000 students. Faculty of Agriculture aims to educate and train its students efficiently to assume high-level executive and scientific positions in and outside Egypt. Students are prepared through coactive efforts made by an elite of world-famous professors and teaching staff members. With its old history as it is one of the oldest faculties of Agriculture all over Egypt, the Faculty of Agriculture, Fayoum University, has a deep-rooted scientific base. Moreover, it always seeks development as well as responding to the age requirements in different agricultural fields. The study began in the Horticulture department in the academic year 1976/1977. At first, the courses and subjects given were affiliated with Plant Production Department until 1983/1984, which witnessed the setting up of a department of orchards. This department was committed to studying all the courses and subjects related to orchards such as (Fruit – Vegetables – Aromatic and Medicinal Plants). Once the faculty new bylaw issued on January 4th, 1990, a branch affiliated with Orchards Department was constructed. The students who pass the second year are enrolled in the third year. To obtain the B.Sc. in agricultural sciences, orchards program, the student has to study 25 courses (83 units) during the third and fourth years. The first group of this department graduated in 1993/1994. The number of graduates has become 134 until now. For the postgraduate studies, which have begun in 1981/1982, there are 20 courses for the fruit, ten courses for the vegetables, and 11 courses for the ornamental, aromatic, and medicinal plants. The M.Sc. and Ph.D. registered students study one of the three branches above. Food science and technology are defined as applying science and engineering to the processing, preservation, packaging, distribution, and utilization of foods. The objectives of food science and technology are to elucidate the chemical, physical and microbiological properties of foods and to apply this knowledge to the efficient utilization of raw ingredients for economic development and improvement of processes and packaging, leading to products of high quality and nutritional value, as well as provide training and support for the food industry. Faculty of Agriculture offers outstanding opportunities for all those who are interested in agricultural education. Egyptian and non-Egyptian students can avail themselves of those opportunities and participate effectively in the agriculture development plans. Furthermore, it plays an outstanding role in developing knowledge, skills, and expertise in all spheres related to agriculture following quality standards. The University has to reach the lead through achieving excellent growth rates in the various sectors of scientific research, student educational activities, and community service, depending on modern scientific and technical bases.

Following Law No. 70 of 1975, Helwan University was established on 26/7/1975. The foundation stone was laid in 1975. On 8/1/1985, the contract of the first-phase establishment was concluded. Then it was established, and HU faculties began to be brought together within one Campus after long years of being off-Campus in different places. HU is 350 acres located in Ein Helwan. HU (Future University) comprises 20 faculties, 58 self-sponsored units, and several new facilities. HU is marked by unique specific faculties (Applied Arts, Art Education, Music Education), which do not exist in other Egyptian Universities. There are also mother faculties (Fine Arts, Physical Educations for Men, Physical Education for Women, Home Economics) from which similar faculties in other Universities have emerged. Since Helwan University was established in Ein Helwan- Helwan City, all the surrounding areas such as Ezbet El-Walda and Ein Helwan have been given full attention through conferences and symposiums to improve those areas. When established, HU has been a real milestone in developing the University Education concept in Egypt. HU is considered the permanent Future University, and its development represents the educational process promotion and social development in Egypt. Helwan University is a university of technology and applications; it possesses all the factors of distinction and diversity. It is considered a unique model among Egyptian Universities as it encompasses Arts, Fine arts, Applied Arts, Art Education, Music Education, and Physical Education Faculties. Being within the heart of an industrial community, Helwan University is considered a unique model among Egyptian universities in general. The Main Campus is in Ain Helwan, Cairo. Several faculties have been moved there, while others are still located in Zamalek, Boulaq, Giza, El Manyal. Huge buildings are constructed at Ain Helwan so that ultimately all the university faculties would have one location. The hospital has been equipped to the highest level and included laboratories and binoculars unit. A physiotherapy clinic also has a pharmacy and three operating rooms equipped with the latest equipment. Established on 30/6/1981 by the University Council Resolution No. 48 as a unique nature unit supervised by Prof. Vice President for Education and Students Affairs. The University offered the therapeutic service to the university students and the service's development to include the employees of the University and their families. To spread medical service and health awareness in the surrounding environment. There is the Central Library in addition to the libraries of the faculties. They offer books for external borrowing, references, journals, and theses for internal review. They also offer bibliography and photocopying services. The university policy depends on expansion to take advantage of the opportunities in front of Helwan University for expansion and excellence in education and studies, research and environment service and active interaction with the local community. as well as technological modernization to happen coordination and integration between the technical requirements of various colleges and disciplines, as well as to maximize returns from technological systems available to the University, such as libraries, laboratories, and centers of information and communication systems, etc. Helwan University seeks to be a leading educational and research institution in technology and arts. Under the International Quality Standards, HU makes every effort to be remarkable in education and science. Helwan University, an Egyptian public university, works on: Providing high-quality academic programs governed by local and International Standards to prepare distinguished graduates capable of competition and innovation. Those graduates will be able to meet their society's needs and contribute to social development and well-being. Providing competency improvement programs for Faculty members while improving their educational and research capabilities will eventually be reflected efficiently on both students and the local and national environments. Promoting scientific research at the University. Achieving continuing education and promoting cooperation with international educational institutions. Contributing effectively to community service and development and culture-building, along with promoting community production sectors to go into local, regional, and international competition.

South Valley University (SVU) covers a large area in Upper Egypt and is distributed in three Governorates (Qena, Luxor, and the Red Sea). SVU is committed to providing a significant role of community service in the region of Upper Egypt. SVU is a vibrant, nationally recognized student-centered research institution with an enrolment of 50827 in the Academic Year 2017/2018. The University attracts students from every governorate of Egypt and some other countries. Its more than 1733 academic staff have been trained at the best international foundations, and they brought to the University a global perspective that enhances the educational environment. SVU is an independent university, so it commits to provide the mission through cultural and educational services. Being a good neighbor and a valued member of the community and one of its highest priorities. Besides, SVU supports scientific research and effective partnership that meets the aspiration of the South Valley community. The University seeks development in work. Many important centers and select units were established, such as Quality Assurance and Accreditation Unit, Strategic Planning Unit, Assessment Centers, and the Career Development Center. It also established several training centers for students, the academic staff, and the outside community. It took the initiative in drawing its strategic plan with the participation of all stakeholders inside and outside the University to achieve its stated mission to be a positive indicator of the development of strategic thinking and governing policies at South Valley University. The university trend towards strategic planning stemmed from its benefits of authenticating problems, maximizing the University's ability to focus on the past, present, and future, improving services and programs, communicating with stakeholders and partners effectively, measuring the performance continuously in the light of specific criteria, assessing the current organizational structure, highlighting the university ability to anticipate some of the issues that can happen in the internal or external environment, Preparing individuals for high administrative levels, setting the appropriate priorities to deal with the main issues and increasing degree of creativity among the leadership of the University. It considers the diversity or multiplicity of its strategies as strategies for students, management, scientific research, and community service to build its future instead of waiting for it.

Nahda University is the newest member of Thebes Education Group. For the last 25 years, Thebes Group has been proud to be one of the leading institutions committed to developing balanced mature citizens. Offering unique and advanced educational services and activities has always been Thebes Group's reliable approach. The ambition was high, and the hope was great when we established Al Nahda University in a desert spot in eastern Beni Surf. Many did not imagine that we placed the first stone in the eastern city of East Beni Surf. We built the city, created employment opportunities, and changed the face of life. And progress. To contribute effectively to the preparation of young people scientifically and morally and compete in science and work and take a leadership and enlightenment role in the renaissance of society by providing distinguished educational, research, and community services. The graduate of the Faculty of Computer Science at Nahda University is considered as one of the excel specialists that contribute to modern progress that the world is witnessing in all fields, where they are trained during their studies at the Faculty on various technology fields related to their specialization to cover the local and global environment requirements at the University and through the different education system. We invite you to visit the college to learn how we prepare a distinguished graduate able to compete globally. Mass Communication Faculties are considered a lighthouse of civilization and a radiation source in the areas where they exist and even in adjacent regions. Hence, the Faculty of Mass Communication and Public Relations at Nahda University keeps on preparing the modern media men and women who combine information, knowledge, competency, professionalism at the same time, since it believes in building a good media man and woman mean building a distinguished citizen, therefore, the University established well- equipped TV studio at the latest scientific and technical levels including a TV channel and a radio studio at the same high level along with a Radio channel. The Faculty also sets up Journalism laboratories and issues bulletins. It initiated websites supported by distinguished faculty members who combine professionalism and academic efficiency with significant mass media professionals and practitioners. All these capabilities are an opportunity for Mass Media students at the Faculty of Mass Communication and Public Relations. The Faculty of Mass Communication and Public Relations represents a new model of modern media professional who combines general and specialized knowledge and skills of cognitive and technological capabilities, mastery of critical thinking and problem solving through media productions, laboratory installations, and methods of electronic learning. The Faculty aims to graduate distinguished students in these specializations mentioned previously armed with the theoretical and practical knowledge and variety of skills to compete in the labor market, and the Faculty strives to be the first Faculty in these specializations to get accreditation from the quality assurance national association. In April 2015, the Faculty had received the exploratory delegation committee of the quality from the quality assurance national association. Sooner the Faculty will expose the postgraduate studying programs in the higher diplomas in many specializations that serves the student and the whole society of upper Egypt in addition to M.Sc., Ph. Ds programs in cooperation with some nearby universities besides arranging a job fair in the second semester of every year and also a summer training in the various economic sectors to improve the student's opportunity to get a job. The Faculty has organized the first scientific conference for students enrolled in the Faculty, sharing various research. Because of our interest in scientific research, the Faculty, in cooperation with the Faculty of economics and political science, Cairo University, arranged an international conference titled "the successful experience for development and growth in Asia" in April 2014.

The history of Suez Canal University dates back to 1976 when the university was established by presidential decree no. 93 for 1976. The study began in 1977 in six faculties: the faculty of science the faculty of agriculture the faculty of commerce the faculty of engineering and technology (in Port Said) the faculty of education (in Suez) Steady expansion in the university has been going on with a new faculty opening its doors almost every year. Today, there are 49588 students registered at the university studying in more than twenty faculties distributed in more than six Branches located in Ismailia, Port Said, and Suez, and El-Arish. Two more faculties, one for arts and humanities and the other for fish, are established soon. As for the administration, the university employs more than 6481 employees in 25 central directorates shouldering the administrative work in collaboration with the university and faculty administrations. Suez Canal University is looking forward to occupying a prominent place among higher education institutions based on its contribution to university education development and its interaction with its community through pioneering research associated with its community. We are a university heading for its community. It aims to provide opportunities to its student for learning and education capable of competition and provide work opportunities in its wide field in the globalization era, responding to its community needs and eager to develop values within it without compromising our identity. To ensure the quality of outputs, activities, and processes of the university. To create new scientific programs for graduate and postgraduate studies. Enforce the university achievements on the national, regional, and international levels. To switch to electronic administration governance and to increase the potential of Excellence present in the university. Maximize the utilization of learning resources and information. Increase the collaboration between SCU and the international centers of Excellence. Innovate new modalities of learning and teaching. Increase the capacity for students without compromising the quality.

The French University in Egypt is a non-profit private university, established in 2002 at Cairo in El-Sherouk city. It is composed of three faculties: Business, Engineering, and Applied Languages. Each faculty is composed of different departments. All the University's diplomas are in coordination with prestigious French universities like Paris III: Sorbonne University, the Nantes University, Haute Alsace (Mulhouse-Colmar) University, and the Corse University. A convention with Paris VI University concerning the engineering school was also signed. The University is located in El-Shorouk city, 37 km (23 mi) from Cairo's center. The University uses French (mainly), English, and Arabic languages in teaching, and its graduates can use these three languages in any work domain related to their specialization. The French University in Egypt was created in its present form by a presidential decree 26 on February 11, 2002. The French University of Egypt is a private institution of a scientific, cultural, and professional nature. It is governed by Law 101 of July 22, 1992, on creating private universities and The cooperation agreement dated March 28, 2003, between the University and the French Ministry of Foreign Affairs. Contribute to raising the level of education and scientific research in Egypt to train professionals, experts, and researchers in the innovative scientific fields that society needs. To do so, to use the most modern methods and take advantage of the advances made in these fields by developed countries, particularly France. Strengthen academic, scientific, and cultural ties with French universities and scientific institutions with a view, particularly to the harmonization of university training courses with the French and European higher education systems. To do this, the University, taking inspiration from French and European academic standards in higher education and research, shall ensure the quality of the academic, technical, and administrative staff and the methods used. This quality requirement will relate to the selection of teachers and students, the definition of university courses, and the rules for the award of diplomas. The University is not a for-profit organization. Since its inception, the French University of Egypt has provided hundreds of high-quality graduates who have contributed to its development. Would that be enough? Surely not. A university without research can not have its place in the world ranking of universities. UFE, with its resources, faculty, and agreements with Egyptian and French universities, can undoubtedly create graduate programs in masters and doctorates. These centers can obtain the financial support of the governments and the companies of the two countries. On the other hand, as part of the francophone polo training in Egypt, the UFE can open its doors to international students, especially those from French-speaking African countries. This will contribute to Egyptian aid for the development of Africa. Library offers students the opportunity to learn and expand their field of knowledge beyond the courses taught. It offers books and magazines on various themes related to the many subjects covered during the course. The library is also equipped with computers allowing students to carry out specialized research. After a call for tender, Moccacino, one of the significant catering companies entrusted, a cafeteria is an indispensable place worldwide. It is a space destined for the pupils, and the personnel of the " It is a social space for breaks. It is located on the 2nd floor. Croissants and patties are available. The cafeteria serves its hot dishes (7 menus) all year round between 12:00 and 14:00. It offers all kinds of drinks and pastries. The Faculty of Applied Languages combines interactive learning of languages (French, English, Arabic) with the world of business and translation (economics, law, international trade). It trains executives prepared for direct integration into the business world. Attentive to the needs of the world of work and international organizations, the Applied Languages curriculum allows professional training to cooperate with its French partner Sorbonne Nouvelle Paris 3. The Faculty of Applied Languages aims to train trilingual (Arabic-English-French) executives and translators capable of working in business and international trade and specialized translation (political, legal, economic, financial, Technical, etc.) It aims to close the gap between academic education and the labor market at the local, national, and international levels. It adopts the most advanced educational programs at the international level while preserving the Egyptian identity.

Mansoura University was founded in 1972 in Mansoura city, Egypt. Mansoura is located in the middle of the Nile Delta in Egypt. It is one of the most prominent Egyptian universities and has contributed much to Mansoura and Egypt's cultural and scientific life. The faculty of medicine was founded in 1962 as a branch of Cairo University. In 1972, a presidential decree announced the University's establishment under the name "East Delta University." Later on, its name was changed to Mansoura University in 1973. To fulfill worldwide leadership and excellence in the production of knowledge through sustainable development and effective community partnership. To provide an ideal environment for teaching, learning, and scientific research by global quality standards and specialized professional and technical services for different national, regional, and international communities. Faculty of Medicine is the first nucleus of Mansoura University established in 1962, presidential decree No. 1647 as a branch of the College of Medicine - Cairo University, where the study began College in the same year and then the University of East Delta established by Law No. 49 of 1972 was amended called to Mansoura University in 1973. celebrated this year the College has a diamond jubilee. The College of Computers and Information Sciences of Mansoura University shares with the University its fundamental mission to provide the highest quality education commensurate with international standards for education. At the heart of the College program, distinguished faculty committed to teaching, research, and service, and supported by excellent physical facilities. The College provides computer classrooms and other classrooms that are the focal point of computer and multimedia-based learning. Faculty of Engineering is one of the first faculties of engineering in Delta. It had gone through several stages until now. In 1957, the high industrial institute was founded to graduate technical specialists. The duration of the study was four years; then it was increased to five years in 1959. In 1961, the study was divided into two phases. The first one was for three years. At its end, the student got a diploma from high industrial institutes. After passing the first phase, the student could enroll in the second phase to get a bachelor's degree in engineering after five years. In 1974 the republic decree No (542) in 74 was issued to turn the high industrial institute in Mansoura into faculty of engineering, and the duration of the study was five years. Faculty of Medicine is the first nucleus of Mansoura University established in 1962, presidential decree No. 1647 as a branch of the College of Medicine - Cairo University, where the study began College in the same year and then the University of East Delta established by Law No. 49 of 1972 was amended called to Mansoura University in 1973. celebrated this year the College has a diamond jubilee. The College has thirty-three scientific departments, ten academic departments Ted. Taught basic medical sciences, and twenty-three section clinically studied medical science clinical. The School of Medicine, Mansoura University, the degree of Bachelor of Medicine and Surgery, where the College is applied to two undergraduate and two bachelor's traditional program and Mansoura - Manchester. The term of study for undergraduate students six years of study is divided into two phases: The first phase of a three-year academic clinical second three-year phase, followed by a year of excellence and will graduate in the current academic year 2013-2014 the second installment of the program Mansoura - Manchester. The College also awarded master's degrees in 35 majors and doctoral degrees in 37 majors. Followed by a total of eight specialized medical centers (kidney surgery center and urinary tract - gastrointestinal surgery center, Outstanding program and followed by a liver transplant - Emergency Hospital - Medicine and Surgery Center Alaaon- Hospital-Hospital Internal Medicine Specialist University Children - Oncology Center burns and cosmetic surgery center) in addition to the hospital Mansoura University Hospital critical situations and convalescence, which consists of seven winnings on 650 m2 and three units of space unique character (unit of fertility - and infection Control unit -ouhdh conversational) The Faculty of Agriculture is one of the oldest faculties in Mansoura University, where the High Agricultural Institute was founded in 1965/1966 and then became the Faculty of Agriculture in 1973/1974. The College has many objectives, fused in the crucible of one to serve the nation and society by preparing scientific cadres' distinct cope with the development of science at both the local and regional levels. Students in the Faculty of Agriculture study both theoretical and practical science. The duration of study is four years for undergraduates. The College has 13 programs of study for undergraduates, covering all areas of agricultural sciences. These programs were merged into eight programs according to the issuance of Ministerial Decree No. 1485 on 1/7/2009.

The October 6 University is the first private University in the Arab Republic of Egypt. O6U is instituted by the Republican Decree number 243 1996. The University is a member of the Association of Arab Universities and the Association of African Universities. The University includes fourteen Faculties, University Hospital, and two hotels for male and female students. It has also established a center for quality assurance and accreditation, having units in all the faculties, to enhance and disseminate quality culture. The University comprises a modern library. October 6 University seeks to be a pioneer edifice for outstanding high education at the domestic and regional level. October 6 University is also committed to serve the community and develop an environment in different forms of community engagement and practical research work through forging collaborative partnerships at both domestic and international levels. October 6 University is also committed to serve the community and develop an environment in different forms of community engagement and practical research work through forging collaborative partnerships at both domestic and international levels.

The formation of a British University in Egypt arose from a 1998 Memorandum of Cooperation between the UK and the Egyptian Governments. It was envisaged that such an institution would produce UK standards for critical sectors of the Egyptian economy, particularly in engineering, computer science, and business studies. In 2004, with strong support from the British Embassy and the British Council, a Presidential decree was issued establishing the British University in Egypt. The university campus's initial phase was already under construction, and the University welcomed its first cohort (only 200 students) of undergraduate students in September 2005. The University campus was chosen to be located in El Sherouk, one of the new residential and commercial cities in Egypt on the outskirts of Cairo. The BUE program of Basic and Applied Psychology offers students comprehensive specializations that incorporate basic and applied practices. This includes an awareness of regional and international media context, cultural sensitivity, exposure to international communication perspectives, and familiarity with ethical and managerial frameworks. Vision To become the leading broad-spectrum teaching and research university in the Middle East and Northern Africa (MENA) offering a British ethos of higher education with a range of UK partners and other global partners providing internationally recognized quality degrees that develop the knowledge and skills to help our students shape and lead their countries. Mission: To promote cultural, economic, social, and technological development by creating and disseminating new knowledge via research and capable graduates, educated to the best UK academic standards, who are independent learners. Vigorous research activities and postgraduate programs complement the outstanding undergraduate education offered at BUE. The challenges in these areas are enormous, and BUE has gained recognition in research and postgraduate education, both in Egypt and abroad. The multidisciplinary Master's Programmes offered in advanced technology areas, such as renewable energy, advanced materials, sustainability, and web science, are among the first to start in Egypt. These programs are supported by advanced research in many thrust areas, which attract external funding and result in publications in top peer-reviewed journals. Research clusters and focus groups at BUE operate through several research centers. This research environment on the BUE campus also opens opportunities for the students to participate in research projects and explore new ideas first hand alongside the professors and researchers. Additionally, BUE research activities have opened strong collaborations with international universities and research centers and the industry in Egypt.