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In 1826, Fredonia residents established a form of higher education beyond the "common school" when they created the Fredonia Academy. In 1948, Fredonia became one of the four-year colleges in the newly-established State University of New York (SUNY) system. From 1996 to 2012, tremendous growth took place at State University of New York at Fredonia, which included constructing new buildings and an expansion of enrollment by 25 percent or 1,000 undergraduates. Graduate enrollment doubled, minority students quadrupled, and international students increased by a magnitude of 10. A significant capital campaign raised nearly $17 million in private funds to support the State University of New York at Fredonia. Fredonia is a comprehensive, public, liberal arts university in western New York that offers bachelor's and master's degree and advanced certificate programs. Fredonia has what you are looking for in an education. With more than 4,600 students on a beautiful residential campus, students tell us it is the perfect mix of campus size and program variety. With affordable tuition and housing in a classic "college town," Fredonia gives you the academic challenges of a selective university committed to developing your character and preparing you for a rewarding career. Fredonia educates, challenges, and inspires students to become skilled, connected, creative, and responsible global citizens and professionals. The university enriches the world through scholarship, artistic expression, community engagement, and entrepreneurship. As a premier public university, Fredonia aspires to transform our students, our region, and our world through experiential, intellectual, and creative endeavors within the inclusive community's traditions and purposeful inquiry. Fredonia's mission and purpose are rooted in academic excellence and student success. Fredonia is regarded as a leader in using small classes effectively to develop vital academic programs in education, communication disorders and sciences, music and the arts, communication, and humanities. Fredonia helps you see the world through learning and living opportunities in more than 1,000 programs in over 70 countries. Typically over 200 Fredonia students travel to destinations around the globe each year. The Campus Life office offers leadership courses known as the Leadership Development Program, houses a Leadership Resource Center located in the newly renovated Williams Center, and advises leadership clubs such as Leadership Corps. A leadership minor offered through interdisciplinary studies is also available to students. Also, leadership staff plan and facilitate low-ropes course training at the College Lodge for clubs, faculty/staff retreats, and outside school groups. To be considered for Fredonia scholarships, all First-time First-Year applicants must complete the admission application process (complete and submit either a SUNY Application or The Common Application). Scholarship recipients will be notified of awards on a rolling basis from December through March with a response date of May 1. Many of the scholarships require students to live on campus. SAT scores are critical reading and math combined. Such specific requirements will be noted in the award letter. Scholarship review continues until all awards are offered and accepted. The Fredonia Scholar Award is a renewable $2,500 merit-based award to entering first-year students for Fall who plan to live on campus. Minimum qualifications for this merit award are a 93 unweighted high school average, and one of the following: 1080 New SAT (EBRW + Math after March 2016), or 1000 Old SAT (Critical Reading + Mathematics), or 22 ACT Composite score. Once enrolled, the student must achieve a minimum of 2.8 GPA to retain this award. This scholarship is targeted to support "non-tuition" related expenses of the recipient, including fees, room, and board, books, personal, travel, along with other expenses related to unique experiences like study abroad, etc. This is a renewable $2,000 scholarship awarded to entering first-year students for Fall who plan to live on campus. Minimum qualifications for this merit award are a 90 unweighted high school average, and one of the following: 1080 New SAT (EBRW + Math after March 2016), or 1000 Old SAT (Critical Reading + Mathematics), or 22 ACT Composite score. Once enrolled, the student must achieve a minimum of 2.8 GPA to retain this award. This scholarship is targeted to support "non-tuition" related expenses of the recipient, including fees, room, and board, books, personal, travel, along with other expenses related to unique experiences like study abroad, etc. The Fredonia Alumni Association awards scholarships yearly to students who are children or grandchildren of Fredonia Alumni. Interested persons should contact the Alumni Affairs Office at (716) 673-3553 for more information or visit http://alumni.fredonia.edu/Home/Scholarships.aspx. It would help if you searched for private scholarships on your own, but here is a list of resources to get you started. Check with any public library for more scholarship listings. Fredonia offers an immersive campus experience with over 170 student-run clubs and organizations. Joining a group enhances your campus experience by allowing you to follow your passions or try something new. Fredonia's student groups range from vocal a capella and Quidditch to the Gamers Guild. Arts, entertainment, and recreational programs abound every night, all semester. Living on the Fredonia campus is a significant part of your overall college experience. Alumni continuously talk about how the people they lived with became lifelong friends. It is the best way to meet other students with diverse backgrounds and interests. Fredonia's dining services are self-operated, diverse, and state-of-the-art, focusing on providing quality services and products. Fredonia has an all-you-can-eat dining center, two a la carte dining units, four cafes, a Starbucks and two Tim Hortons, and concessions for sporting events. There is also an on-campus convenience store. When you become part of the Big Blue family, you work with highly respected coaches and staff. They have produced over 120 collegiate Division III All-Americans (including national champions) and team championships. Fredonia athletes train and perform in modern athletic facilities. Whether you are interested in artistic expression, cultural identity, a future profession, or community service/volunteer work, Fredonia's clubs and organizations have the opportunity you are looking for. There is always something going on!

St. John's distinctive liberal arts curriculum and educational practices have long given it a highly respected place among American colleges and universities. Its strong commitment to collaborative inquiry and the study of original texts make St. John's College an incredibly vibrant community of learning. Through close engagement with the works of some of the world's greatest writers and thinkers—from Homer, Plato, and Euclid to Nietzsche, Einstein, and Woolf—students at St. John's College grapple with fundamental questions that confront us as human beings. As they participate in lively discussions and throw themselves into the activity of translating, writing, demonstrating, conducting experiments, and analyzing musical compositions, St. John's students learn to speak articulately, read attentively, reason effectively, and think creatively. All classes at St. John's College are small, and students take active responsibility for their education, formulating questions, and developing their thoughts in dialogue with one another. Faculty at St. John's College share the college's dedication to an education that privileges intellectual engagement over rigid expertise; they regard themselves as guides and mentors whose task is not to transmit information but to pose questions that further students' ability to develop as thinkers in their own right. Every student's contribution receives serious consideration as classes delve into discussions of foundational works of philosophy, literature, history, theology, politics, economics, psychology, music, mathematics, and the laboratory sciences. By immersing themselves in these investigations, by examining their ideas in conversation with faculty and fellow students and exploring their insights in their written work, students acquire formidable skills and cultivate enduring habits of critical analysis and thinking. They learn to take themselves and others seriously as reasoning and feeling beings, work together as collaborators and colleagues, and lead fruitful lives of independent reflection and shared activity. In addition to the undergraduate program, St. John's students may earn a master of arts degrees through the Graduate Institute. St. John's is one college with two spectacular campuses—one in Annapolis, Maryland, and one in Santa Fe, New Mexico. Students enrolled at either campus can transfer to the other, and many students choose to spend a year at the other campus. Both campuses are beautifully situated in historic state capitals: Santa Fe hugs the slopes of the Sangre de Cristo Mountains in Northern New Mexico, while Annapolis lies on the shores of College Creek, a tributary of the Chesapeake Bay in Maryland. The two campuses share the same interdisciplinary academic program while offering a broad range of opportunities and experiences. St. John's College faculty are dedicated to teaching and are readily available to students. All classes are small (13 to 19 students), ensuring that every student has a voice. The overall faculty-student ratio is 1 to 8. Paper conferences, informal study groups, the "Take a Tutor to Lunch" program, and a wide variety of extracurricular activities provide any number of occasions for students to interact with faculty members. St. John's College students pursue all manner of activities outside the classroom. The college has a lively theatrical tradition, a host of musical groups ranging from madrigal singers to lunch-time jam sessions, art and photography clubs, language study groups, and an active intramural sports program. In Annapolis, the sailing and rowing teams compete in several regattas each year; other intercollegiate offerings in Annapolis include the fencing team and the croquet club. In Santa Fe, the Search and Rescue team allows students to develop their backcountry skills and contribute an essential service to the region. Also, students in Santa Fe take advantage of hiking trails that begin from the college campus, skiing in the Santa Fe Ski Basin and the Taos Ski Valley, camping in the nearby Santa Fe National Forest, and the many cultural attractions of the town of Santa Fe. Students in Annapolis explore the adjacent waters, enjoy life on the town's lively waterfront, and visit Baltimore and Washington, DC. Both campuses also offer students a variety of opportunities to become involved in the local community's life. St. John's draws students from all 50 states and some 20 foreign countries. The diverse backgrounds and experiences they bring to the college deepen and enrich their shared investigations. Statistics show that St. John's College students excel in their endeavors both at the college and after graduation. Almost 70 percent of St. John's graduates pursue advanced degrees—many enter the nation's leading humanities, science, business, law, and medical programs. St. John's College is in the top two percent of all colleges in the nation for alumni earning PhDs in the humanities and in the top four percent for earning them in science or engineering. One of St. John's College's many striking features, however, is that there is no typical St. John's graduate: St. John's graduates pursue all manner of careers. They become authors, winemakers, musicians, filmmakers, teachers, astrophysicists—whatever they choose. After a successful pilot program in 2016, St. John's Career Services has launched a Job Shadowing Program to provide opportunities to spend time with working alumni in a diverse array of fields. Students will have the opportunity to shadow alumni in the spring after the end of the school year, allowing them to explore career options and engage in experiences that will help guide them as they plan for the future.

Founded in 1958 by the Religious Sisters of Mercy, Maria College of Albany is a private, co-educational, Catholic college that serves approximately 800 students in a variety of degree and certificate programs. Known for its warm, caring culture, its personalized attention to students, flexible scheduling and highly affordable tuition, the College has built a regional reputation for excellence in the health sciences, including nursing and occupational therapy. Maria is a Catholic college sponsored by the Sisters of Mercy and animated by the Mercy charism. It provides career-relevant, opportunity education in the context of the Catholic Intellectual Tradition to all who can benefit from it. Maria is committed to outstanding and holistic student support services, financial sustainability and the purposive use of evidence to drive institutional renewal and student success. Maria seeks to foster graduates who recognize and respect the dignity of every human person and who will transform their knowledge and skill into caring and compassionate service to others. A Maria education prepares you to take your place in the world. Traditional and non-traditional students benefit from small class sizes and hands-on professional experience. We offer associate and bachelor’s degrees and certificates — with day, evening, weekend, and online options to fit your schedule. Academic support is at the core of what we do in Student Affairs. The Frank E. O’Brien Jr. Student Support Center encompasses peer and professional tutoring services, accessibility services, a distraction-free testing space, and the hub for the College’s three opportunity programs: HEOP, HOPE, and the Renaissance Scholars Program. Students are encouraged to visit the Center from the moment they step foot onto campus and to utilize the services throughout their academic journey. Students may meet with one of Maria’s certified counselors for assistance with personal and/or academic concerns. Counseling offers the individual the opportunity to gain personal insight and develop new ways of coping with life’s difficulties. Referrals to outside mental health agencies may be made when appropriate or at the student’s request. All information is kept strictly confidential and does not become part of the student’s college record. Available to students and staff, the College’s pastoral services provide individuals, of all beliefs, with spiritual guidance and support. In addition to regular counseling sessions, the Pastoral Care team facilitates the College’s inclusive spiritual programming. Maria College is rooted in a focus of caring and service to others through education. Learn more about Our Mercy Connection and Celebrations of that heritage. When trying to decide which college or university to attend, the choices for higher education seem endless. You could attend a large campus with over 20,000 students, or a smaller school with around 1,000. For many students, smaller is better—and we tend to agree. A lot of college’s say you won’t get lost in the crowd, but at Maria it’s really true. It’s not just our small classes and 14:1 student/faculty ratio—it’s our faculty’s commitment and passion. You’ll hear it over and over again from our current students as well as our 7,000+ alumni. Maria is a special place. Our low cost tuition and generous financial aid allow you to focus on your studies without the heavy financial burden typically associated with a private school education. Students tell us all the time—Maria’s small classes and personal attention made it possible for them to become successful students. Many students today need to work while attending college—that’s why we offer several ways to pursue a degree. Our programs are designed to prepare you for the region’s fastest growing job opportunities. 95% of our students are working in their field or pursuing a higher degree within 1 year of graduation. Student success is our main goal—if you need help you can get one-on-one support in our new state-of-the-art tutoring center. Our small, picturesque campus is conveniently located in New York’s Capital District, an important hub for higher education and healthcare. Maria College offers bachelor’s and associate degrees, as well as certificate programs. At Maria College, your investment in education will be enhanced by a personalized approach toward your learning and educational experiences. Providing you access to the education programs and offerings in Maria College’s renown family-like environment is one of our many goals in helping students Aspire. Achieve. Become. Find information about tuition, applying for financial aid through scholarships and more on our website, and browse our Frequently Asked Questions for answers to questions you may have. Contact Maria College’s Office of Financial Aid with any questions or concerns you may have. Maria offers various scholarships based on financial need and/or academic achievement. To apply for any of these scholarships, please contact the Office of Financial Aid. You will be required to complete your FAFSA for the academic year.Awarded annually to students who meet the following criteria: student must be employed in the health care field, and who wish to pursue an associate degree in the health care field. Priority is given to full-time students. Established by the late Reverend Francis X. Caron, and awarded annually to entering freshmen. Preference is given to students whose major field of study is liberal arts. Caron scholarships may be renewed. The Sisters of Mercy of the Americas, Northeast Ministry Fund is committed to helping students with their higher education dreams. Please complete the application below, sign and submit with a personal statement of financial need and reasons why you should be considered for this scholarship. The Scholarship Committee may also request additional information to determine your eligibility and invite you to interview with them.

Marino Institute of Education (MIE) is a teaching, learning, and research community committed to promoting inclusion and excellence in education. We have a long and proud involvement with education, specifically initial teacher education (ITE), dating back over 100 years. Our association with Trinity began in 1976 when the first intake of lay students registered for the Bachelor in Education (B.Ed.) course. In July 2011, this relationship was further strengthened by formalizing an agreement that places MIE under the joint trusteeship of the Congregation of Christian Brothers European Province and Trinity College Dublin, the University of Dublin. In the last decade, the academic mission and scope of MIE's activity have been re-envisioned to encompass a deeper understanding of education in and beyond the classroom, incorporate the continuum of teacher education, and educate specialist education practitioners in early years, primary and further education levels. This is allied with a commitment to education studies encompassing non-traditional education settings and the wider education environment in a pluralist context. MIE is a teaching, learning, and research community committed to promoting inclusion and excellence in education. The dignity and potential of each person are central to our life, work, and service. The person and values of Edmund Rice, in particular his vision of inclusive and liberating education. The student's development as a caring and passionate professional Cherishing our Irish cultural and linguistic traditions while being members of the global community, A working environment of mutual respect, open communication and accountability, effective leadership and collaboration. MIE will be a center of global consequence in teaching and research in the field of education. We will extend our geographic boundaries through collaboration and technology and create momentum to deliver new, high quality, innovative education programs. We will build a critical mass for world-class research in partnership with others and foster university-school-community links that contribute to sustainable improvement and renewal across the entire education system. We will extend our commitment and expertise in inclusion by continuing to conduct research and provide education programs to empower the socially disadvantaged. We will lead national and international dialogue regarding the opportunities and challenges of pluralism and diversity in educational settings. Our seven Guiding Principles underpin all aspects of our institutional advancement. Be supportive of the Mission of Catholic education by assisting processes in articulating the ethos of Catholic education and by proposing models of education to implement it, Be ecumenical and respectful of people of other faiths, Provide a vital element of teacher education, Provide education programs to encourage and to empower the disadvantaged and the poor, Build a community of learning which is person-centered, respectful of individual differences and accessible to disadvantaged people, Respect all truth seekers and defend their right to pursue new knowledge wherever it may lead. These Guiding Principles form the basis of our joint trusteeship with Trinity and are informed by the values of Blessed Edmund Rice, particularly his vision of inclusive and liberating education. Marino Institute of Education is a unique third-level education environment with a singular focus on education. At Marino, students and staff are members of a dynamic teaching and learning community who support one another in the service of a joint mission. This mission expresses the tradition of care through education established by Blessed Edmund Rice. With almost 1000 students, MIE provides undergraduate and postgraduate programs in education and related areas. We enjoy a long tradition in teacher education and are committed to quality and excellence in all areas of Institute life. Research and review inform our programs and initiatives at MIE. Our grounds and buildings offer an attractive and inspirational environment for study, work, conference, and training participants. Whether you are a current or prospective student, an educator, or interested in our education and conference services, I welcome you to our website and hope you find it useful.

The National College of Art and Design occupies a unique position in art and design education in Ireland. It offers the most extensive range of art and design degrees in the state at undergraduate and postgraduate levels. In the past, many of the most important Irish artists, designers, and art teachers have studied or taught in the College. It has long been the central and most important art and design educational institution in Ireland. The origins of the College date from 1746 when Robert West had a private drawing school in George's Lane, Dublin, which was taken over by the Dublin Society (later the RDS). Throughout the eighteenth century, there were three schools: Figure Drawing, Landscape, and Ornamental Drawing and Architectural Drawing. The School of Modelling was added in 1811. From 1854 the institution was controlled by the Department of Science and Art, London. In 1877 it was renamed The Dublin Metropolitan School of Art. The Department of Education took control in 1924, and twelve years later, it became the National College of Art. In 1971 the National College of Art and Design was established by an Oireachtas act and is now governed by a board (An Bord) appointed by the Minister for Education and Science. The College's campus is situated in Thomas Street, in the historic Liberties area of Dublin. In 1998 the College opened its new wing, the School of Design for Industry, and now houses all of its activities on the Thomas Street campus. In recent years, the College has conferred honorary associateships on Sybil Connolly, Dr. James White, Patrick Scott, Jan de Fouw, Sonja Landwehr, Conor Fallon, Dr. Seamus Buachalla, Leonora Curry, Paul Costelloe, Prof. Anne Crookshank, Charles J. Haughey, Dr. Patrick Moriarty, Dr. Edward Walsh, Professor George Dawson, Michael Farrell, Paul Hogan, William Walsh, Mealla C. Gibbons, Bro. Joseph McNally, Juan O'Callahan, and Anthony Cronin. The College has 1,000 full-time students and a further six hundred students who are taking evening courses. Those who know the College and those who have attended the Open Day, the annual exhibitions, and fashion show will be aware of the very high standards. The College has four Schools Design, Education, Fine Art, and Visual Culture. A tutorial system operates throughout the College, and many of the courses are project-based. Students' progress is monitored at the end of projects and by examination at the end of each year. From its beginnings, the College has been as equally concerned with fine art as with design. The School of Fine Art teaching combines the traditional disciplines such as drawing and painting with an open experimental approach, which allows individuals to realize their ideas in a wide range of media. Through contact with teachers who are practicing artists, students become familiar with the activities and the ideas of artists working in today's society. Students also become familiar with the fundamentally questioning nature of contemporary art and the variety of contemporary artistic practice responses. It is an intense visual education for artists and others who may build careers in related directions. The School of Design is the largest in the College and comprises ceramics, glass, metals, fashion design, industrial and product design, textile design, and visual communication. In design, the emphasis is on solving specific problems set by the project. While students are expected to master the relevant technologies, the aesthetic design factor is stressed equally. There are many links with industry, and students often work on competitions sponsored by commercial firms. The College aims to promote a broad education in design, which can be the basis for various careers either as part of a team in industry or by working individually in a studio or small business. The School of Visual Culture interacts with other schools in providing the visual culture elements of all NCAD degrees. In both the fine art and design courses, the element of history and theory of art and design is essential in assisting artists and designers in placing themselves within a broader historical, intellectual, social, and stylistic context. Within contemporary acceptable art practice, the theory has become increasingly important. The Joint Course BA degree makes special provision for the student who wishes to explore art history and studio practice in art and design to an equal extent. There is a requirement for all students to attend regular lectures and submit written papers culminating in a thesis in the final year. The well-stocked College Library is a central resource for all courses. The School of Visual Culture also offers an undergraduate degree in Visual Culture and several postgraduate taught and research degrees (Ph.D.). This offers the student the opportunity to study the theory and practice of art and design in a creative art school setting. The School of Education provides for teachers' education of art, craft, and design in second-level schools. There are two modes: the four-year joint honors degree in Design or Fine Art and Education, and the two-year Professional Master of Education in Art & Design. The School also provides a two-year Professional Master in Socially Engaged Art (part-time mode). The Centre for Continuing Education in Art and Design is part of the School of Education and offers a range of part-time courses, including certificate courses. Artists and designers of international repute are invited to teach or give special lectures in the College. Exchange programs with colleges and universities in Europe and the United States take place annually. Individual staff members are linked to numerous professional organizations at home and abroad. The College is a member of the European League of the Institute of the Arts. The College has been a recognized college of the National University of Ireland since 1996; in 2011, it became a Recognised College of University College Dublin (UCD). www.us.ie The College welcomes all applicants committed to art and design and has the necessary talent and academic standards. We can assure you that a degree course at this College will be an enriching and challenging experience. It is a preparation for life in both a professional and a broad educational sense.

IADT, as we now know, came into being in 2012 when three existing Schools were amalgamated to become two Faculties: the Faculty of Enterprise + Humanities and the Faculty of Film, Art + Creative Technologies. However, our unique story is deeply rooted in the area and dates back well over fifty years! It is to continue to specialize in creativity and innovation as expressed in the arts, technology, and entrepreneurship and work with learners and stakeholders as partners to develop innovative, creative, entrepreneurial, and adaptable graduates and who are ready to meet the challenges of the digital age. IADT is uniquely positioned in terms of our programs and research. We are mission-focused and hold a distinct position within the higher education sector in Ireland as an Institute of Art, Design, and Technology leading in programs for the technological and the creative and cultural industries and sectors. Given our unique and distinctive focus, our program offering supports the development of our students' creative, entrepreneurial, and technical skills, vital for their future careers and Ireland's economic regeneration and development. Our Strategic Plan 2014-2018 sets the objective of consolidating and enhancing our position as a specialized institute working in close partnership with industry and communities and other higher education institutions (HEIs) to educate students who can shape, change and develop industry and communities, and respond to changing societal needs. It is to continue to specialize in creativity and innovation as expressed in the arts, technology, and entrepreneurship and work with learners and stakeholders as partners to develop innovative, creative, entrepreneurial, and adaptable graduates and who are ready to meet the challenges of the digital age. The seed that grew into IADT began as a simple portfolio course for local school leavers, designed to prepare them for entry to art and design colleges. Successful from the outset, by the late 1960s, this had evolved into the first art foundation course in Ireland. And that spirit of innovation, that determination to be at the vanguard of fresh thinking in innovative education, continued... A further three-year course leading to a Diploma in Art and Design began. By 1980, the Minister for Education gave NCEA recognition to the newly-established Dún Laoghaire College of Art and Design (DLCAD). The legislative establishment of the Dún Laoghaire Institute of Art, Design, and Technology in 1997 realized the long-held ambition of Dún Laoghaire VEC, the staff of DLCAD, and the wider community to create a fully-fledged third-level Institute of Art, Design and Technology in the area. The vision that went on to become IADT was for an institution that would stand firm on the established foundation and reputation of its art, design, and media courses while embracing the new disciplines of humanities, technology, and business. As well as being a valued educational and enterprise partner at the local level, IADT is respected and renowned nationally and internationally in the creative, cultural, entrepreneurial, and digital media sectors. Student numbers have grown from 450 to 2500. We plan to grow to over 3000 students and continue to develop the campus and infrastructure. IADT is built on a history of understanding what is needed – both now and in the future – and taking action. That same spirit of enterprise, that sense of creative adventure and energy, is alive and well on the IADT campus today. Ireland's only Institute of art, design, and technology with a specific focus on the creative culture, and technological sectors, IADT is alive with ideas, innovation, and entrepreneurial activity. Explore what is on offer, and we hope you will decide that IADT is the perfect place for your third level of adventure. The Institute is committed to providing higher education of the highest quality, which is relevant to students' and stakeholders' needs and recognizes staff members' professional role. Providing accessible and flexible programs within a student-centered and supportive learning environment is an essential institutional objective and one which is reflected in the IADT Strategic Plan 2014-2018. To ensure it is achieved, IADT is cognisant of the need to have effective planning processes, which consider relevant information and data timely decision-making processes, with due authority effective implementation of decisions taken, with careful monitoring and review as well as the capacity to be consistent, and the capacity to respond to situations by embracing change as necessary. The Institute has established an inclusive infrastructure by operating two intersecting organizational elements that focus on quality. While the Institute adopts the philosophy that everyone is responsible for quality assurance, the Registrar's formal Executive responsibility for Quality Assurance (QA) resides. This responsibility is complemented by the work of the Quality Enhancement Sub-Committee, which operates on a collegial basis and advances many policies and procedures that have a good academic practice and its core value. The Institute's Quality Assurance Framework provides a clearly stated set of policies and procedures for providing quality services and the assessment and review of the provision of those services.

The Institute of Technology Tralee (IT Tralee) was established in 1977 as the Regional Technical College, Tralee and in 1992 became the Institute of Technology, Tralee. The Institute currently has 3,500 full & part-time students, employing 350 staff, and provides a financial contribution of circa €60m to the local economy annually. IT Tralee operates on two campus locations in Tralee, Co. Kerry: the South Campus located in Clash and the North Campus located in Dromtacker, which opened in 2001. IT Tralee is involved in the provision of third-level education, training, and research & development for the economic, technological, scientific, commercial, industrial, social, and cultural development of the State with particular reference to the region served by the Institute. It also develops and maintains linkages with other educational organizations, industry, commerce, other professions, and the community. The Institute has three top schools, i.e., School of Business, Computing & Humanities, School of Science, Technology, Engineering & Mathematics, and School of Health & Social Sciences. It conducts an extensive range of courses, comprising two-year certificates and building thereon, three-year Ordinary Degrees four year Honours Degree, Masters and Ph.D. The Institute also conducts a wide range of craft, apprentice, ACCS, and life-long learning / part-time programs. IT Tralee offer programs in several areas including Agriculture, Biological & Pharmaceutical, Business & Management, Construction, Creative Media, Engineering, Environmental, Food, Culinary Arts & Cookery, Health, Leisure & Fitness, Hospitality & Hotel Management, Information Science/Systems, Music, TV & Radio, Nursing, Outdoor Activity, Renewable / Energy, Social Sciences, Computing & Technology, Tourism & Wildlife. "To excel in teaching, research and development work, for the benefit of students, industry and the wider community", "Sàrobair a dhèanamh I Teagasc, I dtaighde Agus in obair fhorbartha Chun leasa mac lèinn, a tionscalaìochta agus a phobàil I continue." This statement is formulated within a vision of the Institute provides, efficiently and effectively, in an appropriately resourced and supportive environment, and within a framework of equality of opportunity, easily accessible, multilevel programs of teaching, research, and development work which: Develop a deep understanding of the chosen field of study Develop a capacity for independent critical thinking and foster academic scholarship Provide for initial and ongoing training and development of professional, managerial, practical, and technical skills Afford students and staff of the Institute opportunities for intellectual and personal growth Lead to awards which are recognized nationally and internationally Contribute to the knowledge and human resource base relevant to and needed for the economic, social and cultural development of the State in general and the region served by the Institute, in particular, and to co-operate and collaborate with other bodies with similar missions Are of the highest quality standards and bear the hallmark of excellence In March 2014, the Institute of Technology, Tralee, established the IT, Tralee Foundation Board to assist with fundraising for future developments at the Institute, with the Kerry Sports academy's priority project. Tralee is a university-level institution with a range of programs from craft to postgraduate level. ITT has over 3,500 full-time and part-time students and 250 staff. Established in 1977, the Institute has operated autonomously since 1993. It provides education and training, facilitates industrial research and consultancy, and is a significant economic and social development engine in the region. The President's Civic Spirit Award has been established to recognize and acknowledge the significant contribution of IT Tralee's student volunteers to the Institute and the wider community. There is a strong volunteerism ethos among IT Tralee students '60 % of ITT students volunteer, committing an average of 3 hours a week' (ITT Volunteering & Civic Engagement Survey, 2015). Engaging with one's community as a volunteer brings a benefit to both student and community; this award seeks to encourage student community engagement and active citizenship and build on the established work carried out by students. To be eligible for this award, you need to demonstrate a commitment to a voluntary organization/project. This may be on campus, within the local community, or in your home town. All students who submit their work will be awarded an IT Tralee President's Civic Spirit Certificate. A Gold, Silver, and Bronze Award will be bestowed on three candidates displaying outstanding volunteering experience and impact, as adjudged by the award selection panel. The application will be processed through StudentVolunteer.ie.

NUI Galway will be a leading global university, renowned for our distinctive research areas, recognized as an institution of choice for our teaching and scholarship, celebrated for our outstanding engagement with broader society, and enriched by a dynamic network of partnerships. To foster a vibrant community of students and staff, distinguished learning, impactful research, and creative thinking are shared with the world. We will fulfill this mission over the coming years with renewed vision and with our eyes firmly on the opportunities and challenges ahead. The activities and work of NUI Galway are underpinned by five core values Ambition, we share a drive for excellence and leadership, working to a common purpose with confidence in our mission Creativity inspired by our unique location, a distinctive spirit of creativity imbues everything, we do Impact our engagement and actions will make a meaningful difference in Galway, across the country, and around the world, Collaboration – strong, mutually-beneficial partnerships are at the heart of our approach, as we engage locally and internationally, Integrity – building on our rich heritage, we value openness, diversity and good citizenship. Successful delivery requires the continuing active involvement and engagement of the entire University community. The Plan provides a direction for our Colleges, Schools, Research Institutes, and significant support units. Over the next five years, each unit in the University – both academic and support – will produce annual operational plans with associated targets aligned to this Strategic Plan. The outputs of each of these operational plans will be reviewed on an annual basis by an Operational Planning Steering Group, which will report, in turn, to the University Management Team and Údarás a hOllscoile. We will remain sensitive to changes in our operating environment throughout the Plan, responding to new opportunities, and adapting as required. There will be regular reporting on progress during the implementation phase to the Standing and Strategic Planning Committee of Údarás a hOllscoile and periodic updates for the University community. Galway is 'a University city' – the campus is in the heart of the city center, with all amenities on your doorstep and within walking distance. It is a vibrant place, with a year-long program of cultural and sporting festivals. Did you know students make up 20% of the population in Galway? Our student community is an essential part of Galway's life, and they add energy and color to the city. NUI Galway is committed to the community and the development of lasting relationships to impact peoples' lives within society positively. We believe that the best learning occurs when students have many opportunities to engage their learning in real-world contexts. That's why we have created many pathways to apply knowledge in the community through real learning in the curriculum, volunteering, and researching real world problem projects. NUI Galway provides several opportunities for students to engage in a study abroad experience outside of the Erasmus program. Universities in North America, including Boston College, Villanova University, University of Maryland, Richmond University, University of Ottawa, and Universidad de Veracruzana, all accept NUI Galway students of exchange agreements. Recently, NUI Galway has established links with universities in China, Japan, Taiwan, South Korea, and Hong Kong, and several students have already participated in exchanges with these universities. Get more information about student exchanges here.

Limerick Institute of Technology (LIT) is an institution of higher education in Limerick, Ireland, and is one of 14 member institutions of the Technological Higher Education Association (THEA). The Institute has campuses in Limerick city, one in Thurles and Clonmel in County Tipperary, and a regional learning center in Ennis, County Clare. The main campus is located at Moylish Park adjacent to Thomond Park and houses the Faculty of Applied Science, Engineering and Technology and the School of Business and Humanities. The School of Art & Design is located at the Clare Street and Clonmel campuses. LIT offers courses at Level 6 (certificate) through Level 10 (Ph.D.) while also catering to craft apprentices and adult and continuing education. The Institute has twice been named The Sunday Times Institute of Technology of the Year in The Sunday Times University Guide, first in 2008 and again in 2013. LIT is to the forefront in ensuring that the region's economy continues to have the requisite array of leading-edge skills demanded by our knowledge-based industries. In 2017, LIT was granted permission to develop a new campus at Coonagh in Limerick, to be focused on teaching and research in engineering. LIT has a distinctive approach to Teaching and Learning known as the Active Learning philosophy. Whatever discipline area is offered, the core methodology is active and practical lab work, studio work, case studies, field visits, group assignments, and more. This approach to teaching and learning is embedded in assessment strategies and campus development so that the learning environment reflects the identity of LIT. It is also underpinned by staff developments, e.g., workshops and an online repository of active learning strategies. LIT's genesis was the Limerick School of Ornamental Art set up in 1852 when the Athenaeum Society started a School of Arts and Fine Crafts in Limerick. In 1963 a series of technical colleges, to be known as Regional Technical Colleges (RTCs) was announced by the then Minister for Education, Patrick Hillery, and the first of the RTCs were opened in Athlone, Carlow, Dundalk, Sligo, and Waterford in 1970. A regional technical college for Limerick followed in 1974, initially under the name Limerick College of Art, Commerce, and Technology (CoACT). CoACT was upgraded to Institute of Technology status in 1997, along with the rest of the RTCs. In 1999 LIT was awarded the Higher Education and Training Awards Council's delegated authority, which allows the Institute to award its bachelors, masters, and doctorate degrees. In 2011, following a government decision, the former Tipperary Institute was integrated into LIT, significantly enhancing and enlarging the education provision of the Institute. LIT is among the most vibrant and connected institutions in Ireland. When you look around our five campuses, you will see an astonishing diversity of programs and people exploring new ideas, pursuing new knowledge, creating new art, and filling our workshops, studios, and labs with the vibrancy that comes from being an institution that is committed to discovery and creativity. As a student in LIT, you will find yourself at the heart of this vibrancy and activity. Each of our campuses is a community of learning, rooted in its place, rooted in our ethos of learning together and bringing theory and practice together. That is why LIT scores at the top of Irish student surveys for friendliness, access to lecturers, and diversity. This is something that we are very proud of. At the same time, our programs are developed in partnership with industry, professional bodies, and the community to give you the best outcomes possible. This is part of our connectedness. That is why students, graduates, and employers consistently give us high scores for our programs' quality, which have an excellent employability record. More than 9 out of 10 of our graduates are in employment within six months of finishing their college program. We deliver over 120 programs to learners through our campuses in Limerick, Tipperary, and Ennis. I invite you to explore this prospectus and see if you can find a program to fit your needs. You can be assured that if it fits your needs, it fits the needs of a potential employer. We are very open to applications from mature students looking to return to education. If you have the right qualifications and experience, you may take a fast track route. LIT graduates have been successful in every field of endeavor, from business to the sciences, technology, public service, engineering, hospitality and tourism, fashion, and the arts.

Dundalk Institute of Technology (DkIT) has earned a reputation as the leading higher education provider in the North East of Ireland. Through our graduates and our work in regional development, we have contributed to our region's transformation. Our reputation has been solidly built by providing quality educational opportunities in a broad range of disciplines from undergraduate degrees to Ph.D. levels. At DkIT, you are offered the opportunity to build your qualifications over time, from Higher Certificate through to Degree, Masters, and Doctorate level. The College is committed to ensuring that students can develop their full potential in a professional and supportive environment. The College has four Schools, and each School has several Departments offering a wide range of courses. You can also study part-time at the Lifelong Learning Centre. Student Services, which operates under the Registrar's Office's umbrella, is the section of the Institute that deals explicitly with non-academic supports for students. Staff in Student Services work closely with all other areas of the Institute, including the Students' Union, to ensure that students' welfare is paramount. Most of the services are situated in the Padraig Faulkner Building, adjacent to the Multi-purpose Centre. Our mission is to enhance the individual student experience by providing an accessible, efficient, and excellent service that supports the person's holistic development, thereby enabling each student to achieve their full potential. The primary function of the Sports and Societies office is to provide administrative backup, advisory, and support services for all registered Sports and Societies to enable them to function and operate to their maximum potential. The office is also responsible for the administration and accountability of the Sports and Societies budget. Every Sport and Society in the Institute depends on the full involvement of its members for its operation, particularly those who are willing to give some of their time to become involved in committee work. Whether you want to share common interests or hobbies, voice ideas, engage in debates, or be a bit of a social butterfly, there is an extensive range of Sports Clubs and Societies that you can join. College is a time of learning, so why not take up something new? DKIT supports, funds and resources Sports Clubs and Societies on campus to encourage students to be active, involved, and enthused, making your mark on student life.

The Mission of the Institute of Technology Carlow to Engage, Learn, Challenge, and Innovate is articulated through an educational environment and context where learners pursue studies in higher education and research up to the doctoral level. Through a culture of inquiry, innovation, and excellence, we challenge our learners, staff, global collaborative partners, and other stakeholders to create, apply and share knowledge and values in a supportive and vibrant university-level Institute. Engagement with business, government, community, and voluntary sectors defines the Institute of Technology Carlow's leadership role in developing our region and nation. IT Carlow is committed to providing our learners and staff with inclusive and positive teaching, learning, and research environment. This is supported by a quality assurance and enhancement framework that embeds and validates the highest quality standards within learner and staff development, program offerings, research, and professional support services. Our robust and accessible quality assurance framework not only delivers the highest professional standards it also provides a mechanism to monitor and validate Institute-wide performance. The courses at the Institute of Technology Carlow span the Sciences, Health, Computing, Engineering, Business, and Humanities disciplines. Our courses are designed to offer you the very best teaching and academic modules on offer. Our courses are designed to bring you into direct contact with industry and employers so that you will be amongst the 92% of our graduates who are in full employment within five months of completing your examinations. Our courses are designed to encourage an eagerness to learn that will remain with you for the rest of your life. Outside the lecture halls and laboratories, we are proud of the Institute of Technology Carlow culture that puts our students at the heart of everything we do. Our culture of openness, respect, and inclusion, while offering first-class facilities and amenities on our modern and dynamic campus, allows our students to flourish, make life-long friends and memories that last a lifetime.

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.

There are several great reasons to choose NCI as your third-level institution - including our excellent qualifications, experienced staff, supportive atmosphere, and city-center location. Through our schools of business and computing, we offer internationally recognized full and part-time programs accredited through QQI. We work closely with industry and professional bodies such as the Chartered Institute of Personnel and Development, Institute of Commercial Management, Irish Institute of Pensions Management, the Sales Institute of Ireland, and others to ensure courses closely aligned to industry needs. Our small group teaching model and friendly atmosphere mean students find NCI a charming and supportive atmosphere to study in. Students prosper in an atmosphere where they get to know lecturers, staff, and their fellow students. We also have excellent student support if you are having any difficulty adjusting to the third level. Many students find NCI's general atmosphere and friendliness to be the most valuable part of their NCI experience. We welcome international students from all over the globe and domestic students of all ages. You will find a welcoming community of learners and staff and make some friends along the way. We work with a talented array of full-time and associate faculty. They are experts in their fields and combine the highest academic standards with industry experience and a real commitment to their students' learning. Our purpose-built campus includes a spacious atrium area, tiered lecture theatres, modern computer labs, and smaller executive suites and boardrooms. We have excellent transport links with the Luas and mainline train stations on our doorstep. If you are an organization seeking bespoke training, we would be delighted to speak to you. We are the educational partner for several corporate bodies. Learn about our mission statement, our vision, and our values as a college. To change lives through education. NCI will provide an inspiring educational experience that is innovative, responsive, and enterprise-focused. Inclusive - we strive to break down barriers in third-level education. We value diversity and inclusiveness in all that we do. We provide the support that people need to participate fully in life at NCI. Community - we are an interdependent learning community that shares a standard set of principles where individuality and freedom of thought and expression are valued; each of us is encouraged to fulfill our ambition and realize our potential. Integrity - in our individual and collective roles, we take responsibility and are accountable for our actions. We demonstrate respect and mutual regard for each other. Dynamic - we are responsive to the needs of our students, colleagues, and partners, and ever-changing society, we act innovatively and flexibly. Learner Centred - we place the learner at the heart of everything we do. Our combined energies are focused on their individual and collective, life-long needs. Excellence - as an institution, we aspire to professional excellence in everything we do. We foster excellence in our learners through their learning experiences.

Welcome to Maynooth University, a research university of international standing and a scholarly community of over 11,000 students and 800 staff. Maynooth University is a thriving research enterprise, a vibrant and exciting place to learn, and importantly, it is a university that places equal value on research and teaching. We are an engaged university with extensive research and teaching partnerships with enterprises, public bodies, civil society, and community organizations. We are conscious that our work as an academic institution is at the service of scholarship, students, and society. Maynooth University is a diverse and international community: people come from many different backgrounds and countries to work together, learning with and from each other, and bringing an intellectual and cultural vibrancy to the University and the region. Whether you are a prospective student or staff member, a current student or staff member, a graduate, parent, visitor or friend, or an academic or institutional partner, I invite you to enjoy and be part of the unique, collaborative and collegial academic experience that is Maynooth University. Maynooth University is a very distinctive university and a collegial institution firmly focused on the humanities, social sciences, natural sciences, and equally committed to research, teaching, and engagement. Its distinctive features and character owe much to its unique history and heritage. Maynooth University was formally established as an autonomous university as recently as 1997, yet traces its origins to the foundation of the Royal College of St. Patrick in 1795, making it, simultaneously, Ireland's youngest University and one of its oldest educational institutions founded in 1795 as a seminary for the education of priests, and by 1850 had become the largest seminary in the world. For 200 years before that, Irish Catholic priests had been educated in the Irish colleges in France, Spain, Portugal, Italy, and the Netherlands. Under the Penal Laws, it would have been illegal to educate them at home. Several factors paved the way for the establishment of Maynooth College. The French Revolution had confiscated the Irish Colleges in France. Enlightenment thinking and the fact that Britain was at war with France led the government to seek to appease Irish Catholics by relaxing the Penal Laws. Simultaneously, both the Irish bishops and the English government feared that Irish priests might be influenced by the 'contagion of sedition and infidelity' of the French Revolution. The bishops asked permission to endow 'academies or seminaries' to educate candidates for the priesthood. Their political advisers persuaded them to extend the project to include laypeople. So the Irish parliament passed an 'Act for the Better Education of Persons professing the Popish or Roman Catholic Religion,' which lead to the foundation of Maynooth College in 1795. Among the first staff at the College were several French scholars who were refugees from the Revolution. Lay students were admitted in 1800, but the lay College survived only until 1817. The Strategic Plan sets out the direction of the University and its contribution to education and research until 2017. It focuses on critical areas such as a radical enhancement of undergraduate education, developing centers of excellence for research, doubling international student mobility, and collaborating with other institutions domestically and internationally. Developing new subject combinations across the sciences, social sciences, and humanities to prepare graduates for emerging roles in the economy and society, Ensuring students are highly competent in their subject areas, but also giving students structured opportunities to broaden their education so they can appreciate different perspectives and operate in interdisciplinary teams, A strong emphasis on the critical intellectual skills of reflection, analysis, critical thinking and problem-solving. Maynooth University will consolidate its international reputation as a university known for outstanding teaching, excellent research, global outlook, effective engagement with the society it serves, and its distinctive approach to modern higher education challenges. Maynooth University will further enhance its international reputation for: The exceptional and distinctive education it offers to students The quality and impact of its research and scholarship The connection between its research and teaching The diversity of its student body and the quality of its student experience The global scope of teaching and research Effective engagement with enterprise, the community, civil society, and the state Commitment to excellence, innovation, and collegiality Its unique and collaborative contribution to the national system of higher education and the economic, social, and cultural life of the region, the nation, and the world Maynooth University has established seven strategic goals for the period 2012–2017, To offer students an outstanding university education, the best available in Ireland, an education which challenges and supports all students to achieve their full potential, and prepares students for life, work, and citizenship, and for complexity, diversity, and change. To be recognized by 2017 as playing a leading international role and being the clear national leader in several thematic areas of research that address the significant societal challenges of the 21st century. To achieve a step-change in international activities, doubling the number of international students on campus and doubling the number of domestic students spending time abroad to create a genuinely intercultural and multilingual institution. To strengthen engagement with all stakeholders through sustained partnerships with enterprises, communities, civil society, and public bodies build support for the University's mission, serve society's needs, and open new opportunities for research and learning. To maximize its unique and distinctive contribution to higher education's national system through a set of purposeful and sustained strategic partnerships at the regional and national level, and to extend its international reach through a network of global partnerships. To be an excellent place to work, known for a collegial ethos that empowers all staff to contribute fully to the University's development. To enable ambitious strategic objectives in challenging circumstances through careful planning, excellent services and infrastructure, and sound governance and management.

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.

Founded in 1875, The American College of Greece is the oldest American-accredited College in Europe and the largest private College in Greece. We believe in a well-rounded education: our 64-acre campus hosts a vibrant student community, buzzing with academic societies and student clubs, sports teams, and art festivals. We support our students with a comprehensive financial assistance program and expand their horizons with international study abroad and internship opportunities. With 25 bachelor's degree programs, 42 minors, and 21 graduate programs. For over 140 years, ACG has been offering transformative education and cultivating a fertile intellectual and cultural collaboration between Greece and the United States. ACG aims to be a national leader in sustainability among academic institutions by actively contributing to a more inclusive, socially responsible, financially viable, and environmentally sustainable society. To raise awareness and engagement of ACG students with sustainability best practices and empower them to become knowledgeable, sensitized, and responsible citizens of the world. American College of Greece recognizes the environmental, economic, and social benefits of resource efficiency and commits to educate, inspire and empower its students, as well as faculty, staff, parents, alumni, trustees, and business partners, to develop a sustainability culture and to collaborate with the local community in promoting sustainability best practices. ACG is committed to leading by example, not only in research and education but also in managing its facilities and resources. Your contribution to the implementation of our sustainability goals is vital. The ACG Pledge identifies several actions & behaviors that can help you become more environmentally, socially, and economically responsible in your daily life, on and off-campus. ACG is committed to reduce resource usage and improve understanding of consumption patterns about efficiency measures. The main operational objective is to minimize ACG's environmental and carbon footprints concurrently with a significant energy consumption reduction. Aiming at implementing a long-term comprehensive plan for all ACG divisions, with the endorsement and active engagement of top management, ACG has developed a documented Sustainability Strategic Plan (SSP). Through this plan, ACG aims to set the basis for energy efficiency and reduce operating costs while gradually improving sustainability metrics and overall social impact. The American College of Greece serves as a member of the UN Academic Impact. ACG joined over 1000 academic and research institutions in more than 120 countries that are members of UNAI. In Greece, ACG is the fifth academic institution to be a member and only one private. ACG has evolved into a vibrant, multi-faceted institution serving Greek and international students. From our campus in Athens, the College serves as a bridge of academic excellence, cultural continuity, and friendship between Greece and the United States. As you explore our site, we hope you discover what makes The American College of Greece a unique center of intellectual stewardship in the heart of Athens, one of the most historic and cosmopolitan capitals of the world. In December 2015, ACG was awarded the STARS Bronze Award in recognition of its sustainability practices. ACG is the third academic institution outside the U.S. and the first in Europe participating in the STARS assessment procedure and given an award. STAR is developed by the Association for the Advancement of Sustainability in Higher Education(AASHE). It is a documented and comprehensive standard for sustainability reporting in higher education. STARS® is a fully transparent, self-reporting framework which provides a solid base to quantify sustainability performance. It comprises credits that span the breadth of higher education sustainability and include performance indicators and criteria organized into four categories: Academics, Operations, Community Engagement & Social responsibility, and Planning & Administration.

The Blida University Centre (CUB) was established by Decree No. 77-92 on 20 June 1977. Implanted on a retroceded site, dating from 1864, the CUB has also benefited from a program of development and extension of educational infrastructures (amphitheater, laboratory, etc ...). It was not until September 8, 1981, that the CUB opened its doors to the students of the wilayates of Blida, Media, Chlef, Djelfa, and in the South of the country. As part of this historic re-entry, the number of students enrolled was 526, with a teaching staff of 57, including 17 foreign students. The University of Blida has developed rapidly and could be divided into three main phases corresponding essentially to The different stages of structuring and management First stage: During the first three years of its existence, the Center Universitario de Blida is located in the middle of the city and has provided teaching in only four streams: Common Technology Trunk, Architecture, Agronomy, and Medical Sciences. Second step: In 1984-1985, when the university card was applied, the CUB broke up in the National Institute of Higher Education. Decree No. 83-543 of 24 September 1983, in its articles 2 and 4, chapter I, provides: "The National Institute of Higher Education, hereinafter referred to as" the institute is a public institution of an administrative nature, Endowed with legal personality and financial autonomy. "The Institute's objectives, within the framework of the National Plan for Economic and Social Development, are to provide courses in graduation and post-graduation, Contribute to the development of scientific and technical research, Undertake any development and retraining in its field of activity, Ensure publication of studies and research results. With the application of the university card devoting the National Institute of Higher Education, Blida is found with six structures: Institute of Mechanics, Institute of Architecture, Institute of Electronics, Institute of Agronomy, Institute of Industrial Chemistry, and Institute of Aeronautics. The cumulative number of students enrolled about the academic year 1981- 1982 experienced a growth noticed since they have been multiplied by 10 times. The structure of the distribution by sector group shows a trend towards a reinforcement of the technology concerning the other training courses, there is a relative stabilization (competition conditions of access, etc. Evolution of the pedagogical framework The appeal to foreign teachers as a supplement to student supervision has been considerably reduced since the establishment of the Blida University Center in 1981, as shown in the table below. Co-operation in the field of education is directed mainly by the sending of high-level grades, among others, professors, lecturers, etc., concerning the succession of the grades of assistant teachers, it will be completely completed, Of post-graduation. The rate of Algerianization is 96 %. Third step: The University Complex of Blida was set up as a University in August 1989. A seventh Institute opens its doors. These are The Institute of Medical Sciences. The opening of several other departments allows the University to modify its decree of creation in 1992/1993. Four other Institutes strengthen the structures of the young university: Institute of Veterinary Sciences, Institute of Exact Sciences, Institute of Juridical and Administrative Sciences, Institute of Economic Sciences, Decree 95/204 of 5 August 1995 brings the number of Institutes to twelve. Fourth step: By Executive Decree No. 98-253 of 17 August 1998, the University of Blida consists of seven faculties: Faculty of Sciences, Faculty of Engineering, Faculty of Medical Sciences, Faculty of Law, Faculty of Economics and Management, Faculty of Arts and Social Sciences and Faculty of Agronomic and Veterinary Sciences.

The geographical location of the wilaya of Skikda gives it a strategic position. Indeed, it is halfway between the wilaya of Constantine, Annaba, Jijel, and Guelma. It records every year top rankings of success in the baccalaureate. Strengthening the University card in Algeria August 20, 1955, The University is an institution of higher education. It was created September 18, 2001, by Executive Decree No. 272-01 and baptized University Skikda on August 20, 1955, during the visit of the President of the Republic Abdelaziz Bouteflika, 20 August 2005. The former agricultural school gives our university historical value. It is located 4 kilometers from the city of Skikda (Philippeville) on the road to el-hadaiek (formerly St Antoine) Zeramna in the valley. The agricultural school of Skikda was founded in 1900 by the General Government of Algeria in the colonial period. His goal was to provide practical and theoretical training of students qualified to become knowledgeable farmers, modern, field managers, agricultural business executives, the Ministry of Agriculture officials.

The university of Jijel went through various restructuring stages. In 1986, an annex attached to the university of Constantine was founded by the decision N 72 of March 21st, 1986 of the Ministry of Higher Education and Scientific Research. By the executive decree N 62/88 of March 22nd, 1988, the annex was converted to Superior teacher's training college, having leading mission training in fundamental sciences In 1993, with the continuous evolution of the number of subscribers at the college, it was decided to join to this later the institute of the senior technicians into public works with a capacity of reception of 400 educational places and 250 beds. In July 1998, after the extension of the specter of training domains and the reception of educational infrastructures such as the institute of metal industry and also the acquisition of new scientific equipment, a university center was established instead of the ENS (TEACHER'S TRAINING COLLEGE) in the application of the executive decree N 221/98 of 27/07/1998including four institutes: the institute of technology, Computing, biology, and the exact sciences. The university center was set up as University of Jijel by the presidential decree N 03-258 of July 22nd, 2003, in the form of a public institution with central character endowed with a legal personality and with financial autonomy, including four faculties: the faculty of science, the faculty of science of the engineer, the faculty of law and the faculty of science of management. As a consequence and following the executive decree nN 09-92 of February 17th, 2009, modifying and completing the executive decree n 03-258 of July 22nd, 2003, the number and the vocation of the faculties making up the university of Jijel were modified as follows: - The faculty of natural and life sciences - The faculty of technology sciences - The faculty of exact and informatics - The faculty of law and political sciences - The faculty of economics, business, and management sciences - The faculty oh literature and languages - The faculty of human and social sciences Currently, the university of Jijel is distributed on two sit - University campus of Jijel: The university campus of Jijel includes the domains of training concerning technological sciences, exact sciences and natural and life sciences, grouped within three faculties: - The faculty of natural and life sciences - The faculty of technology sciences - The faculty of exact and informatics These three faculties 7716 students enrolled in graduation under the supervision of 390 permanent teachers and proposed training in two systems: classical and LMD The pole of Jijel groups in its new system of training LMD three levels: License degree, Master degree, and doctorate provide an essential volume of training in the following domains: - Technological sciences - Natural and life sciences - Earth and universe sciences - Materials sciences - Maths and computer sciences Eight thousand eight hundred sixty educational places are et the disposal of the students of the central pole of Jijel distributed mostly between 18 amphitheaters, 73 classrooms of educational T.D, and 51 laboratories. - University campus of Tassoust: The university pole of assist groups four faculties, namely: - The faculty economic sciences and management - Letters and languages - Human and social sciences - Arabic language and literature The theoretical carrying capacity in educational places is increasing to 12842 places, distributed between 20 amphitheaters, 164 T.D classrooms, 04 educational laboratories, 05 computer classrooms.

Since 1971, Western Nevada College has helped students embark on the road to success by preparing them for various careers through associate and bachelor degrees, industry certifications, and workforce training. WNC offers exemplary academics, affordability, and student satisfaction. Many Western grads become leaders in their communities and excel in their professions. Through its multiple campuses, resource and learning centers, cohorts, and expanding online offerings, Western can meet many students' needs, whether they are residing in remote parts of Nevada or trying to fit in their education while raising a family. Please join us and let WNC be part of your success. Western Nevada College inspires our community's success through opportunities that cultivate creativity, intellectual growth, and technological excellence in an environment that nurtures individual potential and respects differences. Western Nevada College is a comprehensive community college that serves more than 4,600 students each year, primarily within a five-county area of more than 8,000 square miles. The Northwest Commission accredits one of four community colleges in the Nevada System of Higher Education on Colleges and Universities. Documents detailing accreditation approval are available at the WNC library. Western offers a diverse curriculum that is tailored to meet students' individual educational goals. By offering multiple college degrees, certificate and career-building programs, smaller class sizes, and personalized counseling opportunities, WNC helps ensure students' positive and successful college experience. WNC reaches out to its urban and rural communities with campuses in Carson City, Fallon, and Minden/Gardnerville. Also, distance education offerings, including interactive video and online classes, allow those in widespread access to higher education. The college offers academic degrees, certificates, and certifications that can lead to diverse careers and transfer to a university or state college. Areas of study include business, liberal arts, sciences, technologies, fine arts, humanities, and more. Associate of Arts and Associate of Science degrees prepare students for university transfer in the arts, social sciences, and physical sciences. A sampling of program areas includes information technology, law, geographic information systems, criminal justice, graphic communications, and musical theatre. Students may complete up to two years of many baccalaureate degree programs, including teacher preparation, for transfer to a state college or university. WNC also offers a four-year Bachelor of Technology degree in Construction Management and a partnership with Nevada State College to prepare teachers and other skilled workers with bachelor's degrees without leaving the area. Students can attain WNC Associate of Applied Science degrees in accounting, automated systems, auto mechanics, business, criminal justice, computer information technology, computer networking, construction technology, deaf studies, general industrial technology, graphic communications, machine tool technology, management, nursing, or welding technology. In response to industry needs, the college also offers specialized training programs in construction, machine tool, drafting, welding, computing, and other technical areas. Customization often includes providing specialized instruction at the times and locations most convenient to employers, including on-site programs. Workplace certification preparation programs include Automotive Service Excellence (ASE), Bookkeeping, Certified Inspector of Structures, Certified Nursing Assistant, Cisco Certified Networking Associate, CompTIA Security+, Deaf Studies-Interpreting, Emergency Medical Services, Microsoft Certified Technology Specialist, Microsoft Certified IT Specialist, Phlebotomy/Venipuncture, Welding, and Western Nevada State Peace Officer Academy. Western's faculty are recognized as highly educated and accessible to students. Faculty dedication is reflected in the college's commitment to free and unfettered inquiry, tolerance, and respect for differences in critical thinking skills and good citizenship. Whether a new student or one who already knows the ropes, there is something for everyone who engages in Student Life activities. Develop new friendships, connect with diverse people and groups, expand your knowledge of WNC, and advance your leadership knowledge and experience. Get involved through activities such as movies, games, athletics, fitness, music, comedy, student organizations, and much, much more. The WNC Student Center is located on the first floor of the Joe Dini Library and Student Center at WNC Carson City. The center offers students a place to study and relax between classes. The WNC Student Ambassador Program is focused on the goals of teamwork and equal contribution by all members. The program's success relies on the students' involvement and working together as a team to become leaders among all WNC students. The WNC Student Ambassador program develops student leaders who practice teamwork, self-motivation, creativity, and friendship. A safe environment for learning is essential to Western Nevada College. Continuing efforts are being made to create and maintain a safe campus. Students, faculty, and staff can help by being aware of their surroundings and learning more about preventing and reporting incidents. WNC students represent the individualism and diversity of our society. They enter college with different goals and expectations. WNC offers them opportunities to pursue their career dreams in a more affordable and nurturing environment. Students can "Start Here, Go Anywhere!

The University of North Dakota has always been ahead of its time. Founded in 1883, six years before the state itself was established, UND gave North Dakota its name when the former Dakota territories separated into two distinct states. Today, UND is a busy 550-acre campus, the state's largest. We've emerged as an innovator in energy, medicine, aviation, and unmanned aircraft systems. Our mission is to provide transformative learning, discovery, and community engagement opportunities for developing tomorrow's leaders. The Office of the President works with the campus community to shape the University of North Dakota's strategic direction. The Office of the Provost works closely with deans, department heads, student services professionals, faculty, and staff to provide quality educational programs and instructional services to campus. In support of the One UND Strategic Plan and the Research Grand Challenges, the mission of the Division of Research & Economic Development is to serve the broad research community of the University of North Dakota. This community is instrumental in meeting the strategic aims of the University. The aim is to expand and strengthen the University's commitment to research, scholarship, and creative activity as a means of sustaining and extending the knowledge base, enriching the teaching and learning environment, and enhancing economic development in the community, region, state, nation, and across the world. UND's Division of Student Affairs & Diversity advocates for students and creates a positive environment for all students. It manages housing, dining, wellness, and cultural programs. The Division of Research & Economic Development supports UND's distinction of being a Carnegie Doctoral Research Institution with an international reputation for research and scholarship. The safety and well-being of our students, faculty, staff, and visitors are our foremost concern. You have a right to feel safe at the University of North Dakota. We work diligently to reduce the crime's risk and potential but recognize we cannot do it alone. Safety and security is a shared responsibility, and we need your help. The best protection against campus crime are: A strong law enforcement presence. An aware, informed, alert campus community. A commitment to reporting suspicious activities and using common sense when carrying out daily activities. We're fully accredited by the Higher Learning Commission (HLC) and positioned with Stanford, Harvard, and MIT among the Top 25 Most Innovative Schools. Earning a degree from a nationally accredited university like UND speaks to the quality of your education. It can also mean that credits taken are transferable to other accredited institutions. Financial aid is a broad term representing any financial assistance you receive to help pay for your education. There are several types of financial aid. You'll need to repay some types, while others are gifts that don't require you to pay them back. The most common types of financial aid are scholarships, grants, loans, and employment. Settle into one of our residence halls or apartments. You'll be steps away from classes and right in the middle of a buzzing campus. Students are eating together in the dining hall. Who needs to cook when you're steps away from wood-fired pizza, just-like-mom's tater tot hot dish, and the world's best monster cookies? We frequently rank as one of the healthiest and fittest schools in the nation. MSN's Fitbie.com gave us an A+ for health. Please search our database of 260+ student clubs and organizations. If you cannot find what interests you – start your club. Working on campus adds a new dimension to college. You will build your resume, hone your time management skills, and find mentors. Conduct your research or find a quiet place to study at the Chester Fritz Library. Many resources are available online.

In 1938 in Belmar, New Jersey, Dr. Percy Crawford founded The King’s College to provide a challenging liberal arts education, a deep, meaningful understanding of biblical faith and prepare students to take their education and understanding into the world and its strategic institutions. The King’s College stands firmly rooted in the grand tradition of the animating ideals of Western Civilization, and yet fully engaged in the debates regarding the future of our society. For more than 75 years, the College has produced graduates who lead and bring real change to the strategic public and private institutions worldwide. Through its commitment to the truths of Christianity and a biblical worldview, The King’s College seeks to transform society by preparing students for careers in which they help to shape and eventually to lead strategic public and private institutions, and by supporting faculty members as they directly engage culture through writing and speaking publicly on critical issues. We educate young leaders to seamlessly integrate their faith, ethics, and morality into their lives and careers. Students are immersed in challenging academic and spiritual study that demands thinking, communicating, and problem-solving with the mind, heart, and soul. We require engagement with complex ideas to guide society's strategic institutions — government, commerce, law, media, civil society, education, the arts, and the Church. We participate in a demanding curriculum and present unique opportunities to students in the heart of New York City. We are not a college for the timid soul — we value bravery, commitment, and action. One of the great strengths of The King’s College education is the interdisciplinary nature of the curriculum. Students explore a wide range of ideas and topics, but most importantly, they study the relationships between ideas, generating interest in and recognizing the value of multiple disciplines. Our fifteen minors support each major of study so that students graduate with an impressive, agile intellect and a dependable ability to influence our culture.