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In Hungary, Dance artist training within the school system started just over seventy years ago. However, the achievements of the past sixty years are correlated with the Hungarian Dance Academy. The state-funded education of ballet students within an organized system began as early as 1937 at the Hungarian Royal Opera House, which, in 1949, was supplemented by the Dance Artist School. In 1950 the State Ballet Institute was founded by unifying these two institutions. It has had its present name "The Hungarian Dance Academy" since 1990. A primary and a secondary school have also been established within the Institute's boundaries, which was necessary because of training ballet artists of different age groups. Today the general education, lasting eight years, is pursued at the Ferenc Nádasi Secondary School of the Hungarian Dance Academy. However, pupils in their fourth school year can still join the Academy. A student graduating from the Institute received a secondary-level certificate, graded as academic qualification in 1975. Then in 1983, the Institute was reorganized into an academy. For a long time, the Academy and its Secondary School's central premises were located in the 6th district in the former Dreschler-Palace, at 25 Andrássy Street. In 1976 new ballet studios were built in Kazinczy Street. In 1987, by adding a story to the building, three more ballet studios were attached to the five existing ones. In 2001 the theoretical education and management moved to 87 Columbus Street in the 14th district. In 2002 twelve brand new ballet studios were also built there. In the autumn of 2004, the dormitory of the Institute also moved to the Columbus Street "campus." The founding director of the State Ballet Institute was György Lőrinc, who directed the Institute until 1960. Hedvig Hidas followed him in 1961 and Zsuzsa Kún in 1972. During 1979-1991 Imre Dózsa was the head of the Institute. After a year's commitment to János Palovecz, Jenő Gál became the general director between 1992 and 1998. Between 1998 and 2006, Imre Dózsa led the Academy again. In 2006, Zoltán Nagy Jr. was followed, who had a tragic and premature death in 2008. From May 2009, the institution was managed by Dr. Mária Jakabné Zórándi until her sudden death on November 7, 2010. In the difficult times after her death, the Academy was led by György Szakály, who received his appointment as rector on July 1, 2011, from the Hungarian Republic's prime minister. Ballet training and education at HDA last for nine years. The training prepares students for a professional dance artist career. Preceding the BA studies, in Grade 1-6 students have the prior student status with HDA. Preparatory training ensures 3-5 dance classes daily, and stages experience according to age and talent. Education in this specialization is based on the Vaganova-method, acknowledged all over the world, and the methodology based on the combinations of the traditions of the Nádasi school. The students are trained in the following professional subjects: classical ballet, repertoire, pointe, stretch and strength, folk dance, historical ballroom dance. Students who speak the Hungarian language may also join the secondary school of the Academy for theoretical studies. Children begin their training at the age of 10, parallel with the 4th and 5th grades of the general school education. Upon completing grade 6 on classical ballet, one can apply for BA studies. This way, the last preparatory semester's end-term examination will be the entrance exam to dance artist BA training. Students, who are not recommended for further studies at the Academy by the examining board, would finish their professional training at the end of the 6th grade. The primary training language is Hungarian (with French vocabulary of ballet expressions) with the possibility of English language instructions. Students receive a certificate at the end of each academic year with marks. International students have to take an audition (live or video) to get into the program. The training prepares students for a professional dance artist career. This specialization was first launched at the Dance Artist Department of the Academy in 2008. It was built on the traditions of the earlier folk dance and folk dance-theatrical dance specializations. The training's primary aim is to acquire the dances of different nations living in Hungary and of the significant dance traditions of other nations. The training and education last for five years. Students attending this department begin their education at the age of 14. Preceding the BA studies, in Grade 1 and 2, students have the prior student status with HDA. Preparatory training ensures 3-5 dance classes daily, and stages experience according to age and talent. Upon completing grade 2 in modern dance, one can apply for BA studies. This way, the last preparatory semester's end-term examination will be the entrance exam to dance artist BA training. Those students who are not recommended for further studies at the Academy by the examining board finish their professional training at the end of the 2nd grade. Folk dance studies are complemented with other forms of dance (e.g., classical ballet, modern dance, and ballroom dance) and theory (ethnography, folk music, acting, history of arts, history of music, history of dance, movement biology, cultural management). Students speaking Hungarian may also join the secondary school of the Academy for theoretical studies. The last two years of secondary education coincide with the first two years of their studies at the Academy, which means that the students become college students before passing their secondary school-leaving exams. This training is launched in approx. Every 3rd year. The training prepares students for a professional dance artist career. This specialization was first launched at the Dance Artist Department of the Academy in 2007. Their training's primary aim is to acquire the following techniques: Graham-, Limón- and Contact Technique, Jazz Dance, and European Modern Dances. One of the essential requirements for students to join the Modern Dance Department is good improvisational skills. The training and education last for five years. The students attending this department begin their education at the age of 14. Preceding the BA studies, in Grade 1 and 2, students have the prior student status with HDA. Preparatory training ensures 3-5 dance classes daily, and stages experience according to age and talent. Students who speak the Hungarian language may also join the secondary school of the Academy for theoretical studies. The last two years of secondary education coincide with the first two years of their studies at the Academy, which means that the students become college students before passing their secondary school-leaving exams. Upon completing grade 2 in modern dance, one can apply for BA studies. This way, the last preparatory semester's end-term examination will be the entrance exam to dance artist BA training. The students, who are not recommended for further studies at the Academy by the examining board, finish their professional training at the end of the 2nd grade. The students of this specialization also study the following professional and theoretical subjects: Classical Ballet, Pilates, Repertoire, Dance in Home-Country, History of the Arts, Music History, Dance History, Kinesiology, and Cultural Management. View full university

RAD is one of the world's most influential dance education organizations. Our exams set standards in classical ballet, and we are a global leader in Continuing Professional Development for dance. Founded in 1920 to set standards for dance teaching within the UK, today we have a presence in 84 countries, with 36 offices and around 14,000 members worldwide. We count more than 1,000 students in our teacher training programs, and more than a quarter of a million students are being examined on our syllabi. We support our membership through the knowledge and expertise of our highly qualified staff and conferences, workshops, training courses, and summer schools. Our Faculty of Education is dedicated to meeting our current and future dance teachers' needs by providing dance teacher education programs and qualifications. Our exams are recognized by Ofqual and contribute to UCAS points. Now in our 95th year, we continue to promote and develop excellence in dance. Our syllabi are taught worldwide, and thousands of students are enrolled in our many dance courses and study programs. Our alumni have worked with the most prestigious dance companies and become the best teachers. As part of our social responsibility remit, we continue to bring dance into a growing range of communities and schools. To fulfill our aims, we rely upon our directors' efforts and the passion and guidance of our president, vice presidents, and trustees' board. We are not required to comply with the Freedom of Information Act 2000; however, we publish documents on our work and practices in the interest of openness and transparency. View full university

The Palucca University is located in Dresden’s Strehlen district, adjacent to the Grosser Garten, a large city park. As of April 2007, the university campus comprises the main building on Basteiplatz, two villas at Tiergartenstrasse 78 and 80, and a modern building on the campus houses the secondary School, dance studios, the boarding school, library, physiotherapy center, and offices. Large glass areas give the modern architecture transparency and open it up to nature in its leafy surroundings, contributing to the university’s artistic climate. The concept reinforces our understanding of developing dance as an interdisciplinary art form. You can explore the campus with our virtual campus tour. The main building houses the secondary school, including the rector’s office, the cafeteria, the fitness room, the costume department, and two dance studios. The cafeteria is on the ground floor, which also has a garden terrace. The fitness room is open to our school and university students. It is equipped with modern training apparatus for regular holistic muscle training. Costumes, props, and stage shoes for the entire university repertoire are tailored and stored in our costume and tailoring department. The two-story villa contains offices and seminar rooms where dance theory and music are taught. This villa accommodates the library and archive as well as some theory rooms. Internet-enabled computer workstations are available to the students. Material relating to the history of the Palucca University of Dance is stored here in the university archive. The new building of the Palucca University was inaugurated in 2007; it contains nine dance studios. The two largest studios can be combined to form a theatre and used as a performance venue. The new building also houses an audio-visual studio with modern digital image and sound production technology. The Palucca University boarding school provides 75 places in 25 three-bedrooms. Each room accommodates two or three students and has an ensuite bathroom with a toilet, washbasin, and shower. A physiotherapy center for prophylactic and rehabilitation treatment is also located in this building. A unique tub is available for underwater jet massage. Palucca founded her School in Dresden in 1925. Initially, she offered lessons in her apartment before later moving to rented premises. During the Nazi period, she was not allowed to teach free dance from 1936 onwards, and her school was closed down in 1939. In July 1945, soon after the end of the war, Palucca reopened her School in Dresden. It was nationalized in 1949 and granted the status of a technical school for artistic dance. Palucca invented the subject “new artistic dance,” enabling her to continue incorporating her dance style into the school syllabus. In the Russian style, classical ballet dominated the teaching in the Palucca School’s new building, built in Dresden in 1957. After the peaceful revolution in the GDR, the School began to reflect on its traditions. A balanced education in the three pillars of Ballet, Contemporary Dance, and Improvisation became a permanent component of the School’s profile and is what sets it apart. In 1993 the Palucca Schule Dresden was accorded equal status with the Universities of the Arts. In 1999, with the coming into effect of the Free State of Saxony’s Law on Higher Education, the School became Germany’s first and so far only independent University of Dance. Extensive renovations and extensions started in 2004 and were completed with the new building extension, inaugurated in 2007. Since August 2006, Canadian-born Jason Beechey has been Rector of the School. In 2010 the university changed its name to the Palucca University of Dance Dresden. The curriculum rests on the three pillars of Ballet, Contemporary/Modern Dance, and Improvisation. The aim is to develop a common approach, breaking down the barriers between these techniques. The three pillars are developed over the whole period of study, with a full range of complementary subjects. Linking theory and practice enables the students to develop as autonomous, thinking creative artists who benefit from these techniques as the key to freedom. The ballet traditions are steeped in the hierarchy, involving highly standardized physical demands and a rigid structure in technique, both in choreographic processes and in mentality. The Palucca University initially gave purely Vaganova-based ballet training, as did many institutions in Eastern Europe. Today the focus is on developing an approach to ballet unique to Palucca University, based on complementary work including Contemporary/Modern Dance and Improvisation. The approach is dialogue-based, influenced by current demands and developments in today’s dance world. Movement principles such as suspension and release, using a spiral dynamic, and working with resistance are commonplace in ballet training. A full program of pointe work, pas de deux, and variations classes are included through all levels. Contemporary/Modern Dance represents a wide range of different techniques and styles which generally stem from dance works and techniques developed in the 20th century. The roots of Contemporary/Modern Dance at Palucca University are in Free Dance. As the dance scene has evolved, Contemporary/Modern Dance as now taught at the Palucca University reflects Humphrey/Limon and release-based techniques, which follow a very individual, mixed approach. This method is unique to the university. The international faculty is ideally suited to promoting this approach, which is in sync with current dance scene developments. TTI (Dance/Technique/Improvisation) is taught for the younger students, a combination of Contemporary/Modern Dance and Improvisation. Later these two areas are split into separate subjects and complemented by classes in floor work, repertoire, and partnering. Improvisation classes explore various sources of inspiration, including the dimensions of time, space, weight, and the environment. Big or small, fast or slow, dramatic or neutral, to cite a few examples, are elements upon which improvisation can be built to learn to express their personality. The Palucca curriculum explores various techniques through which students are encouraged to involve their whole body, mind, and spirit. TTI (Dance/Technique/Improvisation) is taught for the younger students, a combination of Contemporary/Modern Dance with Improvisation, which is later split into separate subjects. The students’ improvisational skills are also developed through composition, Laban Movement Analysis, Forsythe Improvisation Technologies, partnering, and contact improvisation jams. View full university

Freie Universität Berlin was founded in 1948 by professors and students, in response to the persecution faced by students who took a critical eye of the system at Universität Unter den Linden, at that time located in the Soviet sector of the divided city. The idea of founding a free university found widespread support in the international community, including financial support. This outpouring of aid helped pave the way for Freie Universität to become a university with an outstanding international reputation. The principles of freedom and internationality have guided the university's development ever since. Since the university's founding in December of 1948, the academic ethos of Freie Universität Berlin has always been defined by three values: truth, justice, and freedom. The years 1968, 1990, and 2007 mark turning points in the history of Freie Universität. The university was one of Germany's important sites for the student protests of the 1960s, which sparked a trend toward greater openness, equality, and democracy. Then, after German reunification in 1990, Freie Universität Berlin shifted its emphasis, increasing its research activities. The number of graduates, successful doctoral candidates, and publications also grew by a significant measure. The basis for the university's successful new approach was a series of fundamental reforms, including the introduction of modern management structures in the university's administration, reorganization of the departments, and use of funding to support specific aims. In 2007, Freie Universität Berlin was selected in the Excellence Initiative jointly sponsored by the German federal government and the federal states' governments. It was one of nine universities in Germany to receive distinction in all three funding lines, a step that has enabled the university to solidify and further expand its position as an "international network university." In 2012 during the second funding round of the Excellence Initiative, it was selected again and is now one of eleven universities of excellence in Germany. Freie Universität Berlin is a leading research institution. One of the German universities successful in all three funding lines in the federal and state Excellence Initiative, thereby receiving additional funding for its institutional future development strategy. Freie Universität can thus take its place as an international network university in the global competition among universities. Development and assessment of research projects occur within various focus areas, research networks, and platforms for interdisciplinary collaborative research. The Excellence Initiative's performance provided funding for several new graduate schools and transdisciplinary research clusters. In particular, the graduate schools play a vital role in developing internationally competitive research centers of excellence. Freie Universität Berlin is a broad-based university with 15 departments and central institutes offering over 150-degree programs across a wide range of subjects. Freie Universität Berlin was founded on December 4, 1948, by students, scholars, and scientists to support the American allied forces and politicians in Berlin. The move was sparked by the persecution faced by students who took a critical eye on the system at the former Universität Unter den Linden, located in the Soviet sector of the divided city. Students and academics wanted to be free to pursue their learning, teaching, and research activities at Freie Universität without being subject to political influence. Generous donations from the United States enabled Freie Universität to build some of its central facilities, including the Benjamin Franklin University Hospital and the Henry Ford Building. In a nod to the university's founding history, the seal of Freie Universität still features the words truth, justice, and freedom. In 2007, the university dedicated a memorial to the founding students killed by the Soviet secret service. The university also presents its Freedom Award to individuals who have made outstanding contributions to freedom. To remain relevant and to compete academically and intellectually from its isolated position in West Berlin, Freie Universität made connections with academic institutions and leading literary figures in Germany, elsewhere in Europe, and worldwide. What started of necessity soon became a success strategy: Freie Universität currently maintains roughly 105 partnerships at the university-wide level and about 330 university partnerships within the Erasmus academic exchange network. 45 institute partnerships. Freie Universität is located in the southwest of Berlin, in Dahlem's garden district, which had already become a top-ranked location for research and study in the early 20th century. Academic activity in Dahlem was supported by Friedrich Althoff, Ministerial Director at the Prussian Ministry of Culture, who proposed the founding of "a German Oxford" at that time. The first new buildings housed government academic and scientific agencies and new institutes of the former University of Berlin. Also, the Kaiser Wilhelm Society – the precursor of the Max Planck Society – maintained various institutes in Dahlem from the time it was founded in 1911. A dynamic group of scientists, including Albert Einstein, Werner Heisenberg, and Max Planck, performed pioneering research at the new site, earning multiple Nobel Prizes. In 1938, in what is now the Hahn-Meitner Building, nuclear fission occurred. Otto Hahn and Lise Meitner had spent more than two decades working together there toward that aim. Since it was first founded, Freie Universität Berlin has used former buildings of the Kaiser Wilhelm Society and brought several architecturally innovative buildings of its own to the area. Freie Universität is made up of groups of buildings all located within walking distance of one another. The campus planners designed it along the American college campus lines, a novelty in postwar Germany. The permanent exhibition "Future from the Very Beginning" (Zukunft von Anfang an) in the Henry Ford Building of Freie Universität highlights the university's rich and varied history, from its founding in 1948 right up to the present day. Photographs, early films, radio reports, and contemporary printed materials show the university's position at the center of contemporary events right from the start. The Henry Ford Building exhibition is open to the public at no charge during regular building opening hours (Garystraße 35, 14195 Berlin, 7:30 a.m.–8 p.m. Monday through Friday). View full university

The Academy of Music and Dance in Plovdiv commenced its existence in 1964 as a branch of the located in Sofia Bulgarian State Conservatoire. This initiative's foundations were laid by the renowned Bulgarian musician and vigorous figure of culture Professor Asen Diamandiev. Significant merit for implementing the idea is rendered to Professor Vladimir Avramov and Professor Aleksandar Neynski, Chancellors of the Bulgarian State Conservatoire at that time. In 1972 the Branch was reformed as an independent Higher Institute of Music and Pedagogy. That was the time to begin the specialists' education in music and folklore, using which the mission of the new higher school attained unique nature. Professor Asen Diamandiev was elected to be its first chancellor. In 1975 the education of specialists in choreography began, which in 1995 naturally resulted in a new rename of the higher school, this time into the Academy of Music and Dance. Shortly afterward, education in the sphere of fine arts began. This quite naturally assumed the present image of the Academy as the Academy of Arts today. AMDFA is one of the four schools of arts in Bulgaria and the only one located outside the capital. It is among the first higher schools in Bulgaria to receive the regular state institutional accreditation (in 1998) and accreditation for all academic subjects that the students are majoring in. In 2006 again, it received an institutional accreditation with the highest rating "Excellent." Consecutively, chancellors of AMDFA are Prof. Vladimir Avramov (1964-68), Prof. Aleksandar Neynki (1968-1972), Prof. Asen Diamandiev (1972-79), Prof. Nedyalcho Todorov (1979-83), Prof. Georgi Kanev (1983-89 and 1997-99), Prof. Ivan Spasov (1989-96), Prof. Atanas Slavchev (1999-2008), Ass. Prof. Dr. Vasilka Yoncheva (2008-12). Since 2012 Prof. Milcho Vasilev has been elected to be the Chancellor of AMDFA. More than 6270 students have graduated from the Academy, majoring in a complete professional variety of the "colorful pallet" of the various arts and the sphere of the pedagogical education related to them. The students are educated by bright figures, famous and recognized artists and scientists. They are the most faithful adherents and supporters of the young talents, who build their future here. The diplomas provided by AMDFA are recognized everywhere, all over the world. The wide range of cooperation with the higher schools and reputable Bulgarian and foreign institutions of arts provides many opportunities for them to show their abilities universally and for professional development and successful career growth. Till the moment, the education of the students is organized into four basic units: The Faculty of Musical Pedagogy The Faculty of Musical Folklore and Choreography The Faculty of Fine Arts The Department of Language and Specialized Education. The Academy of Music, Dance and Fine Arts is a state-owned school of higher education. Students are educated for degrees of education and qualification as bachelors, masters, and doctors. A credit system is introduced in the curriculums, which conforms with the European Credit Transfer System (ECTS). In 2013 AMDFA received institutional accreditation from the National Evaluation and Accreditation Agency with an evaluation of 9,19 and term of validity for six years and program accreditation for the academic subjects with the same term. View full university

The Anton Bruckner Private University is an open, innovative center for the arts, where the performers and teachers of tomorrow receive an individualized education in music, drama, and dance. As one of the five Austrian universities for music and drama, and one of the four universities in Linz, the UNESCO City of Media Arts, the Bruckner University sees its role both as a training ground for performing, teaching and academic research, and as an essential agent in the development and communication of the arts. The cultural landscape of Upper Austria sets an example in music education all over Europe. The Upper Austrian Provincial Government gives particular support to artistic education, which is why – compared with similar institutions – tuition fees here are incredibly moderate. Culture characterizes Upper Austria - a discussion process about our cultural model has developed a framework for future targets in cultural policy. We have taken the opportunity to be involved in this debate. Culture and the arts are highly prized in Upper Austria. The accreditation of the Anton Bruckner Private University, making it the first private university for the arts in Austria, was a milestone in our province's development. This is the basis which made it possible from now on to offer our young people an art education to the highest European standards. This path requires generous support. For this reason, we founded UNIsono, a Friends association dedicated to helping and promoting the Anton Bruckner Private University wherever the university and its students and teachers most need it. The word "unison "suggests many instruments or voices sounding together in complete accord with one another. The Friends association UNIsono aims to act in complete accord with the Anton Bruckner Private University to concentrate the energies and talents available so that all can work together to achieve the best for "our" first Upper Austrian private university. An international perspective is an integral part of all activities at Anton Bruckner Private University. Following the unique international collaboration in the world of the arts, Bruckner University - as a university of the arts - has an international staff and student body: more than 30% of our students and instructors come from abroad. Most of our actual exchange activities take place within the framework of the EU program "Erasmus+". Interinstitutional agreements with over 60 music colleges and universities in 23 EU states facilitate the exchange of students and administrative and teaching staff. The Anton Bruckner Private University cultivates contacts with a selection of institutions outside of Europe, in particular within the partner regions of Upper Austria: the West Cape, Georgia, and Quebec. Furthermore, the Bruckner University maintains a partnership agreement with "The Jerusalem Academy of Music and Dance "in the framework of the cultural agreement of the Upper Austrian government with Israel. The media inventory of the library of Anton Bruckner Private University comprises a wide range of scores, books, AV-media, periodicals, and electronic resources on the core themes music, dance, drama, pedagogy, literature, and the history of the arts. The Institute for Early Music and Historical Performance Practice promotes a passionate and historically informed approach to the music of the 16th to the 18th centuries. Our offered courses address all students of the university, not exclusively students of Early Music, support them with practical and theoretical training, and encourage constructive critical reflection. Our teachers are active internationally as interpreters and researchers, and bring this experience into their teaching at the Anton Bruckner Private University. Students value both the lively chamber music and Baroque orchestral work - combined with a wide range of theoretical subjects – and the interaction with the L'Orfeo Barockorchester, an ensemble initially established at the ABPU from a pool of current and former professors which today enjoys an enviable reputation internationally. The Institute of Dramatic Arts offers comprehensive methodological training for professional actors in German-language theatre. Dynamic artistic personalities are encouraged in their individual development and equipped with necessary resources for their professional career. Students will graduate as intuitive actors who see themselves as part of an ensemble being skilled to adapt to continually changing artistic, aesthetic, and social situations while developing ideas imaginatively and flexibly. We aim to teach fundamental physical, linguistic and acting skills. We offer a variety of theatrical concepts and dramatic techniques to develop each individual's artistic talents further and prepare students for incorporating these skills into their interpretation. Our teaching staff consists of performers and professional teachers using various styles and methods, with a constant exchange of ideas that best-promote students' artistic development. The range of subjects is further enhanced by projects, seminars, and workshops held by guest teachers. The Institute of Dance Arts offers professional dance training. A committed team of internationally renowned teachers educates the students in classical ballet, contemporary dance techniques, artistic diversity, and reflection capability. Attention to craftsmanship and a framework of varied artistic experience gives the students excellent preparation for their professional careers. As in contemporary professional practice, IDA combines in its programs the artistic and pedagogical qualification of students. Students are currently enrolled at the Institute of Dance Arts, from backgrounds as diverse as Austria, Germany, Poland, the Czech Republic, Serbia, France, China, Columbia, the US, India, Japan, among others. View full university

The Conservatoire comprises eight specialist schools delivering world-leading education and vocational training in the performing arts. We train the performing artists and production professionals of the future: actors, circus artists, dancers, stage managers, technical theatre practitioners, choreographers, and directors. It is located at the heart of three vibrant cultural centers in London, Bristol, Leeds, and the Conservatoire schools. Within the Conservatoire, there is a balance between the art forms of dance, drama, circus arts, and classical and contemporary styles. Internationally renowned centers of training, our schools are also creative laboratories: we bring in national and international artists to work with our students and support emerging writers, directors, and choreographers in creating and showcasing new work. Students at our schools value the immersive experience of conservatoire training and its unparalleled access to the performing arts industries. Student satisfaction and teaching are rated consistently high in the National Student Survey. Each school has an established record of training its students to a professional standard, with excellent employment rates in dance, drama, or circus. Together, we provide a pipeline of expertly-trained performing arts professionals working in the UK’s lucrative creative industries and helping to build the UK’s international reputation. The Conservatoire is a publicly-funded institution. This means that our UK and EU students are eligible for government loans and grants (Student Finance) and financial support provided by the Conservatoire and the individual schools. Although applications are made directly to the school, and not through UCAS, our students can obtain government financial support in the same way as students from any other university. We recruit based on talent and potential, irrespective of background, and we audition or interview every eligible applicant. Celebrating diversity and working to achieve the creative potential in all our students is at the heart of the work of the Conservatoire for Dance and Drama. We are committed to training and supporting the most talented students, regardless of ethnicity, gender, disability, age, sexual orientation, or religion. Applicants to the Conservatoire schools are chosen solely based on their talent and potential to develop the skills required for their chosen profession. The Conservatoire aims to meet, and where possible exceed, its legal obligations regarding equality and diversity. To fulfill this aim, the Conservatoire has established an Equality and Diversity Group comprising Conservatoire staff and representatives from all eight schools. View full university

Coppin State University is a model urban, residential liberal arts university located in the northwest section of the City of Baltimore that provides academic programs in the arts and sciences, teacher education, nursing, graduate studies, and continuing education. An HBCU (Historically Black Colleges and Universities), Coppin has a culturally rich history as an institution providing quality educational programs and community outreach services. Coppin offers 53 majors and nine graduate-degree programs. A fully accredited institution, Coppin serves Baltimore residents and students from around the world, with flexible course schedules that include convenient day, evening, and weekend classes and distance learning courses. Coppin was founded in 1900 at what was then called Colored High School (later named Douglass High School) on Pennsylvania Avenue by the Baltimore City School Board, who initiated a one-year training course to prepare African-American elementary school teachers. By 1902, the training program was expanded to a two-year Normal Department within the high school, and seven years later, it was separated from the high school and given its principal. Coppin, which was officially renamed Coppin State University on April 13, 2004, is accredited by the Middle States Association of Colleges and Schools. Also, the undergraduate and graduate academic programs are accredited by several specialized agencies. Teacher education programs are accredited by the National Council for the Accreditation of Teacher Education and are approved by the Maryland State Department of Education. At Coppin State University, we help you realize the potential within by challenging you to excel beyond your dreams. We prepare you to overcome fears to try things out of your comfort zone to make the unimaginable imaginable and ignite your intelligence, creativity, and uniqueness. To fly like an Eagle! We are a global university with a long tradition of academic excellence and community engagement. You will learn with our world-class faculty in countless hands-on learning opportunities, in and out of the classroom for every major. Coppin State University supports your passion for discovery, purpose, and aspirations in an ever-changing and evolving world. Our goal is to help make your undergraduate experience meaningful in your life's work. The result is that you will make a meaningful difference in society. The College of Arts & Sciences and Education (CASE) is organized into two schools that house five departments, ranging alphabetically from Humanities to Teaching and Learning, offer majors for the interested student. The School of Arts and Sciences offers degree programs at the undergraduate level in a variety of disciplines. These programs support students as they develop strengths as communicators, critical thinkers, problem solvers, and lifelong learners who can see the big picture. Graduates of programs in the School of Arts & Sciences have the skills and adaptability that employers universally value. Through the interdisciplinary pathway to a degree, various School departments offer a variety of minors and special programs for students interested in pursuing a field of study less intensely than through a full major. Coppin Dining services is Helping your Campus Thrive by providing superior measurable outcomes in dining management. We create living and learning environments that foster healthy growth, build loyalty, and create lasting connections. We employ a world-class team of culinarians and registered dieticians to create innovative menu items that reflect how students eat on campus. We are committed to providing a wide range of healthy choices for students, faculty, and staff that fit their style. We work closely with suppliers, dietitians, chefs, and clients to find the most innovative and tasteful selections. To stay connected to the campus community, we regularly meet with food service committees to hear their feedback and ideas. By understanding your campus community's specific dining needs, we can create and maintain an effective on-campus residential dining program that reflects the changing tastes and trends of Coppin State University. We supply various options, including international fare, comfort food, themed meal events, Coppin State University favorites, and so much more. From a boxed-lunch gathering for students to fundraising even with V.I.P.s, our unparalleled Coppin State Catering and operational resources ensure consistent and flawless execution. Our culinary experts' staff consults with clients to craft exquisite creations that exceed expectations while staying within budget. On behalf of the entire Coppin Dining team, welcome to Coppin State University. We look forward to dining with you. Today's students need healthy, flexible, and convenient dining options that fit their diverse lifestyles and preferences. In addition to residential dining, we feature an innovative proprietary brand, Grille Works, and a reputable national brand, Einstein Bros. Bagels. We've created the ideal mix of culinary choices that delight your entire campus. Social and Political Sciences. Psychology, Counseling, and Behavioral Health. Criminal Justice. Social Work. The social sciences. What do these fields of study all have in common? They all answer human needs. Human service professionals meet human needs. Moreover, Coppin State University's College of Behavioral and Social Sciences will get you ready to meet the needs of increasingly diverse populations—in the U.S. and beyond. With eight undergraduate programs and five graduate programs in five departments of study, C.S.U.'s College of Behavioral and Social Sciences provides a hands-on, interdisciplinary education that puts learning into action. Small classes. World-class faculty. Personalized attention. An education tailored to your needs. Everything you will not find anywhere else. The College of Behavioral and Social Sciences gets you ready for what is next. View full university

As Maryland’s public honors college, St. Mary’s offers an undergraduate liberal arts education and small-college experience like those found at exceptional private colleges. St. Mary’s shares the hallmarks of private institutions: an outstanding faculty talented students high academic standards a challenging curriculum small classes a sense of community a spirit of intellectual inquiry But as a state institution of higher education, St. Mary’s is also committed to the ideals of affordability, accessibility, and diversity. By combining these virtues of public and private education, St. Mary’s provides a unique alternative for students and their families. St. Mary’s is named for the place it marks: the 17th-century capital of Maryland. The spectacular waterfront setting is in the heart of the Chesapeake Bay region. The campus is 68 miles southeast of Washington, D.C., and 95 miles south of Baltimore. Founded on the site of Maryland’s first capital, the College stands as a living legacy to the ideals of freedom and inclusiveness. Our beautiful residential campus on the banks of the St. Mary’s River inspires our work, our play, and our commitment to the environment. St. Mary’s College of Maryland is Maryland’s honors college, a selective, public liberal arts college-a vibrant community of scholars and learners. We foster a rigorous and innovative curriculum experiential learning scholarship and creativity, close mentoring relationships, and a community dedicated to honesty, civility, and integrity. We are committed to diversity, access, and affordability. Our students, faculty, and staff serve local, national, and global communities and cultivate social responsibility. The Board of Trustees is the governing body of St. Mary’s College, charged by the Governor of the state with responsibility for the institution's financial, administrative, and academic affairs. The College is distinguished from other public college boards by a 1992 charter that grants the Board of Trustees control over the governance and policies of the College. The Board of Trustees consists of 26 members, 23 of whom are appointed by the Governor. The President of the Alumni Association, an appointed student, and a representative from the Historic St. Mary’s City Commission are the remaining three members. The Board also selects the President of the College, who also serves on the Board. Additionally, there are 26 Trustee Emeriti. St. Mary’s College of Maryland has been widely recognized for its successes. Ranked among the top 100 Kiplinger’s list of best values in public colleges (2016) and the top 10 best public liberal arts colleges in the nation by U.S. News & World Report (2016), SMCM continues to build upon its solid reputation for academic excellence under Dr. Jordan’s watch. Under her leadership, the College continues to analyze and assess its programming to ensure students are provided opportunities to be engaged, productive global citizens and leaders. St. Mary’s College of Maryland will increasingly serve as the liberal arts college of choice for intellectually ambitious students, faculty, and staff from diverse backgrounds, attracted by a rigorous, innovative, and distinctive curriculum that integrates theory and practice a talented, professionally engaged, and student­ centered faculty and staff and a robust infrastructure. Students will be part of a collaborative learning community that embraces intellectual curiosity and innovation, the power of diversity, and the College’s unique environment. Our graduates will thrive as responsible and thoughtful global citizens and leaders. The Core Curriculum provides the foundation of St.Mary’s College’s commitment to a broad liberal arts education. The fundamental liberal arts skills–critical thinking, information literacy, written expression, and oral expression–are the cornerstones of a liberal arts approach to education and are essential to our integrative curriculum. In the core courses, you will ask questions, identify issues, and solve complex problems, both within and across disciplinary boundaries. In so doing, students develop an openness to diversity of all of its forms, learn about the global community and environmental stewardship, and demonstrate social responsibility and civic-mindedness. View full university

Northern School of Contemporary Dance (NSCD) was founded in 1985 as the first conservatoire dance school within the public sector. Nadine Senior was the founding Principal, and she established the school to give the young people of Leeds vocational dance training following the success of her earlier teaching work at Harehills Middle School. Since its inception in 1985, NSCD has produced some of the UK’s leading contemporary dance artists, including Akram Khan, Tom Roden, Robert Hylton, Benji Reid, and Fleur Darkin. NSCD moved into its permanent home of a former synagogue in Chapeltown in 1987, and since then, it has grown into one of the UK’s leading dance training institutions. Nadine Senior MBE retired in December 2001 and was succeeded by Gurmit Hukam as Principal in January 2002. In 2012, Janet Smith left her position of Artistic Director of Scottish Dance Theatre to become Principal of NSCD. Well known for her inclusive dance practice and passion for developing young artists, this marked the beginning of an exciting new phase for the school. ON Our Vision is A world-leading center for dance education and development. Our Mission is to provide an inspirational learning experience, from the first contact through into the profession, enabling aspiring dance artists and dance professionals, regardless of background, to shape the future of dance. Our Values are The transformative power of dance and arts education to uplift, inspire, stimulate our emotions, and help us create a tolerant and cohesive society. Inclusive learning and collaboration in a spirit of mutual respect and generosity. Curiosity, self-reflection, and open-mindedness. Creative risk-taking, innovation, and investment in on-going artist and artform development. Aspiration, self-motivation, and dedication in striving for excellence. Diversity – our differences and the things that we have in common, and that diversity inspires creativity and enriches our lives. Our relationship to local, regional, national, and international communities and the broader dance ecology. The nurturing and investment that leads to independence and resilience. Using resources in a way that is responsible and environmentally sustainable. View full university

For nearly 140 years, Middlesex University London and its predecessor institutions have been home to innovators and change-makers. We are a progressive London university that puts our students first and provides expert teaching informed by inspiring research and practice. We boast one of the most diverse, multinational, and multicultural communities of students and staff of any university in the UK, with almost 19,400 students and 1,900 staff from 140 different countries based at our modern north London campus in Hendon alone. Middlesex University London generates more than £280 million a year for the Barnet economy, supporting some 3,800 local jobs. We work with employers to make sure that what our students learn is what employers need, and we strive to transform our students' lives so that they have an excellent experience while they are with us and a solid foundation for inspiring careers when they leave us. Middlesex's flagship London campus combines modern facilities and expert teaching with the advantage of studying in one of the most diverse and exciting cities on earth. In recent years we have invested more than £200 million to transform our London campus into a state-of-the-art center for excellence, with facilities and equipment that rival those of the world's top universities. That investment included a new purpose-built center for art, design, media, and performing arts students and dedicated labs and studios for those studying science, technology, and health courses. Our most recent addition, the Ritterman Building, is an award-winning, environmentally-friendly development packed with the latest equipment and teaching facilities. Whatever you study at Middlesex London, you will have access to the best possible tools to help you achieve success in your field. Middlesex London is also a beautiful place to study. At its heart is the historic College building, centered around an expansive courtyard where students and staff can meet in a relaxed atmosphere. There are also many other open areas where you can socialize in exhibition spaces, cafes, and parks. A short journey on the Northern line will take you into central London, where you can enjoy all the historical, cultural, and social experiences unique to our great city. Ranked as the Top Modern University in London. - (Complete University Guide, 2017) £200m invested in outstanding facilities for learning and teaching. 91% of all our graduates are in employment within six months of graduating. 90% of our research is internationally recognized. - (REF, 2014) Ranked Top 3 in London by our students in half of our subjects. - (National Student Survey, 2013) Ranked in the Top 10 for Graduate Salaries in the UK. - (The Times Higher Education, 2011) We offer more than 300 Undergraduate and Postgraduate programs. One hundred forty nationalities represented by students at our London campus. View full university