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The University of Chicago is an urban research university that has driven new ways of thinking since 1890. Our commitment to free and open inquiry draws inspired scholars to our global campuses, where ideas are born that challenge and change the world. We empower individuals to challenge conventional thinking in pursuit of original ideas. Students in the College develop critical, analytic, and writing skills in our rigorous, interdisciplinary core curriculum. Through graduate programs, students test their ideas with UChicago scholars and become the next generation of leaders in academia, industry, nonprofits, and government. UChicago's research has led to such breakthroughs as discovering the link between cancer and genetics, establishing revolutionary theories of economics, and developing tools to produce reliably excellent urban schooling. We generate new insights for the benefit of present and future generations with our national and affiliated laboratories: Argonne National Laboratory, Fermi National Accelerator Laboratory, and the Marine Biological Laboratory in Woods Hole, Massachusetts. The University of Chicago is enriched by the city we call home. In partnership with our neighbors, we invest in Chicago's mid-South Side across such areas as health, education, economic growth, and the arts. Together with our medical center, we are the largest private employer on the South Side. In all we do, we are driven to dig deeper, push further, and ask more critical questions—and to leverage our knowledge to enrich all human life. Our diverse and creative students and alumni drive innovation, lead international conversations, and make masterpieces. Alumni and faculty, lecturers, and postdocs become Nobel laureates, CEOs, university presidents, attorneys general, literary giants, and astronauts. The University of Chicago welcomes students, faculty, other academic personnel, staff, and visitors with disabilities and works collaboratively to provide accommodations appropriate to need and circumstance. Since its inception in 1890, UChicago has remained committed to educating extraordinary people regardless of race, gender, religion, or financial ability. More than $100 million in financial assistance and scholarships are awarded annually, and we are one of the few highly selective institutions to award both need-based and merit-based aid. Approximately 6,306 students are enrolled in the College, renowned for its Core curriculum and small, discussion-style classes. In more than 100 programs across our graduate divisions and professional schools, students discover firsthand the power of ideas to make a difference in the world. UChicago offers a rich array of summer learning opportunities for current UChicago students, visiting college students, accomplished high school students, teachers, and many others. One of the first U.S. universities with continuing education, UChicago offers non-degree programs spanning business, public policy, and a wide range of professional and liberal arts. In many ways, online learning is an extension of the University of Chicago's longstanding commitment to free and open inquiry. With a commitment to free and open inquiry, our scholars take an interdisciplinary approach to research that spans arts to engineering, medicine to education. Their work transforms the way we understand the world, advance study fields, and often create new ones. Generating new knowledge for the benefit of present and future generations, UChicago research has impacted the globe, leading to such breakthroughs as discovering the link between cancer and genetics, establishing revolutionary theories of economics, and developing tools to produce reliably excellent urban schooling. Campus and Student Life is dedicated to helping students, staff, and faculty experience university life at its fullest. We have a profound commitment to our community's diversity and are focused on creating an environment where you can thrive. Through our wide array of programs and services, we provide opportunities and experiences that build community, help you grow personally and professionally, and create a place that you can call home now and throughout your life. On July 9, 1890, the University's founders defined what they believed would build an enduring legacy: a commitment to rigorous academics for people of all backgrounds, including "opportunities for all departments of higher education to persons of both sexes on equal terms." In 2006, current president Robert J. Zimmer said in his inaugural address, "If we take ourselves back to the University in its early years . . . many of us connected to the University feel that we might just as easily have been there "Why is this? The University of Chicago, from its very inception, has been driven by a singular focus on inquiry. Everything about the University of Chicago that we recognize as distinctive flows from this commitment." Since 1890, the University of Chicago's singular focus on inquiry has made it a model for modern institutions of higher education and research. Across numerous departments and disciplines and over 150 institutes and centers, the UChicago community advances ideas and innovations that enrich human life. The University's inquiry culture thrives on intellectual rigor, diverse perspectives, extensive civic and research partnerships, and ever-broadening global reach. UChicago breakthroughs transform the way we live and the way we think. Members of our community have pioneered sociology scholarship, introduced hormonal cancer treatment, proposed the existence of black holes, discovered new dinosaur species, changed the face of economics, improved graduation rates in American cities, and the list goes on. Tracing such breakthroughs from decade to decade, the timeline above provides a sampling of how UChicago scholars have made a lasting impact on our world.

Welcome to New York University.NYU is about both people and places. Our students, faculty, alumni, administrators, and staff stand out for their commitment to academic excellence, entrepreneurial spirit, diversity, vibrancy, and creative innovation. Our University benefits from its longstanding, inextricable connection to New York and its presence in major urban centers on six continents. And the cities where we teach and do research are not just backdrops - they are also our classrooms, stages, and laboratories. With a world-class faculty that sets a global standard for academic excellence, the largest number of international students among U.S. universities, and the largest number of students studying abroad, NYU is among the most respected and desirable universities globally. NYU is reimagining what it is to be a university in the 21st century: pioneering research outstanding teaching a presence across the globe that fosters the international, interconnected perspective so necessary in our modern world We welcome you to participate in the endless opportunities at NYU, joining talented scholars, scientists, artists, writers, and others who have been drawn from all over the world to teach, perform, create, and study in a place where everyone belongs. In 1831, Albert Gallatin, the distinguished statesman who served as secretary of the treasury under Presidents Thomas Jefferson and James Madison, declared his intention to establish "in this immense and fast-growing city ... a system of rational and practical education fitting for all and graciously opened to all." Founded in 1831, New York University is now one of the largest private universities in the United States. Of the more than 3,000 colleges and universities in America, New York University is one of only 60 member institutions of the distinguished Association of American Universities. From a student body of 158 during NYU's very first semester, enrollment has grown to more than 50,000 students at three degree-granting campuses in New York City, Abu Dhabi, and Shanghai, and at study away sites in Africa, Asia, Australia, Europe, North and South America. Today, students come from every state in the union and 133 foreign countries. Since its inception, NYU has been a distinctly urban university, one that NYU founder, Albert Gallatin, called a university that is "in and of the city." Today, the University has evolved into a university that is "in and of the great cities of the world." NYU's global network comprises three degree-granting portal campuses: one in the heart of New York City, a second in Abu Dhabi, and a third in Shanghai. NYU's more than 50,000 students study more than 4,000 courses in hundreds of degree and non-degree programs at locations worldwide. In addition to the three portal campuses, students can study abroad at global academic centers in Accra, Berlin, Buenos Aires, Florence, Madrid, London, Paris, Prague, Tel Aviv, Sydney, and Washington, DC. The core of New York University is an academic enterprise. The best students and faculty are drawn to the University by the allure of being part of a compelling intellectual and creative enterprise — a community of scholars characterized by collaboration, innovation, and incandescent teaching. NYU students get the experience of attending a truly global university, anchored in New York City but with nodes worldwide. Learning opportunities present themselves both in and out of the classroom, befitting an institution that is and always has been "in and of the city." And now, our students and faculty are global citizens exposed to the culture, students, faculties, and research opportunities throughout the world. From a student body of 158 during NYU's first semester, enrollment has grown to more than 50,000 students at five major centers in Manhattan and sites in Africa, Asia, Europe, and South America. Great cities are engines of creativity, and New York University takes its name and spirit from one of the busiest, most diverse, and dynamic cities of all. The University lives within New York and other great cities, from Abu Dhabi to Shanghai, Paris to Prague, Sydney to Buenos Aires—all magnets for talented, ambitious people. Thriving beyond borders and across academic disciplines, NYU has emerged as one of the most networked and extensive worldwide platforms for learning, teaching, researching, building knowledge, and inventing new ways to meet humanity's challenges. Its students, faculty, and alumni feed off the stimulating power of swirling intellectual and cultural experiences by mastering academic disciplines, expressing themselves in the arts, and excelling in demanding professions. New York University's mission is to be a top-quality international center of scholarship, teaching, and research. This involves retaining and attracting outstanding faculty leaders in their fields, encouraging them to create programs that draw outstanding students and providing an intellectually rich environment. NYU seeks to take academic and cultural advantage of its location and to embrace diversity among faculty, staff, and students to ensure a wide range of perspectives, including international perspectives, in the educational experience. NYU fosters innovation and entrepreneurship across the University through various offerings both inside and outside the classroom. NYU's Class of 2022 is that it is most selective and most diverse in history. The acceptance rate dips below 20 percent, with the highest ever proportion of underrepresented minorities.

Stanford University was founded in 1885 by California senator Leland Stanford and his wife, Jane, "to promote the public welfare by exercising an influence on behalf of humanity and civilization." Comprising more than 25 offices and centers, Student Affairs provides a broad range of services and support to Stanford students, including leadership development, residential programs, public service, career exploration, and community engagement. Nearly all undergraduates and more than 60% of graduate students reside in 81 diverse campus housing facilities. Eight dining halls, a teaching kitchen, and organic gardens provide the campus community with healthy, sustainable meals. Stanford Undergrad is your guide to undergraduate academics and opportunities run by the Vice Provost for Undergraduate Education. Approximately 7,000 undergraduate students attend Stanford. Learn more about the undergraduate program and the student body. When railroad magnate and former California Gov. Leland Stanford and his wife, Jane Lathrop Stanford, lost their only child, Leland, Jr., to typhoid in 1884, they decided to build a university as the most fitting memorial. They deeded a large fortune that included the 8,180-acre Palo Alto stock farm that became the campus. They made their plans just as the modern research university was taking form. Leland Stanford Junior University – still its legal name – opened Oct. 1, 1891. The Stanfords and founding President David Starr Jordan aimed for their new university to be nonsectarian, co-educational, and affordable, produce cultured and useful graduates, and teach both the traditional liberal arts and technology and engineering that were already changing America. Their vision took shape on the San Francisco Peninsula's oak-dotted fields as a matrix of arcades and quadrangles designed for expansion and the dissolving of barriers between people, disciplines, and ideas. In 1985, B. Gerald Cantor Rodin Sculpture Garden opened as the most extensive collection of Rodin bronzes outside Paris. It became the nexus for a world-class collection of 20th- and 21st-century sculpture, nearly all of it freely accessible to the public. Today, the museum and sculpture garden is part of a Stanford arts district that includes the Bing Concert Hall, the McMurtry Building for experiential arts learning, and the acclaimed Anderson Collection of 20th-century American painting. The James H. Clark Center for Biomedical Engineering and Sciences opened in 2003 as the geographic and intellectual nexus between the schools of Engineering and Medicine and the home of Bio-X, a pioneering interdisciplinary biosciences institute led by Professor Carla Shatz. Its collaboration-friendly architecture set the tone for future building, furthering the interdisciplinarity that became a hallmark of university President John Hennessy's tenure. The environmentally sensitive construction seen in the Clark Center, the Science and Engineering Quad, the School of Medicine, and elsewhere fulfills the university's deep commitment to sustainability in research, teaching, and institutional practice. In 2015, Stanford Energy System Innovations' electric heat recovery system joined the university's solar and geothermal power procurement initiatives to reduce campus emissions by roughly 68 percent. The Hasso Plattner Institute of Design at Stanford opened in the School of Engineering in 2005, bringing students and faculty from radically different backgrounds to develop innovative, human-centered solutions to real-world challenges. Using techniques from design and engineering, the institute, known on campus as the d.school, instills creative confidence and draws students beyond traditional academic disciplines' boundaries. Development campaigns of unprecedented scope carry forward the Stanford family's vision. The 2000 Campaign for Undergraduate Education raised $1 billion, while the Stanford Challenge concluded in 2012 after raising $6.2 billion, then the most massive fundraising campaign was undertaken by a university to fund bold new initiatives. Meanwhile, the $1 billion Campaign for Stanford Medicine is rebuilding Stanford's two hospitals for adults and children to advance the mission of precision health. In 2016, Stanford celebrated its 125th year of transformational impact. A revamped Roble Gym opened with a dedicated "art gym" to help make art an integral part of the student experience, while "Old Chem," one of Stanford's first buildings, received new life as the Sapp Center for Science Teaching and Learning. Stanford also launched a new Humanities Core, an integrated program of courses and seminars giving undergraduates a structured, guided pathway into human existence's fundamental questions. Stanford has expanded its Bing Overseas Studies Program, enhanced undergraduate research opportunities, and played a pioneering role in exploring how best to use online technologies to expand access to high-quality education. Today, Stanford University comprises seven schools and 18 interdisciplinary institutes with more than 16,000 students, 2,100 faculty, and 1,800 postdoctoral scholars. Stanford is an international institution, enrolling students from all 50 U.S. states and 91 other countries. It is also an athletics powerhouse, with 900 current student-athletes and a history of 128 national titles and 22 consecutive Learfield Sports Directors' Cups, awarded to the top intercollegiate athletics program in the nation. At the 2016 Global Entrepreneurship Summit, hosted by Stanford, President Barack Obama praised the university as "a place that celebrates our ability as human beings to discover and learn and to build, to question, to reimagine, to create new ways to connect and work with each other."

UCLA's primary purpose as a public research university is the creation, dissemination, preservation, and application of knowledge for the betterment of our global society. To fulfill this mission, UCLA is committed to academic freedom in its fullest terms: We value open access to information, free and lively debate conducted with mutual respect for individuals, and freedom from intolerance. We strive at once for excellence and diversity in all of our pursuits, recognizing that openness and inclusion produce real quality. These values underlie our three institutional responsibilities. Learning and teaching at UCLA are guided by the belief that undergraduate, graduate, and professional school students and their teachers belong to a community of scholars. This community is dedicated to providing students with a foundational understanding of a broad range of disciplines, followed by the opportunity for in-depth study in a chosen discipline. All members of the community are engaged together in discovering and advancing knowledge and practice. Learning occurs in the classroom and through engagement in campus life and communities and organizations beyond the university. Discovery, creativity, and innovation are hallmarks of UCLA. As one of the world's great research universities, we are committed to ensuring excellence across a wide range of disciplines, professions, and arts while also encouraging investigation across disciplinary boundaries. In so doing, UCLA advances knowledge, addresses pressing societal needs, and creates a university enriched by diverse perspectives where all individuals can flourish. Civic engagement is fundamental to our mission as a public university. Located on the Pacific Rim in one of the world's most diverse and vibrant cities, UCLA reaches beyond campus boundaries to establish partnerships locally and globally. We seek to serve society through both teaching and scholarship, educate successive generations of leaders, and pass on to students a renewable set of skills and commitment to social engagement. The University of California, Los Angeles (UCLA) is an institution that is firmly rooted in its land-grant mission of teaching, research, and public service. The campus community is committed to discovery and innovation, creative and collaborative achievements, debate, and critical inquiry in an open and inclusive environment that nurtures the growth and development of all faculty, students, administration, and staff. These Principles of Community are vital for ensuring a welcoming and inclusive environment for all campus community members and for serving as a guide for our personal and collective behavior. With more than 3,800 courses in 109 academic departments, UCLA offers 125+ majors to help you define your academic path. And 70 percent of our undergraduate classes have 30 or fewer students, maximizing your engagement with our internationally renowned faculty. Our faculty includes Nobel Prize winners, Fulbright Scholars, and a Fields Medal recipient. Classes are stimulating. Coursework is challenging. Our academic requirements are among the most rigorous in the nation. But once our students arrive, they have the full force of our resources behind them. There are countless opportunities for research, fellowships, and internships and connecting with major players in almost any field. Whether you want to change a life, a generation, or the whole world, imagine what you can do with the resources only UCLA can provide. t's a responsibility. As a student, you will be charged with impacting the world from the moment you step on campus. You will be given every resource and opportunity that comes with the second-highest ranked public university in the nation. You will be supported and guided by faculty who are the foremost experts in their field. Whether you're enrolling in our undergraduate program or pursuing a graduate degree, UCLA provides a reach and scope of academic experience that has a reputation for producing world-renowned, highly influential, game-changing graduates. They are politicians and Academy Award-winning directors. Olympic gold medalists and Nobel Prize winners. Doctors, scientists, researchers, and social activists who aren't just saving lives—they're changing life as we know it. OUR CAMPUS IS NOT A BACKDROP. IT'S THE FOREGROUND OF THE FUTURE. While the aesthetics are stimulating and unlike any you will find elsewhere— the real beauty takes place on our inspiring grounds. Our campus is perpetually in motion. Our students start and join 1000+ clubs, kick-start businesses, run organizations, and are deeply involved with the community. Our fans fill the stands for some of the most storied teams in NCAA history. And the entire student body attends events like Bruin Bash — the annual festival to kick off the new school year, which has featured top performers like Jay-Z, T.I., and LMFAO. It's just the opening act of an unforgettable UCLA experience. Our world-renowned faculty do not only teach. They make discoveries and develop innovations. Their groundbreaking research and expertise inform policymaking and news media coverage around the globe. From revolutionizing medical diagnostics and treatment to exploring the galaxy's reaches to reshaping our understanding of the human condition, UCLA's research impact extends around the globe. As one of the world's top research universities, UCLA has the intellectual capital, infrastructure, and sophisticated tools needed to tackle society's most challenging issues. And as a public research university, we take seriously our mission to develop solutions that improve the quality of life in our community, our country, and around the world.

Welcome to the University of Michigan, a place with deep traditions focused on creating brighter futures. We invite you to explore the diverse and vibrant community that makes us the home of Leaders & Best. The mission of the University of Michigan is to serve the people of Michigan and the world through preeminence in creating, communicating, preserving, and applying knowledge, art, and academic values, and in developing leaders and citizens who will challenge the present and enrich the future. With expenditures over $1 billion, research is central to U-M's mission and permeates all 19 schools and colleges. U-M is a strong advocate of promoting collaboration and interdisciplinary research initiatives that involve faculty and students from across campus. Michigan's academic vigor offers excellence across disciplines and around the globe. We are recognized as a higher education leader due to the outstanding quality of our 19 schools and colleges, internationally recognized faculty, and departments with 250-degree programs. With talented faculty, staff, and students worldwide, the iconic U-M campus is filled with unique perspectives, opportunities, and events. It all takes place within the vibrant setting of Ann Arbor, a town known for its lively arts scene, culture, parks, and restaurants. Under the leadership of President Mark Schlissel, in fall 2015, the University of Michigan embarked upon a renewed commitment to diversity, equity, and inclusion. After a yearlong period of intense planning, 49 units across campus devised strategic goals and objectives to fulfill the vision set forth by Schlissel and the Board of Regents. The process culminated in fall 2016 with the creation of a five-year diversity, equity, and inclusion strategic plan, the appointment of Robert Sellers as the University's inaugural Chief Diversity Officer, and the development of the Office of Diversity, Equity, and Inclusion, which oversees the campuswide implementation of the unit plans. In support of this mission, diversity.umich.edu provides transparency, timely updates, and various resources for the university community and the public. Throughout its 200 year history, diversity, equity, and inclusion have been intertwined in the University of Michigan fabric. As one of the first universities in the nation to admit women in 1870 to its historical defense of race-conscious admission policies at the U.S. Supreme Court in 2003, U-M continues to lead the way in making higher education accessible to all. Michigan Medicine is home to one of the largest health care complexes in the world. It has been the site of many groundbreaking medical and technological advancements since the Medical School first opened in 1850. Today, Michigan Medicine continues to deliver the Michigan Difference through cutting-edge research and premier patient care. According to U.S. News and World Report, we are among the best in the nation in a broad range of adult and pediatric specialties. We have earned national recognition from other hospital-quality organizations, too. Our vision is to create the future of health care through discovery and become the national leader in health care, health care reform, biomedical innovation, and education. Widely recognized as one of the world's leading research universities, the University of Michigan provides exceptionally fertile ground for innovative research that underlies progress in all aspects of our society. With 19 top-ranked schools and colleges and annual research expenditures of $1.48 billion, U-M's research capabilities and accomplishments span nearly every field of science, engineering, medicine, social sciences, and the humanities. Researchers regularly join with colleagues in other fields to advance knowledge and solve challenging problems. The spirit of collegiality at U-M has led to a broad spectrum of cross-cutting projects and initiatives addressing everything from health care policy and manufacturing to arts and creativity. And several multi-disciplinary research centers and institutes focus on areas ranging from energy to the social sciences. U-M has particular strengths in research that build on advances in basic science and engineering to pave the way for practical application. Translational work at U-M spans pharmaceutical development and clinical trials to connected and automated systems for moving people and freight. U-M engages in a broad spectrum of mutually beneficial research partnerships with businesses—both large and small—to spur progress on everything from manufacturing to understanding the impact of climate change. Researchers also conduct research in countries on every continent, and U-M has formed close ties with selected institutions worldwide, exposing faculty and students to the ideas, experiences, and perspectives of cultures around the world. Students are central to the research process, conceiving and conducting projects under faculty guidance as part of their graduate degree requirements and participating in such activities as the Undergraduate Research Opportunity Program. In the process, students at all levels advance knowledge and develop the creative skills and spirit of inquiry that prepare them for a lifetime of achievement. The Office of Government Relations directs the University's interactions at the local, state, and federal levels. This includes planning and developing the institution's response to the proposed legislation, analyzing and assessing legislative, administrative, and regulatory activities as they pertain to University programs, activities, and operations, and developing and maintaining effective relationships with governmental agencies and officials.

Columbia University is one of the world's most important research centers and, at the same time, a distinctive and distinguished learning environment for undergraduates and graduate students in many scholarly and professional fields. The University recognizes the importance of its location in New York City and seeks to link its research and teaching to a great metropolis's vast resources. It seeks to attract a diverse and international faculty and student body, support research, teach on global issues and create academic relationships with many countries and regions. It expects all areas of the University to advance knowledge and learning at the highest level and to convey the products of its efforts to the world. For more than 250 years, Columbia has been a leader in higher education globally and around the world. At the core of our wide range of academic inquiry are the commitment to attract and engage the best minds to pursue greater human understanding, pioneering discoveries, and service to society. The University offers an outstanding and comprehensive array of academic programs. These include three undergraduate schools, thirteen graduate and professional schools, a world-renowned medical center, four affiliated colleges and seminaries, twenty-five libraries, and more than one hundred research centers and institutes. Columbia University was founded in 1754 as King's College by royal charter of King George II of England. It is the oldest institution of higher learning in New York and the fifth oldest in the United States. Controversy preceded the founding of the College, with various groups competing to determine its location and religious affiliation. Advocates of New York City met with success on the first point, while the Anglicans prevailed on the latter. However, all constituencies agreed to commit themselves to principles of religious liberty in establishing the policies of the College. In July 1754, Samuel Johnson held the first classes in a new schoolhouse adjoining Trinity Church, located on lower Broadway in Manhattan. There were eight students in the class. At King's College, the future leaders of colonial society could receive an education designed to "enlarge the Mind, improve the Understanding, polish the whole Man, and qualify them to support the brightest Characters in all the elevated stations in life." One early manifestation of the institution's lofty goals was the establishment in 1767 of the first American medical school to grant the M.D. degree. The American Revolution brought the growth of the College to a halt, forcing a suspension of instruction in 1776 that lasted for eight years. However, the institution continued to influence American life through the people associated with it significantly. Among the earliest students and trustees of King's College were John Jay, the first chief justice of the United States, Alexander Hamilton, the first secretary of the treasury Gouverneur Morris, the author of the final draft of the U.S. Constitution, and Robert R. Livingston, a member of the five-person committee that drafted the Declaration of Independence. The College reopened in 1784 with a new name—Columbia—that embodied the patriotic fervor that had inspired the nation's quest for independence. The revitalized institution was recognizable as the descendant of its colonial ancestor, thanks to its inclination toward Anglicanism and an urban population's needs. However, there were significant differences: Columbia College reflected the legacy of the Revolution in the greater economic, denominational, and geographic diversity of its new students and leaders. Cloistered campus life gave way to the more common phenomenon of day students who lived at home or lodged in the city. In 1857, the College moved from Park Place, near the present city hall, to Forty-ninth Street and Madison Avenue, where it remained for the next forty years. During the last half of the nineteenth century, Columbia rapidly assumed the shape of a modern university. The Columbia School of Law was founded in 1858. The country's first mining school, a precursor of today's Fu Foundation School of Engineering and Applied Science, was established in 1864 and awarded the first Columbia Ph.D. in 1875. When Seth Low became Columbia's president in 1890, he vigorously promoted the university ideal for the College, placing the fragmented federation of independent and competing schools under a central administration that stressed cooperation and shared resources. Barnard College for women had become affiliated with Columbia in 1889. The medical school came under the University's aegis in 1891, followed by Teachers College in 1893. The development of graduate faculties in political science, philosophy, and pure science established Columbia as one of the nation's earliest graduate education centers. In 1896, the trustees officially authorized the use of yet another new name, Columbia University, and today the institution is officially known as Columbia University in the City of New York. Low's most significant accomplishment, however, was moving the University from Forty-ninth Street to the more spacious Morningside Heights campus, designed as an urban academic village by McKim, Mead, and White, the renowned turn-of-the-century architectural firm. Architect Charles Follen McKim provided Columbia with stately buildings patterned after those of the Italian Renaissance. The University continued to prosper after its move uptown in 1897. During the presidency of Nicholas Murray Butler (1902–1945), Columbia emerged as a preeminent national center for educational innovation and scholarly achievement. The School of Journalism was established by a bequest of Joseph Pulitzer in 1912. John Erskine taught the first Great Books Honors Seminar at Columbia College in 1919, making the study of original masterworks the foundation of undergraduate education. In the same year, a course on war and peace studies originated the College's influential Core Curriculum. In the words of College alumnus Herman Wouk, Columbia became a place of "doubled magic," where "the best things of the moment were outside the rectangle of Columbia the best things of all human history and thought were inside the rectangle." The study of the sciences flourished along with the liberal arts. Franz Boas founded the modern science of anthropology here in the early decades of the twentieth century, even as Thomas Hunt Morgan set modern genetics. In 1928, Columbia–Presbyterian Medical Center, the first such center to combine teaching, research, and patient care, was officially opened as a joint project between the medical school and The Presbyterian Hospital. By the late 1930s, a Columbia student could study with Jacques Barzun, Paul Lazarsfeld, Mark Van Doren, Lionel Trilling, and I. I. Rabi, to name just a few of the great minds of the Morningside campus. The University's graduates during this time were equally accomplished—for example, two alumni of Columbia's School of Law, Charles Evans Hughes and Harlan Fiske Stone (who was also dean of the School of Law), served successively as Chief Justice of the United States Supreme Court. Research into the atom by faculty members I. I. Rabi, Enrico Fermi, and Polykarp Kusch brought Columbia's Department of Physics to international prominence in the 1940s. The founding of the School of International Affairs (now the School of International and Public Affairs) in 1946 marked the beginning of intensive growth in international relations as a primary scholarly focus of the University. The oral-history movement in the United States was launched at Columbia in 1948. Columbia celebrated its bicentennial in 1954 during a period of steady expansion. This growth mandated a major campus building program in the 1960s, and, by the end of the decade, five of the University's schools were housed in new buildings. It was also in the 1960s that Columbia experienced the most significant crisis in its history. Currents of unrest sweeping the country—among them opposition to the Vietnam War, an increasingly militant civil rights movement, and the ongoing decline of America's inner cities—converged with particular force at Columbia, casting the Morningside campus into the national spotlight. More than 1,000 protesting students occupied five buildings in the last week of April 1968, effectively shutting down the University until the New York City police forcibly removed them. Those events led directly to the cancellation of a proposed gym in Morningside Park, the cessation of specific classified research projects on campus, the retirement of President Grayson Kirk, and a downturn in the University's finances and morale. They also led to the creation of the University Senate, in which faculty, students, and alumni acquired a larger voice in University affairs. In recent decades, Columbia's campuses have seen a revival of spirit and energy that has been truly momentous. Under the leadership of President Michael Sovern, the 1980s saw the completion of significant new facilities, and the pace intensified after George Rupp became president in 1993. A 650-million-dollar building program begun in 1994 provided the impetus for a wide range of projects, including the complete renovation of Furnald Hall and athletics facilities on campus and at Baker Field, the wiring of the campus for Internet and wireless access, the rebuilding of Dodge Hall for the School of the Arts, the construction of new facilities for the Schools of Law and Business, the renovation of Butler Library, and the creation of the Philip L. Milstein Family College Library. The University also continued to develop the Audubon Biotechnology and Research Park, securing Columbia's place at the forefront of medical research. As New York City's only university-related research park, it also contributes to economic growth through the creation of private-sector research collaborations and the generation of new biomedically related business.

Harvard University is devoted to excellence in teaching, learning, and research and developing leaders in many disciplines who make a difference globally. The University, which is based in Cambridge and Boston, Massachusetts, has an enrollment of over 20,000-degree candidates, including undergraduate, graduate, and professional students. Harvard has more than 360,000 alumni around the world. Harvard faculty are engaged with teaching and research to push the boundaries of human knowledge. For students who are excited to investigate the most significant issues of the 21st century, Harvard offers an unparalleled student experience and a generous financial aid program, with over $160 million awarded to more than 60% of our undergraduate students. The University has twelve degree-granting schools and the Radcliffe Institute for Advanced Study, offering a truly global education. With an enduring dedication to the pursuit of excellence, Harvard University offers unparalleled student experiences across a broad spectrum of academic environments. The strength of the MBA Program at Harvard Business School relies upon a diverse student body from all walks of life, all industries and functions, all ways of thinking. Suppose you possess an intense desire to learn, an insatiable curiosity to ask and pursue questions using rigorous research methods, the motivation and drive to work independently as a scholar, a career as a professor in business academia, starting with our doctoral program, maybe for you. Harvard's doctoral programs in business are designed to train you to become the next generation of faculty at the world's leading business schools and higher learning institutions. Providing need-based aid to students from a wide range of cultural, professional, and socioeconomic backgrounds to keep diverse perspectives in our classes and community. HBS offers generous aid throughout your time as a student and beyond – everything from Tuition Assistance, to Summer Fellowships, to Career Support & Exploration. We are helping increase access and opportunity for students as they pursue their passions and become leaders who will make a difference in the world. Business school is an essential investment in who you are and whom you will become. HBS proudly shares in that investment by offering various need-based financial assistance programs throughout your MBA experience. We are here to help you understand your options to cover the fees and cost of attendance and explore different avenues of funding—including HBS Fellowships, external scholarships, and loans—and ensure that everyone admitted to HBS can afford to attend. The Harvard Business School (HBS) Certificate of Management Excellence is designed to help you expand your leadership skills and professional competencies. With its flexible format, this certificate allows you to customize your learning experience by choosing from a carefully curated set of leadership, negotiation and innovation, and strategy programs. By taking part in this certificate program, you'll gain broad exposure to the proven insights, knowledge, and expertise you need to meet your personal and professional goals. With the HBS Certificate of Management Excellence, you tailor your learning experience by choosing the programs that address competencies specific to your development goals. To earn your certificate, you must complete three of the following open enrollment programs—one from each topic area—within 36 months. The 36-month timeline begins with the date of your first qualifying program. Upon successful completion of all three programs, you will be awarded the HBS Certificate of Management Excellence. Harvard University has 12 degree-granting schools in addition to the Radcliffe Institute for Advanced Study. The University has grown from nine students with a single master to an enrollment of more than 20,000-degree candidates, including undergraduate, graduate, and professional students. Harvard's campus creates a stunning backdrop for all that happens within the University. Harvard offers unparalleled resources to the University community, including libraries, laboratories, museums, and research centers, to support scholarly work in nearly any field or discipline. Unlimited possibilities characterize the Harvard student experience. Opportunities abound inside the classroom and out, with over 8,000 courses from over 100 departments and countless research programs. Here, undergraduate students have access to almost every extracurricular program imaginable and the largest Division 1 Athletics Program in the country. And after graduation, students join the Harvard Alumni Association, which includes nearly 360,000 alumni worldwide. Harvard is the oldest institution of higher education in the United States, established in 1636 by a vote of the Great and General Court of the Massachusetts Bay Colony. After the College's first benefactor, the young minister John Harvard of Charlestown, who upon his death in 1638, left his library and half his estate to the institution. A statue of John Harvard stands today in front of University Hall in Harvard Yard and is perhaps the University's best-known landmark. Harvard University has 12 degree-granting Schools in addition to the Radcliffe Institute for Advanced Study. The University has grown from nine students with a single master to an enrollment of more than 20,000-degree candidates, including undergraduate, graduate, and professional students. There are more than 360,000 living alumni in the U.S. and over 190 other countries.

Cornell is a private, Ivy League university and the land-grant university for New York state. Cornell's mission is to discover, preserve, and disseminate knowledge, educate the next generation of global citizens, and promote a broad inquiry culture throughout and beyond the Cornell community. Through public service, Cornell also aims to enhance the lives and livelihoods of students, the people of New York, and others around the world. Cornell aspires to be the exemplary comprehensive research university for the 21st century. Faculty, staff, and students thrive at Cornell because of its unparalleled combination of quality and breadth. Its open, collaborative, and innovative culture, its founding commitment to diversity and its vibrant rural and urban campuses, and its land-grant legacy of public engagement. We have taken to heart the revolutionary spirit that founded our university and encouraged each other to pursue unpredicted lines of thinking to effect change on local and international scales. Cornell is a privately endowed research university and a partner of the State University of New York. As the federal land-grant institution in New York State, we have a responsibility—unique within the Ivy League—to make contributions in all fields of knowledge in a manner that prioritizes public engagement to help improve the quality of life in our state, the nation, the world. From the laboratory bench to the hospital bedside and from cultural evolution to sustainability concepts, our researchers and scholars are translating discovery into the meaningful, measurable impact that is changing the world for the better. The world's challenges and the big picture of what is possible rarely fit neatly into a single academic discipline. This is why we have made collaboration and communication a way of life at Cornell. We foster a community of renowned scholars that spans disciplines, locations, and industries to convert promising ideas and innovations into results that truly matter. Talented researchers and top scholars know that teaching and learning are intrinsic to one another. That's why they come to Cornell. They know they can push the boundaries of discovery by engaging with students who, in turn, engage with and challenge them. Learning is a way of life. Moreover, life at Cornell is meant to pique your curiosity and stimulate your intellect at every turn. Whether that means conversations with faculty members over dinner at your residence hall or a trip to New York City for underground jazz, the opportunities are yours for the choosing. Cornell has a way of being as small as you want it to be and as big as you make it. One of the first things you'll notice when you arrive is that the many groups, activities, and opportunities offered mean there's probably already a community waiting for you to come to hang out. Home to three institutes of higher learning, Ithaca knows what it means to be a vibrant, diverse, and inclusive college town. There's always something going on: festivals, volunteer programs, nightlife. Moreover, it sits right in the heart of the Finger Lakes Region—a beautiful reason to get out and about. You will interact closely with world-class faculty and a diverse student body, each a collaborator in learning, research, and service. They're here to help you push yourself and your ideas further than you could ever push them on your own. You will actively explore the material before designing a formal line of inquiry, following it, working with various teams, and getting your hands dirty. This may be the Ivy League, but we exist in and learn from the world around us. No Cornell education is complete without a meaningful international experience. Global learning is high-impact and immersive learning. Daily interactions abroad allow you to build skills in communication and collaboration. You build global networks that open opportunities across the world long after graduation. Cornell University Library stands at the center of intellectual life on campus. Expert librarians are available in person—and online 24/7—to help navigate our world-class collections and assist with papers, exam prep, and long-term projects. We are a home away from home, with warm, inviting spaces for solo study and high-tech, flexible spaces for group work. Students and faculty agree: The Library is an indispensable partner in the study, teaching, and research. A deep-rooted commitment to outreach, extension, and engagement infuses our state, domestic, and global mission of developing knowledge that benefits humanity. Cornell was founded on the principle that our labs, classrooms, and extension programs focus on societal challenges. A robust exchange of ideas with communities and citizens allows us to learn from and develop and implement solutions to fundamental public concerns. Cornell's Expanding Horizons program sends veterinary student researchers to developing countries. At Entrepreneurship Bootcamp for Veterans with Disabilities, Cornell offers experiential training for service members focused on the hospitality industry. Meeting with farmers and community leaders in the Mekong Delta, students saw the effects of extreme weather on the nation's economy and culture firsthand. Working with small- and large-scale producers, students learn the full cycle of cider in a first-of-its-kind course.

Yale University is a large research university with a wide array of programs, departments, schools, centers, museums, and many affiliated organizations. Yale is overseen by President Peter Salovey and the university’s board of trustees, who comprise the governing and policy-making body known formally as the Yale Corporation. The institution is also led and supported by the University Cabinet, an advisory body convened by the president, which consists of the deans, vice presidents, and other senior academic and administrative leaders. Yale has grown and evolved for 300-plus years, passing many milestones and forging traditions along the way. At Yale, we view college as a time for students to explore, exercise curiosity, and discover new interests and abilities. We provide students with an immersive, collaborative, and inspiring environment where they can develop a broadly informed, highly disciplined intellect that will help them be successful in whatever work they finally choose. Our students graduate with the values and knowledge they need to pursue meaningful work, find passion in life-long learning, and lead successful and purposeful lives. All undergraduates attend Yale College, an intimate learning environment offering instruction in the liberal arts and sciences. With access to Yale’s extensive collections and resources, our undergraduates have discovered new species, patented products, and co-authored original research. There are a variety of global learning opportunities available, from studying abroad to international internships to directed research. Writing and science programs, directed studies, seminars, and more students can choose from a number of special academic offerings during their time at Yale. Yale offers advanced degrees through its Graduate School of Arts & Sciences and 12 professional schools. Browse the organizations below for information on programs of study, academic requirements, and faculty research. Yale’s Graduate School of Arts & Sciences offers programs leading to M.A., M.S., M.Phil., and Ph.D. degrees in 73 departments and programs. The Yale School of Architecture’s mandate is for each student to understand architecture as a creative, productive, innovative, and responsible practice. The Yale School of Art has a long and distinguished history of training artists of the highest caliber. Yale Divinity School educates the scholars, ministers, and spiritual leaders of the future. Yale School of Drama graduates have raised the standards of professional practice around the world in every theatrical discipline, creating bold art that engages the mind and delights the senses. The Yale School of Engineering & Applied Science is at the cutting edge of research to develop technologies that address global societal problems. The Yale School of Forestry & Environmental Studies is dedicated to sustaining and restoring the long-term health of the biosphere and the well-being of its people. Yale Law School hones the world’s finest legal minds in an environment that features world-renowned faculty, small classes, and countless opportunities for clinical training and public service. School of Management students, faculty, and alumni are committed to understanding the complex forces transforming global markets and building organizations that contribute lasting value to society. Yale School of Medicine graduates go on to become leaders in academic medicine and health care, and innovators in clinical practice, biotechnology, and public policy. The Yale School of Music is an international leader in educating the creative musicians and cultural leaders of tomorrow. The Yale School of Nursing community is deeply committed to the idea that access to high quality patient‐centered health care is a social right, not a privilege. The School of Public Health supports research and innovative programs that protect and improve the health of people around the globe. The university traces its roots to the 1640s when colonial clergymen led an effort to establish a local college to preserve the tradition of European liberal education in the New World. In 1701 the charter was granted for a school “wherein Youth may be instructed in the Arts and Sciences (and) through the blessing of Almighty God may be fitted for Publick employment both in Church and Civil State.” The school officially became Yale College in 1718, when it was renamed in honor of Welsh merchant Elihu Yale, who had donated the proceeds from the sale of nine bales of goods together with 417 books and a portrait of King George I.Take a stroll through Yale’s three centuries of history, and learn about the traditions that have become part of the fabric of our university.Class Day takes place on Old Campus on the Sunday before Commencement and includes the awarding of academic, artistic, and athletic prizes the celebration of undergraduates and an address by a notable speaker. Also, hats. Yale began a new tradition in 2014 of a “Founders Day” event for students, faculty, and staff, to be held annually on a day close to the anniversary of the 1701 founding. Yale’s residential college system allows students to experience the cohesiveness and intimacy of a small school while still enjoying the cultural and scholarly resources of a large university. Each year, new students in the Graduate School of Arts and Sciences sign the register to celebrate the start of their graduate studies at Yale. The Yale School of Medicine welcomes first-year students to a life in medicine during the annual White Coat Ceremony. Yale football games have been a tradition for Yalies since the mid-1800s we celebrated 150 years of baseball in 2015 and Yale athletes have excelled around the world in the Olympics and other international competitions. Yale’s connections to the military have been long-standing, beginning in 1779 when past-president Naphtali Daggett led more than half of the student body to take on British troops when they attacked New Haven.

The University of California was founded in 1868, born out of a vision in the State Constitution of a university that would "contribute even more than California's gold to the glory and happiness of advancing generations." As we celebrate our 150th anniversary, we invite you to take a look back at Berkeley's milestones and discoveries. Looking forward to the next 150 years. Fiat lux. The Free Speech Movement, wetsuits, a treatment for malaria and earthquake science. You might be surprised to learn what Berkeley has contributed to the world. Chancellor Carol T. Christ heads the UC Berkeley campus. She oversees seven divisions, each of which is led by a vice-chancellor. The University of California, Berkeley, is the No. 1 public university in the world. Over 35,000 students attend classes in 14 colleges and schools, offering 350-degree programs. Set the pace with your colleagues and community, and set the bar for giving back. From 10 faculty members, 40 students, and three study fields at its founding, UC Berkeley has grown to more than 1,600 faculty, 35,000 students, and over 350-degree programs in 130 academic departments and 80 interdisciplinary research units. Academic resources, from note-taking to peer tutoring, are available to students from various campus organizations. Find the help you need to succeed at Berkeley. Professional academic advisors are available in each college and most departments to help you navigate your academic options and opportunities. The Departments of Chemistry and Chemical and Biomolecular Engineering in the College of Chemistry rank among the nation's most prominent. Both are renowned for their excellence in a diverse range of disciplines and applications. Upon admission, every Berkeley Engineering student is assigned an academic adviser based on their major. Your Engineering Student Services (ESS) adviser works with you throughout your entire undergraduate career and is your key to a successful Berkeley experience.ESS advisers are available to help with everything related to your undergraduate education. They answer questions about degree and graduation requirements as well as academic policies and procedures. They assist with course selection and help address challenges you may be facing in your studies. They can suggest enrichment opportunities or make referrals to campus resources. They are here to offer guidance and support. Students admitted as undeclared work with a special adviser until they declare a major at that point, their ESS adviser will be based on their new principal. The Disabled Students' Program promotes an inclusive environment for students with disabilities. We equip students with appropriate accommodations and services to achieve their individual academic goals. We are dedicated to supporting students and collaborating with the campus community to remove educational access barriers and embrace the University's equity and inclusion values. We believe that an accessible environment universally benefits everyone. The Disabled Students' Program (DSP) supports students with disabilities in achieving academic success at the world's top-ranked public higher education institution. Our staff includes disability specialists, professional development counselors, and accessibility experts that work with students with disabilities throughout their educational career. DSP serves currently enrolled UC Berkeley students with documented disabilities seeking undergraduate and graduate degrees. Additionally, DSP staff collaborates with UC Berkeley faculty, staff, departments, and other campus partners to ensure that all students with disabilities have inclusive and equally accessible educational opportunities at UC Berkeley. The Athletic Study Center provides holistic student development, academic support, and academic advising services to the student-athlete population at UC Berkeley. Each year the Athletic Study Center and Intercollegiate Athletics host an orientation for new incoming student-athletes. Parents are welcome and encouraged to attend. At Berkeley, we address the biggest challenges of the day to create a better world. From robotic legs to the origins of the universe, research at Berkeley crosses disciplines and illuminates new ideas. Ranked the No. 1 public research university library in North America, the Berkeley library system includes three main libraries, 18 subject-specialty libraries, and 11 affiliated libraries with special collections. The holdings include more than 10 million book volumes. Your journey to becoming a UC Berkeley student starts here. As the front door of the University, the Office of Undergraduate Admissions' mission is to recruit, select, admit, assist, and enroll an academically excellent, highly accomplished, and broadly diverse first-year student and transfer class. Please explore this site to learn more about the application process and join our Be Berkeley email list to receive application tips, event invitations, and information about the Berkeley campus. The Graduate Division oversees graduate admissions, fellowships, grants, academic employment, preparation for teaching, mentoring activities, professional development, academic progress, and degree milestones. Start here and learn the essentials you need to know to build financial literacy. Do not worry—we will help you through the process. Get the facts, the forms, and the essential deadlines here. Nearly two-thirds of undergraduate students qualify for financial aid. Eligible graduate students may be awarded federal student loans and work-study.

Becker College is an undergraduate and graduate, career-focused private college. We offer a supportive and inclusive learning community that prepares graduates for their first to last careers. Becker's undergraduate, graduate, and online and evening programs provide students with skills, knowledge, hands-on experience, and agility to adapt to an ever-changing global society. Becker College is one of the 25 oldest institutions in the U.S., tracing its history from the union of two Massachusetts educational institutions founded in 1784 with a charter signed by American Revolutionaries John Hancock and Samuel Adams, and the other in 1887. Today, the College's nearly 1,800 students live and learn on the College's two distinctively New England campuses, located six miles apart, in Massachusetts's heart. Becker College will become nationally recognized as an innovative, creative institution renowned for its focus on delivering to the world highly educated students with the ability and agile mindset to be entrepreneurial, socially responsible global citizens. They can navigate the complexities of a rapidly changing world. Becker College provides transformative learning experiences in a socially responsible, inclusive community—anchored by its Core Values—which promotes academic excellence, inspires innovation and entrepreneurship, fosters an agile mindset, and prepares graduates to contribute to a global society increasingly focused on change. In an age where students on more than 200 campuses are petitioning their school's trustees to invest in a more environmentally and socially conscious way, including going "fossil-fuel-free," the proactive investment policy adoption from Becker is surprisingly unique. In 2015, the Board of Trustees mandated a 100% social impact goal for its endowment. The journey to a 100% social impact investment goal was completed on June 30, 2017. Becker has taken a proactive step to become one of the first higher education institutions to invest its full endowment toward positively impacting social, environmental, and economic sectors. Core Values: We are committed to providing the best educational experience possible for every student. We seek to develop the strengths and talents of all community members so they can achieve their personal best. We develop and pursue the highest standards in all that we do and promote a continuous improvement climate. We strive for quality in staffing, facilities, programs, and services. We promote honesty and transparency in support of student and employee success. We encourage responsible decision-making and conflict resolution that respects the dignity of others. We believe that differences and diversity strengthen our community. We respect and value all people and their perspectives. We foster a community of open and honest dialogue that encourages an unfettered exchange of ideas, with civility and respect, to empower all. We believe in the value of community service and engagement and being active citizens of the world. We are dedicated to developing responsible citizens of the world who are committed to social justice for all by providing opportunities for service, social justice education, and engagement. We share a passion for making our community and the world a better place. We uphold behaviors that contribute to the development of a lively community. We adhere to policies that respect all members of the community. We behave ethically toward each other and to those in the communities we serve. We provide a range of social, educational, cultural, and recreational programs and events designed to expand and enhance our community's experiences. We are committed to developing an interactive, collaborative, and innovative community that encourages working creatively within and across disciplines. We believe in the transformational power of dreams and aspirations and foster an environment rooted in creative thought, inquiry, and self-discovery.

San Joaquin College of Law (SJCL) was founded in 1969 by a visionary group of San Joaquin Valley judges and attorneys who believed that capable individuals were denied a quality legal education because no accredited law school existed in the area. Their goal was to provide the opportunity for San Joaquin Valley residents to become effective legal practitioners. The founders firmly believed that sound legal education should combine theoretical and substantive knowledge with practical skills. With the beginning of instruction in fall 1970, the School adopted the uncompromising standards essential to achieving this goal. The Board of Trustees of San Joaquin College of Law is the institution's legally constituted policy-making body. Members are selected based on their integrity and concern for the community and their ability and desire to work unselfishly for the good of the College. The San Joaquin Agricultural Law Review, founded in 1990, is published by the San Joaquin College of Law students, located in California's Central Valley, one of the world's richest agricultural regions. The San Joaquin Agricultural Law Review presents student and scholar works on legal issues affecting our nation's most vital industry – agriculture. The topics discussed in each volume are always of current interest to agriculture, government, business, and law. Each year, the San Joaquin Agricultural Law Review student editorial board members gather, edit and publish articles written by legal scholars and practitioners, and comments and case notes written by students of San Joaquin College of Law. The San Joaquin Agricultural Law Review provides an objective, national forum for analyzing issues affecting agriculture. The San Joaquin Agricultural Law Review has received judicial and critical recognition. The California Supreme Court has cited its articles, the California Appellate Court, the United States District Court, the New Mexico Court of Appeals, the Middle District of Tennessee, and the Minnesota Supreme Court. Articles have also been cited in the annotations of several California statutes. Clinical work heightens a student's understanding of class content, enhances practical skills, and introduces the student to the "real world" of law. Students are eligible for clinical study upon the completion of the first year of law school. Each unit of clinical study represents 72 hours of work. Up to 8 units of clinical study may be applied toward the Juris Doctor degree. A student is limited to earning four credits for hours worked in any single clinical placement absent prior approval by the Associate Dean for Academic Affairs or the Director of Career Services. Relevant factors in approving more than four units for a single clinical placement include a diversity of work assignments, special needs of employer for continuity on the project, limited availability of clinical opportunities in students' chosen field, and student's consideration of particular circumstances. No distinction will be made between paid and unpaid clinical work on clinical approval placements, except that the New American Legal Clinic Director may set such limitations as they deem advisable. However, all students are encouraged to participate in uncompensated work, beginning their professional obligation to engage in pro bono work. IMPORTANT: Students must seek approval, register, and pay for clinical units, as they would any other course before beginning the work for which they plan on seeking credit. Failure to complete this process before beginning work results in a denial of credit. The San Joaquin College of Law (SJCL) Library holds approximately 80,000 volumes and volume equivalents, including law reviews, annotated codes, appellate court reports of all jurisdictions, and complete Federal and California reporters. The SJCL Library is a member of several state and national interlibrary loan networks. Many journals, law reviews, manuscripts, or treatises can be requested through the SJCL Library. Also, hundreds of thousands of volumes are available through Lexis-Nexis and Westlaw. These two proprietary legal research systems, to which students have free unlimited access for educational use, are available via the Internet 24 hours a day. Many other legal materials are also available in the library via microforms and proprietary databases, including the Making of Modern Law collection. Study carrels and two Group Study rooms for meetings are available on the second floor of the SJCL Library. The SJCL Library is available only to faculty, students, and alumni of the Law School. Six workstations provide student access to the Internet and word-processing programs during all library hours. The SJCL Library is also wifi compatible with internet use and printing.

Plaza College is an institution accredited by the Middle States Commission on Higher Education and recognized for academic excellence and graduate achievement. The Middle States Commission accredits plaza College on Higher Education, 3624 Market Street, Philadelphia, PA 19104. The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. The Commission accredits the associate's degree in Health Information Technology (HIT) on Accreditation for Health Informatics and Information Management Education (CAHIIM). The five-year graduation cohort rate is 70 percent. The Commission accredits plaza College's Medical Assisting program on Accreditation of Allied Health Education Programs (www.caahep.org) upon the recommendation of the Medical Assisting Education Review Board (MAERB). The Commission accredits the program in Dental Hygiene on Dental Accreditation. The Commission is a specialized accrediting body recognized by the United States Department of Education. Plaza College is a private, specialized institution that offers educational programs to students who desire challenging careers and a continuation of their formal education. The curriculum, tailored to meet a diverse population's needs, offers students a distinct mix of business, liberal arts, and allied health courses. As a teaching and learning College, Plaza is committed to striving for excellence and professionalism in developing its father cult, students, and staff. Plaza, rooted in a tradition of excellence, teaches its students the social, ethical, and cultural values needed to become respected community members. Teaching the processes of critical thinking, collaboration, and lifelong learning, Plaza prepares its students to participate and compete in today's global economy. At Plaza, you will find a community committed to preparing students for the challenges of an evolving world, a faculty whose members bring vast experience as both scholars and professionals, and students of all backgrounds and interests who are driven by a desire to change their lives — and the world around them. A Plaza College education is an excellent investment in your future. The purpose of financial aid is to remove any financial barriers that may prevent you from pursuing your educational and professional goals. There is a variety of financial assistance options available, tailored to your specific educational path. Whether you are a transfer student or freshman, and no matter your degree program, Plaza College offers many financial aid options to those that qualify. Federal Pell Grant: Federal Pell Grants are need-based grants provided to students to access postsecondary education. Eligibility for these grants depends on the student's expected family contribution, cost of attendance, enrollment status (full-time or part-time), and whether or not the student attends for a full academic year. The Federal Pell Grant does not have to be paid back. Federal Supplemental Education Opportunity Grant: The Federal Supplemental Education Opportunity Grant is for students with exceptional financial need. Dependent upon the application date, financial need, existing funding, and the financial aid office policies at Plaza, students receiving the Federal Supplemental Education Opportunity Grant may receive between $100 and $4,000 per year. Department of Veterans Affairs Educational Benefits: The Department of Veterans Affairs offers several education and training programs for veterans and their dependents. A detailed description of programs and benefits is contained in the Federal Benefits for Veterans and Dependents and Survivors. Applications are available at the local V.A. office. TAP Award: The Tuition Assistance Program (TAP) is a New York State grant program that helps eligible New York State residents pay for tuition at approved schools in New York State. The award's amount is based upon the student's financial status, combined family NYS taxable income, the academic year in which the first payment is received, and the type of postsecondary institution. The TAP grant does not have to be paid back. Federal Direct Loan Program: Direct loans are low-interest loans for students through the U.S. Department of Education, and there are two types of loans: subsidized and unsubsidized. Subsidized loans are for students who demonstrate financial need, and they are not charged interest while the student is in school at least half-time. Unsubsidized loans are not based on financial need, and they are charged interest while the student is in school and during grace and deferment periods. Once you graduate or separate from the College, these loans must be paid back. Federal Direct Parent Loan Program (PLUS): The Federal Direct Parent Loan Program (PLUS) is an unsubsidized loan program for parents of dependent students that assists with the cost of attendance minus all other awarded financial aid. Interest in PLUS loans begins accruing immediately while the student is in school and during grace and deferment periods. Non-Federal Alternative Loan Programs: These loans are a source of funds for students who may be ineligible for loans under one of the federal programs and are available through several banks, agencies, and credit unions. Borrowers or their co-signers must be citizens or eligible non-citizens and pass a credit check. The Financial Aid office can provide more detailed information.

The National University of Ireland (NUI) is a federal university comprising the Irish university system's largest element. As a unique and historical focal point in Irish higher education, NUI serves the member institutions' interests by providing services to them and their graduates. Related to this, NUI promotes the national and international standing of the National University of Ireland by undertaking activities related to scholarship, the advancement of higher education, and Ireland's cultural and intellectual life. The National University of Ireland currently comprises four Constituent Universities and a range of other member institutions. The Irish Universities Act, 1908 established two new Universities - the National University of Ireland and the Queen's University of Belfast and dissolved the Royal University on October 31, 1909. Under this Act, the National University became a federal University with its seat in Dublin and three Constituent Colleges established by Charter: University College, Dublin University College, Cork, and University College, Galway. The Queen's Colleges in Cork and Galway were given an entirely new status and title. The Jesuit University College, Dublin, was given a new constitution and was merged with the Catholic University Medical School. The Act empowered the University Senate to recognize courses of study in other institutions for degrees, and the following institutions were granted the status of Recognised College. As a unique and historical focal point in Irish higher education, NUI serves the member institutions' interests by providing services to them and their graduates. Related to this, NUI promotes the national and international standing of the National University of Ireland by undertaking activities related to scholarship, the advancement of higher education, and Ireland's cultural and intellectual life. Dr. Maurice Manning was elected Chancellor of the National University of Ireland on March 12, 2009. Dr. Manning is the fifth Chancellor of the University since its establishment in 1908. Besides providing all original testimonials and certificates for National University of Ireland institutions, NUI also provides document services for graduates. For instance, the issuing of Duplicate Testimonia (Latin Degrees and Diplomas) as replacements. The NUI currently comprises four Constituent Universities, four Recognised Colleges, and three Colleges of a Constituent University. Each institution within the NUI federation has its own Governing Authority the overall Governing Authority of the University is the NUI Senate and headed by the Chancellor. The Universities Act, 1997, which came into effect on June 16, 1997, redefined the National University of Ireland's nature and role. It reconstituted the Senate, which is the Governing Body of the University, with a membership of thirty-eight, as follows: The Chancellor The Chief Officers of the Constituent Universities The Registrar of the University Four members nominated by the Government Four persons elected by each of the Constituent Universities Eight members elected by Convocation Four co-opted members As a unique and historical focal point in Irish higher education, NUI serves the member institutions' interests by providing services to them and their graduates. Related to this, NUI promotes the national and international standing of the National University of Ireland by undertaking activities related to scholarship, the advancement of higher education, and Ireland's cultural and intellectual life. The growing recognition informed the preparation of these principles and code of conduct within Ireland that all public institutions must operate in full compliance with the highest standards of human rights and by the appreciation of the new challenges and opportunities associated with the increasing internationalization of NUI universities and member institutions both at home and abroad. The purpose of these principles and code of conduct is to guide NUI universities and member institutions to discuss, adapt, and implement their policies.

The Institute of Public Administration is Ireland's only public service development agency focused exclusively on public sector development. It delivers its service through Education and Training, building people's capability to meet challenges Direct Consultancy, solving problems, and helping plan and shape the future. Research and Publishing - understanding what needs to be done and making these findings readily available, International projects and cooperation. We tailor our services to the particular needs of the public service and our private sector clients. Our blend of skill and experience means that we can develop and offer a service that meets our clients' needs precisely and effectively. While our services are delivered mainly to clients in the Irish Public Service, we have a strong reputation and demand for our services internationally. The Institute of Public Administration exists to advance the understanding, standard, and practice of public administration and public policy. We offer a wide range of services to our clients. For nearly sixty years, the Institute has provided an extensive range of executive development programs, short training courses, and organizational development supports for new and experienced managers, administrators, and technical staff across the public sector in addition to opportunities for dialogue, debate, and exchange of experience and views. At a time of complex and rapid change and given the need for greater accountability, integration, and mobility across the public service, our innovative learning approaches enable public servants to build the knowledge and capabilities necessary to lead, manage and immediately apply new insights issues and challenges. Our programs and interventions are grounded in our full-time professional staff's experience, all of whom have many years of teaching, training, and consulting combined with a deep understanding of the challenges and constraints facing the public sector. The unique combination of public management research, delivery capacity, and practical approaches to the most challenging issues ensure that the IPA remains unique in its ability to support the ongoing public service reform process. The IPA is a recognized college of UCD, which itself belongs to the National University of Ireland (NUI). UCD/NUI accredits the programs described on the pages that follow, so the qualification a Whitaker School student earns is recognized worldwide. The IPA is a great place to study. It prides itself on helping students with busy jobs, and family lives learn new and essential things and obtain advanced qualifications in perennial value fields. Our students genuinely enjoy their time studying with us, and they make lasting friendships and contacts. We hope that some of the courses will interest you and return to education with the IPA. The Institute is the home of Ireland's only dedicated public management research resource. We offer research services aimed at improving the understanding of the public service. We deliver evidence-based research papers and consultancy services. We work closely with clients to provide innovative and informed research solutions that make a difference. The Institute of Public Administration is Ireland's Public Service Development Agency. Our mission is to promote and develop excellence in public management through training, consultancy, education, research, and publishing. Our headquarters and state-of-the-art training center are located at Lansdowne Road, Dublin. The Institute provides a flexible, dynamic, and challenging working environment and is an equal opportunities employer. The IPA started to develop a series of international relationships making a significant contribution to the strengthening of public administrations in developing African economies, notably in Zambia and Tanzania. While these links have been maintained right up to the present, our contribution to public administration internationally has developed over time, and our portfolio of international projects has grown significantly. In the early 1990s, the Institute focused on assisting Eastern and Central European countries in transforming their public apparatus as part of the EU accession process. It provided numerous capacity building and technical assistance projects for public administration, civil service, and sister institutions. Nowadays, the Institute enjoys an excellent reputation for providing technical know-how and support to public sector development and reform, thanks to the high quality of our services and the Irish public service experience. Many countries in transition and a growing number of emerging economies worldwide have been interested in exploring Ireland's experience, its successful model of public administration reform, and the economic development agenda it followed since the late 1980s. The Institute has been much in demand to act as a conduit to this unique expertise and experience. The Institute is the professional body for public servants. It caters to those in the civil service, the local authorities, the health service, the state-sponsored bodies, the education sector, the gardaí, and the defense forces. Its services are designed to meet the professional needs of public servants at individual and corporate levels.

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.

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.

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

Welcome 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.

IT is a lively and inspirational place that attracts a creative mix of 3,000 students both from the local area and from 31 different countries. This gives us a vibrant array of cultures and activities on campus and a friendly, supportive, and relaxed atmosphere where students and staff work closely together. Our modern integrated campuses in Letterkenny and Killybegs encourage robust academic learning and career-focused practical experience. We have excellent facilities in all departments, such as a suite of graphic design studios, state-of-the-art nursing resources, particular purpose laboratories, training kitchens and restaurants, and an on-campus business development center, CoLab, to support spin-off enterprises. Our multi-purpose center, An Dánlann, houses our excellent sport and recreational facilities in addition to our medical center, counseling service, careers office, and chaplaincies. We are deeply committed to the people in our region. Part of our mission is to help raise the young people's economic prospects who study with us and, by doing so, the prosperity of the broader communities into which they will graduate. That is why every course we offer teaches the latest knowledge and skills that employers demand. As part of this, we are involved in many cross-border programs and are currently fostering a strategic alliance with the University of Ulster. Letterkenny Institute of Technology has continued to strive for continuous improvement. This has been not easy over the last few years, but through positive staff engagement, the Institute's portfolio of programs has been redesigned. In contrast, the level of engagement with industry and the community continues to develop. Our students and graduates continue to be excellent ambassadors for the Institute, and as a body, we are addressing the increasingly complex demands of implementing the National Higher Education Strategy. Our new Strategic Plan 2014-17 plots a way forward for LYIT, and we are looking forward to this challenge. The Institute provides services from two campuses, Port Road, Letterkenny, and Shore Road, Killybegs. We are fortunate to have very new and modern campuses in central locations. 75% of our facilities are less than ten years old, and the most remainder has been updated in the same period. The standard of design and maintenance is exceptionally high. There are many teaching rooms specifically designed and equipped for particular purposes. For instance, clinical skills suites for nursing mimic a hospital situation, design and audiovisual studios, science, engineering, computer, and language laboratories. We have state-of-the-art equipment and audiovisual projection facilities in all general-purpose teaching areas, lecture theatres, and the library. For students wishing to pursue post-graduate opportunities, dedicated research facilities have been developed, and it is anticipated that there will be further additions shortly. Students will find other useful facilities outside of the teaching spaces, including meeting spaces, performance areas, chill-out space, recreation rooms, and several restaurant areas serving different types of food. Facilities are also available for consultation with a wide range of student services providers, medical, counseling, careers, learning support unit, etc.

The University of Hong Kong's original mission was to be an English-speaking university for China. As we stride forward into our second century, this mission is still relevant. However, the context has radically changed, is still changing and will remain dynamic and unpredictable for the foreseeable future. We will need to be more global in our outlook in all our activities, more nimble and adaptable than before, more ambitious and "can-do" than risk-averse and conservative, more solution-orientated than problem-orientated, and more proactive in our communications and branding. We will adopt the characteristics of the world's top universities, which include excellence in all aspects of teaching, research, and knowledge exchange a global, not merely local or regional, perspective and meaningful collaborations with premier global universities, and industrial and charitable partners. We will also secure resources with robust risk-management protocols so that risks, perceived or real, do not stifle development, and all will be underpinned by modern, innovative, and flexible enabling platforms to ensure optimal delivery. The University of Hong Kong is great. It has much to be proud of in its history, its strong and supportive alumni base, its current students and staff, and its spectacular facilities, but it can be greater. Greater in terms of international reputation and the quality of its graduates, greater in terms of impact on society, greater in terms of scope of excellence and range of influence. The University of Hong Kong can join the world's greatest universities, and this document sets out a manifesto for taking us there. The University of Hong Kong (or HKU, as it is familiarly known to students, staff, and alumni) is the oldest tertiary education institution in Hong Kong. On March 16, 1910, Sir Frederick Lugard, the then Governor of Hong Kong, laid the foundation for the University. The University was first incorporated in Hong Kong as a self-governing body of scholars by the University Ordinance on March 30, 1911. On March 11, 1912, the University was officially opened, and Arts, Engineering, and Medicine would become its first Faculties. The Faculty of Medicine evolved from the Hong Kong College of Medicine, founded in 1887. Of the College's early alumni, the most renowned was Dr. Sun Yat-sen, often regarded as the founder of modern China. In December 1916, the University held its first congregation, with just 23 graduates. It was ten years after the founding of HKU that women students were admitted for the first time. In 1937, Queen Mary Hospital opened and had served as the University's teaching hospital since then. Before the outbreak of the Second World War, which would bring academic activities to a halt, there were four Faculties - Arts, Engineering, Medicine, and Science. After 1945, the University underwent structural developments as post-war reconstruction efforts began in earnest. The University of Hong Kong, Asia's Global University, delivers impact through internationalization, innovation, and interdisciplinarity. It attracts and nurtures global scholars through excellence in research, teaching and learning, and knowledge exchange. It makes a positive social contribution through global presence, regional significance, and engagement with the rest of China. The University of Hong Kong will endeavour: To advance constantly the bounds of scholarship, building upon its proud traditions and strengths, To provide a comprehensive education, benchmarked against the highest international standards, designed to develop fully the intellectual and personal strengths of its students, while extending lifelong learning opportunities for the community, To produce graduates of distinction committed to academic/professional excellence, critical intellectual inquiry and lifelong learning, who are communicative and innovative, ethically and culturally aware, and capable of tackling the unfamiliar with confidence, To develop a collegial, flexible, pluralistic and supportive intellectual environment that inspires and attracts, retains and nurtures scholars, students and staff of the highest calibre in a culture that fosters creativity, learning and freedom of thought, enquiry and expression, To provide a safe, healthy and sustainable workplace to support and advance teaching, learning and research at the University, To engage in innovative, high-impact and leading-edge research within and across disciplines, To be fully accountable for the effective management of public and private resources bestowed upon the institution and act in partnership with the community over the generation, dissemination and application of knowledge, To serve as a focal point of intellectual and academic endeavour in Hong Kong, China and Asia and act as a gateway and forum for scholarship with the rest of the world. The University of Hong Kong's highest priorities is to create opportunities for the very best academic talents to excel and to advance human knowledge to the benefit of society. To enable these, the University will provide a world-class, intellectual environment in which all its members are recognized and rewarded for what they contribute and achieve. In this way, the University will seek to serve the needs of Hong Kong, the wider region, and the rest of the world. The University will be defined by our commitment to excellence, the high-quality opportunities we create, and our global outlook from our distinctive position in Asia. Through our teaching, research, and service, creating social, cultural, and economic impact will be the goals driving everything we do. Respect for academic success will guide and shape the work of our professional services. Optimism, willingness to try new things, and risk-taking will prevail over-caution, cut-backs, and academic conservatism. We share the characteristics of our international peers in our commitment to the core values of academic freedom and our respect for academic success. As an institution of higher learning and compass for morality and integrity in the community, we will embrace equality, ethics, inclusivity, diversity, and transparency in all that we do. We will aspire to the highest standards of corporate and academic governance. The principles of sustainability will guide our planning and development at every level. We will respond purposefully to the challenges identified by the United Nations through the Sustainable Development Goals and play our part in addressing inequality, health, education, disaster prevention, poverty, environment, and well-being identified therein. We are superbly placed to lead a cross-cultural and civilizational dialogue.

Welcome to the National and Kapodistrian University of Athens. You may become acquainted with the oldest institution of higher learning in Greece and find out about studies, research, and each School and Faculty's various academic activities. You may also be informed about our rich cultural Program and the activities that occur daily throughout the academic year. You will find different types of useful information regarding the infrastructure and the services offered by the NKUA. The idea of establishing a University in Greece emerged alongside the Greek War of Independence, also known as the Greek Revolution. The National and Kapodistrian University of Athens, officially founded on April 14th, 1837, is the first University of Greece and the Balkan peninsula, and the Eastern Mediterranean region. The official language of the University of Athens is Greek, which is the official language of the country and one of the 23 languages of the European Union. The instruction and the examinations in all undergraduate programs courses are realized in Greek, while the writing books, the educational material, and the primary texts, which are distributed to the students, are in Greek. The students who enter the University as foreigners may attend courses in the Greek language for free to obtain the language competence their studies at the University require. This possibility is offered to the students currently studying in Athens for one or two semesters through the Erasmus+ Program. The language in which access to knowledge is achieved and the working language of the Postgraduate Programs that leads to obtaining a postgraduate specialty degree or to acquire a doctoral degree (D.D) is Greek, except if the internal regulation of the Postgraduate Program makes provision for the use of (an) another language (s) - as it usually happens in the "foreign languages" departments. The writing up of the doctoral dissertation for the Postgraduate Program or the dissertation for the doctoral degree may be realized in Greek or another language, according to the internal regulations of the Program. The bibliography that is suggested and is currently used in the Postgraduate is in Greek and other languages. For this reason, the knowledge of foreign languages by the prospective incoming students of the Postgraduate Program of the University of Athens is either obligatory or optional but desired. The National and Kapodistrian University of Athens (NKUA) is a learner-focused and research-oriented public University covering a broad spectrum of scientific fields. Its vision is to promote excellence in education and innovation in research, scholarly and other creative endeavors, and be actively involved with local, national, and global communities. The mission of the National and Kapodistrian University of Athens is to advance knowledge and educate students in sciences and arts that will best serve the nation and the community in the twenty-first century. In all academic units, our researchers and faculty strive for innovation. In each member of the NKUA community, we seek to develop a passion for excellence and the ability to think critically and contribute to research and innovation. All academic community members are free from discrimination, harassment, and sexual misconduct in their learning environment and work setting. Everyone has the same access to facilities, rights, and obligations by the University policies and Greek and international laws. The historical profile of the University and its people determine its goals and priorities. We aspire to generate and share knowledge, ensuring significant contributions to public policy-making. We focus on the internationalization of our University and its openness towards our stakeholders. Our faculty is committed to excellence through the delivery of modern undergraduate and postgraduate education. They are also committed to implementing the highest standards in research, judged by professionals and their organization's comparators, across our range of subjects, thus ensuring that research and innovation are integral to academic excellence.

This is the tenth year of the International Hellenic University's existence. During this period, the IHU has created nineteen postgraduate programs, fresh, dynamic, and forward-looking. The programs are taught in an academic environment where the knowledge is researched, and the knowledge is taught, the knowledge is disseminated within and outside Greece. Our central target from the first instant has been academic excellence. How to achieve this was and is the primary task and challenge as it involves the human element. How to recruit those with the most significant potential to motivate them to inspire them. The academics and the administrators and professionals should work with dedication and harmony towards excellence, each in his or her capacity. Those elements, however, are only part of the equation. Another lively part of the equation is the students, our partners in the knowledge process. We have been privileged to recruit up-and-coming students from thirty-eight countries, who have become very able graduates of the University. We are now in an excellent position to expand the numbers of international students from outside Greece, which is one of our immediate goals. The final part of the equation is the wider community, the end recipient of our services. We have focused on academic excellence and our students. Now we can show our third partner, the wider community, what we have achieved, and what more we can do in partnership. It is my privilege to invite you to read the pages before you, either as a potential student or as a potential recruiter of our graduates, either as a parent or as someone who will be happy to see proof that positive developments are always taking place in our societies. The International Hellenic University (IHU) was established in October 2005 by Law No. 3391 and is based in Thessaloniki, Greece. The IHU is Greece's first public university, where programs are taught exclusively in English. The University is financed by the European Union and the Greek State. The three central tenets of the IHU's philosophy are academic excellence, practical relevance, and international outlook. The University specializes in offering postgraduate programs aimed at international students interested in studying in Greece and at Greek students seeking an international outlook. The language of both instruction and administration for all of its programs in English. IHU's target is to develop as one of Europe's leading research and academic institutions. As a state university, all degrees awarded are accredited by the Government and are recognized in the European Union and internationally. The University already attracts a strong international academic faculty and outstanding students from countries as diverse as Albania, Armenia, Azerbaijan, Belgium, Bulgaria, Cameroon, FYROM, Georgia, Greece, Lithuania, Mexico, Moldova, Romania, Russia, Slovakia, Sudan, Turkey, Ukraine, and the USA. The University is situated on a 16,000m² campus outside Thessaloniki, specifically developed to facilitate modern learning methods. The city of Thessaloniki, named after the sister of Alexander the Great, is the second-largest in Greece and has an uninterrupted history of 2,300 years. It is also the city with the highest number of University students. Famous for its lively streets, vibrant nightlife, and cultural signature, Thessaloniki is also the perfect cosmopolitan destination for any visitor. Throughout time, the city has been a crossroads for five different cultures: the Hellenistic, Roman, Byzantine, Ottoman, and Jewish. Despite some turbulent encounters, these merged and flourished peacefully, creating a truly cosmopolitan city in southeast Europe, with a population today of more than one million people. The University comprises three Schools: School of Economics, Business Administration & Legal Studies School of Humanities School of Science and Technology With backing from the Greek State, educationalists, and businesses around the region, the IHU aims to develop as one of Europe's foremost research institutions and focuses on attracting leading academics and outstanding students from Southeast Europe (SEE) across the world.

Created by order 28/75 of 29 April 1975 from the infrastructure of the Institute of Mining and Metallurgy Annaba Badji Mokhtar University -Annaba- was a progressive development with the opening of new branches each year. First organized in departments attached to the Rector, the university has seen in 1980, the creation of five institutes (Social Sciences, Languages and Arabic literature, the nature of Sciences, Exact Sciences and Technology, Medical Sciences). In 1993 she worked with 20 Institutes linked to three major sectors of families: Basic sciences - Technology Sciences - Socials sciences and humanities Assurant formerly cross-trained in OF profiles, Bachelors, Engineers and Senior Technicians (DEUA), University Badji Mothtar -Annaba- was a pioneer in the adoption of the new LMD system. A technological predominance, it nevertheless retains a humanities tradition developed from its inception. These elements make it an ideal place for interdisciplinary and interpenetration with its social and industrial environment. Since 1999, the university was restructured into seven (07) faculties involving 34 departments.