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Estonia was Christianized in the 13th century. The Estonian Evangelical Lutheran Church (EELC) has grown out of the Reformation of the 16th century. From the end of the 16th century, Estonia's territory became part of the Kingdom of Sweden; from the 18th century until the beginning of the 20th century, it belonged to the Russian Empire. For centuries Lutheranism was the predominant faith of Estonian peasants and the ruling Baltic-German nobility. At the beginning of the 20th century, Estonia was administratively and ecclesiastically divided into Estland in the north and Livland in the south. Altogether, Lutheran congregations of the Russian Evangelical Lutheran Church formed eight consistorial districts across the Russian Empire and were subordinated to the General Consistory in St Petersburg. The General Consistory was the church's higher ecclesiastical authority, but not the highest power in administrative matters, as the church was subordinate to the Russian Ministry of Interior, the Senate, and the Tsar. The church was often called Landeskirche. All local Lutheran peasants had to belong to an individual parish, but they were not allowed to participate in their congregation's governing bodies. Like society in general, local parishes and the church were governed by the Baltic-German nobility, mostly local manor owners. Until 1920 the majority of the clergy were also of Baltic German origin. As the Baltic Germans and the Russian government were unable to create a socially stable and nationally balanced political system, the end of the 19th century saw an Estonian civil society based on national values and national history. Until establishing an independent state, it functioned as a parallel society, with its social organizations, newspapers, and, from the beginning of the 20th century, political parties. The Faculty of Theology at the University of Tartu was responsible for educating clergy and distinguished history and reputation. It was the only Evangelical Faculty in the Russian Empire and educated Lutheran ministers for the entire Russian Evangelical Lutheran Church. Lutheranism in Estonia was influenced foremost by German culture and theology. The First World War resulted in the fall of the Russian Empire in 1917, soon followed by establishing the newly independent Baltic republics in 1918. It coincided with the establishment of independent churches. The Estonian Evangelical Lutheran Church was born due to the First Church Congress in 1917 when Lutheran parish representatives in Estonia decided to reorganize the church as a free people's church. The new church order aimed to unite all members into one organization to feel at home in their church. The new church became now an episcopal-synodical body, with a democratic order. Its parliament (Church Diet) had more than 500 members, the church government (Consistory) was led by the bishop and had a lay vice president, the church had its court system for religious matters. According to the rules, there were no limitations based on property or social position to participate in church governing. In 1919 the Baltic-Germans lost their leading position in the church. The first bishop of the church was Jakob Kukk, who served as the leader of the EELC until he died in 1933. The Republic of Estonia passed its first constitution in 1920, stating that there was no state religion. Although the church had aimed for self-rule too, and the state had approved the new approach, the church was now deprived of nearly all of its public functions as an outcome of the new policy. From the second half of the 1920s, the church gradually handed over its duties of registering births, deaths, marriages, and divorces. The clergy retained the right to register marriages as authorized civil servants. With the land reform passed in 1919, the church lost most of its properties in rural areas, which weakened the church's position. The system of compulsory tax and regulative tax, with landowners financing the church, was abolished. The church now functioned only with the support of its members and their voluntary annual contributions. The implementation of the new church order and the new leadership's election went hand in hand with a new mentality, changing the orientation and working methods of the church. The Estonians responsible for reorganizing the church at the beginning of the 1920s did everything to free the church and Estonian Lutheranism from anything that resembled the previous Landeskirche, a church for the nobility, or the Herrenkirche, as it was often called. Where previously the church had belonged to German Lutheranism, Scandinavian churches and the Church of England now received maximum attention. The Swedish Archbishop Nathan Söderblom consecrated bishop Jakob Kukk, and the Church of Finland was among the most influential partners of the EELC. From personal contacts, relations were established between religious societies and at the end of the 1930s, even between a few parishes. The Finno-Ugric cooperation between the two churches culminated in the first Finnish-Estonian pastor's congress, which took place during the fourth Finno-Ugric cultural congress in 1931. In the 1930s, cooperation grew closer to the Church of England. After two negotiations in 1936 and 1938, the churches of Estonia, Latvia, and England signed a joint report on cooperation. During the first period of Estonian independence from 1918 to 1940, the EELC was the majority church in Estonian society, with 78% of the population identifying as Lutherans. The church, representing Christian values, was the moral cornerstone for the majority of Estonian people. However, Estonian society showed signs of rapid secularization already in the 1920s and 1930s, so that the numbers of baptisms and confirmations decreased more than one third during the period. In 1940, during the Second World War, the three Baltic States' independence was forcefully interrupted. Estonia, Latvia, and Lithuania were annexed in 1940 by the Soviet Union (USSR) and were forced under Soviet rule. In a de facto atheist state, religion was considered a relic and something society needed to overcome. For this reason, the activity of churches was strictly regulated and monitored. It was made difficult in every possible way to be a religious person or a church member. Church organizations, missionary activity, and youth work was criminalized as religious propaganda. Publishing activity was also prohibited. Consequently, church buildings remained the only places for worship and practicing religion because any other public expression of religion was prohibited. The clergy fell victim to repressions, and many pastors were forced to become agents and keep an eye on their colleagues. Many church buildings were used as warehouses or gyms or were just left in ruins. It was essentially a society of fear, which the Soviet authorities had established and controlled, leaving little room for religious freedom. Nevertheless, for the churches, the situation improved starting from the second half of the 1950s. Although the mainline was firm, the authorities were not very consistent in putting policy into practice. As several institutions were dealing with religion and were hardly in agreement with each other, their actions were not always coordinated. The Faculty of Theology in Tartu was closed and replaced by a theological institute supported by the church. The institute did not offer full-time studies, which affected the quality of theological education. Despite German Protestants being one of the closest partners of the EELC, the German tradition slowly but steadily faded from the church's sub-consciousness. Although the isolation had consequences for the church's theological profile, there were theologians with admirable wisdom and talent who managed to publish translated articles and their work in volumes of typewritten copies, which were distributed in small numbers among students and pastors. View full university

Al-Azhar University is a natural expansion of the great mosque of Al-Azhar, which was completed in 972 (361 AH) in Cairo, Egypt. It is one of the oldest universities in the world and the most esteemed of Islamic academic institutions. The first lectures were delivered there in 975. While ten thousand students once studied in the Al-Azhar Mosque, today, university classes are conducted in adjacent buildings, and the mosque is reserved for prayer. The University of Al-Azhar continually promotes intellectual unity among Muslims everywhere in the Islamic world, safeguards its language, and seeks to reform Islam's cultural heritage and illuminate it for humanity's benefit. Its classical focus has been upon the Quranic sciences, fiqh (Islamic jurisprudence), and the Prophet's traditions. View full university

The foundation of Erzincan University is laid upon Erzincan Vocational School, and Erzincan School of Education ( former Institute of Education ), which were first constituted in 1976, depending on the Ministry of Education joined Atatürk University upon the decree-law No.41. On 11.07.1992, the School of Education was converted into the Faculty of Education, and continued undergraduate level education on primary school teaching, depending upon Atatürk University Rectorate. Depending on law No.3389 dated 27.06.1987, the Faculty of Law was founded. The faculty started education in 1991. However, after the great earthquake happened on 13.03.1992, the education had to be continued in the Faculty of Law at Ankara University then. In 1994, the education started again in Erzincan Faculty of Education. To train highly qualified individuals with a human-centered learning approach based on science and reason by our country’s values and objectives of the international scale by producing science and technology and to contribute to the sustainable development of the region and the country, and to make efforts to solve the problems of the society. View full university

Reutlingen School of Theology (RST) is the institution of theological higher education of the United Methodist Church (Evangelisch-methodistische Kirche) in Germany, Switzerland, and Austria. The student body is diverse and consists of students from various denominations and cultural backgrounds. Women and men are trained theologically and acquire social and personal skills crucial for congregational and missionary work. Spiritual formation is an essential part of the school's community, and a variety of spiritual exercises are offered. Students thus obtain a wide range of competencies for subsequent full- or part-time ministry in church and society. RST is the only United Methodist institution of theological higher education in German-speaking Europe. In 2005 RST was accredited by the German Federal Council of Sciences to become a recognized University of Applied Sciences. This certification indicates that RTS complies with the national and international standards for research, teaching, and service. In 2008, after a successful accreditation process, the school was renamed as it is now called Theologische Hochschule Reutlingen (Reutlingen School of Theology). The international and interdenominational exchange of students and faculty is part of the heritage of RST as a school embedded in the worldwide connection of the United Methodist Church and its ecumenical partner churches. Our school offers two courses of study, a three-year Bachelor (B.A.) program in theology and a consecutive two-year Master (M.A.) program in theology. Since these degrees are internationally recognized, additional studies at other higher learning institutions can be easily pursued. The curricula consist of teaching modules based on the classical theological disciplines Biblical Languages, Old Testament Studies, New Testament Studies, Church History, Systematic Theology, and Practical Theology. In both courses of study (B.A. and M.A.) RST offers classes in the areas of psychology, pedagogy, philosophy, sociology, and rhetoric. National and international co-operations with other universities (among them the University of Tuebingen with the most extensive theological library in Germany only ten miles away) give students the opportunity for supplementary studies in specific fields of interest. Besides full-time studies in the B.A. and M.A. programs, we also offer part-time study programs for international students in various forms. International students can approach us by taking their initiative or partake in the existing exchange-program that the Reutlingen School of Theology maintains in all parts of the World. Theological education and spiritual formation are guided by three principles: sound scholarship, praxis-orientation, and personal faith development. The mission statement of our school is: Our theological work is rooted in a faith practiced in the discipleship of Christ. The world-changing love of God moves it revealed in Jesus Christ. Our theological work is nurtured by independent thinking. It is in open conversation with the sciences, other cultures and beliefs, and actively engages contemporary issues. Our theological work has as its aim Christian love in action. It participates in God's mission for the salvation and welfare of the World, which manifests itself in the proclamation of the Gospel and concrete acts of mercy and righteousness. View full university

This year, the Faculty of Nursing Science Alumni meet to meet new graduates, enter into discussions, and continue discourses. With the Autumn Academy 2017, we are calling for a topic that is important for nursing science and nursing policy. Despite temporary signs of fatigue in the political and legislative discourse, the newly adopted Nursing Care Reform Act and its consequences will be our topic. The law and the related disputes in the legislative process leave traces and point to necessary reform processes in school and practice. We want to track down and discuss these with the expertise of alumni. Keynote speeches from a professional policy, nursing didactic, and international perspective offers this position and occasion. The topics of current research projects within the framework of master theses and dissertations are the subject of a science workshop. After being selected through a peer review, students have the opportunity to present the topic they are currently working on and discuss it with the alumni - a win-win situation for both sides. After plenty of time for meetings and exchanges, the Herbstakademie ends up in this year's Faculty Festival of the Faculty of Nursing Science. Welcome to Vallendar! Scientific training, human interaction, and Christian spirituality are the theological faculty of the Philosophical-Theological College Vallendar (PTHV). One of our small but well-equipped faculty strengths is that professors easily meet students and collaborate on learning processes. The students are individually accompanied in their scientific, spiritual, and personal development by proven scientists. The university creates space for innovative research, teaching, and studying. This year, the Faculty of Nursing Science Alumni meet to meet new graduates, enter into discussions, and continue discourses. With the Autumn Academy 2017, we are calling for a topic that is important for nursing science and nursing policy. Despite temporary signs of fatigue in the political and legislative discourse, the newly adopted Nursing Care Reform Act and its consequences will be our topic. The law and the related disputes in the legislative process leave traces and point to necessary reform processes in school and practice. We want to track down and discuss these with the expertise of alumni. Keynote speeches from a professional policy, nursing didactic, and international perspective offers this position and occasion. The topics of current research projects within the framework of master theses and dissertations are the subject of a science workshop. After being selected through a peer review, students have the opportunity to present the topic they are currently working on and discuss it with the alumni - a win-win situation for both sides. At the end of December 2017 (duration of the project until December 2020), the project "Innovations for the promotion of quality of care with a varying number of skilled workers (InQuaFa)" of Bethesda-St. Martin non-profit GmbH from Boppard. The project is supervised by Prof. Dr. med. Albert Brühl, Chair of Statistics and Standardized Procedures at the Nursing Faculty of the Philosophical-Theological College Vallendar (PTHV). Involved is also Prof. Dr. med. Katarina Planner from Esslingen University. The project is funded by the Ministry of Social Affairs, Labor, Health, and Demography of the State of Rhineland-Palatinate. The Bethesda St. Martin gemeinnützige GmbH ensures the residual financing of the project over its funds. The project aims to investigate the relationship between the differentiation of the need for care, the quality of care achieved, and nurses' provision. Here, an attempt is made to represent the influence of differently qualified nurses on care quality. The project is also about gaining insights into addressing the existing and, in the future, ever-worsening skills shortage. The four inpatient facilities of Bethesda-St. Martin non-profit GmbH: Altenzentrum Haus Elisabeth in Boppard Altenzentrum Ev. Marktkirchengemeinde in Neuwied Senior center Bethesda in Höhr-Grenzhausen Support and meeting center Haus im Rebenhang in Winningen. In a first project step, criteria are defined, collected in a first data collection on two working days within the four-member institutions. Based on these two days, the relationships between the equipment with nursing staff, the differentiation of different people in need of care, and possible levels are analyzed on which is maintained. The analyzes are used to derive interventions that help maintain the quality of care. These interventions will be implemented in the second year of the project. In the third year of the project, it is examined to what extent there have been meaningful changes in nurses' use. As a result, indications are provided as to where the use of nursing staff affects the quality of care and how this can be ensured. The BMBF project group "Game-Based Learning in Nursing" (GaBaLearn) is working on the development and Testing of computer-based learning games, which can be used for complex nursing casework in the context of nursing education. The aim is to create the opportunity to test and practice occupationally relevant competencies in simulated, digitized work environments simulated in practice. Digital nursing simulations are being developed that give learners in nursing the opportunity to exercise their decision-making skills in complex care situations (e.g., dealing with people with dementia) without endangering the people in need of care or themselves. The development, testing, and evaluation of these learning games occur in nursing education's real learning contexts. The project is aimed at the broad field of nursing education (care of the elderly, health and nursing, health care, and pediatric nursing) and is being tested using. View full university

Harding School of Theology challenges Christian leaders to a deeper faith in God and higher ministry and scholarship standards. Combining academic rigor and interpersonal connections, HST operates in an urban context and online, allowing students to engage in ministry as they study. HST is associated with Churches of Christ, part of the American Restoration Movement, and is a branch campus of Harding University in Searcy, Arkansas. HST has been equipping ministers on the Cherry Road campus since 1958. HST challenges Christian leaders to develop a deeper faith in God and higher standards of ministry and scholarship. Theological education at HST is characterized by: Integration: HST challenges Christian leaders to integrate spiritual growth, ministry experience, and rigorous scholarship. Formation: HST challenges Christian leaders to pursue spiritual maturity and the virtues and skills required for theological reflection. Faithfulness: HST is challenging Christian leaders to seek and follow God through the careful study of scripture, and to pursue truth in the context of the historic Christian faith. Community: HST is committed to serving Churches of Christ, and the broader faith community, by providing ministerial training and scholarly resources. Witness: HST challenges Christian leaders to proclaim and live out the diverse ministry opportunities available in an urban and global context. All students at Harding School of Theology share a passion for serving in God's kingdom. The academic and seminary resources at HST focus on student success in scholarly and practical endeavors, fueling that passion for kingdom service. Harding School of Theology offers you graduate-level seminary studies to equip you for ministry leadership better and theological studies. You will join students from all walks of life – some are just out of college, others well experienced. All students, faculty, and staff share the common goal of glorifying God through rigorous academics and passionate engagement in the world. Theology and ministry students from across the nation study at Harding School of Theology by combining online courses and occasional, brief Memphis trips. This combination of local and distance learning assures your degree program will be both accessible and academically rigorous. HST Master's degrees are available through the HST LIVE (Live Interactive Video Education) format with minimal residential requirements. In streaming live interactive classes, you virtually attend a meeting on campus using a two-way streaming platform. You participate in the class in real-time, along with students who are physically in the classroom. Online courses do not require travel. Class discussions are held via Canvas, a course management website that gives class notes and lectures access. It also keeps you connected to your professors and classmates, so you have rich personal experience with your online community. HST offers courses that combine online classes and HST LIVE meetings. These hybrid courses typically operate as a standard online course but include several HST LIVE meetings over the semester. Occasionally we offer a hybrid class that includes an on-campus weekend. You will not have to sacrifice the networking and relationships that can only form with person-to-person interaction. But you will not have to sacrifice your ministry either. By taking advantage of one-week intensive courses on-campus, you earn full credit for your course, but you are only on campus for one week during the semester. You will have reading and assignments both before coming to class and after class, so the course lasts the whole semester. You are on campus; however, only one week per class. Harding University offers the MS/EdS in Clinical Mental Health Counseling degree on the HST campus located in Memphis, TN. This 68-hour, CACREP-accredited degree allows graduates to pursue licensure as an LPC. Additionally, with just a few additional courses offered on the Memphis campus, students will have the option to pursue dual licensure as an LMFT. This CACREP-accredited degree is offered by the Professional Counseling Graduate Program in the College of Education at our parent institution, Harding University, in Searcy, AR. All courses required for the degree are offered on the HST campus. Harding School of Theology is a branch school of Harding University in Searcy; Ark. Harding began as a senior college when two junior colleges merged in 1924. The college moved to its present location in Searcy in 1934, and it was renamed Harding University in 1979. The University now has 44 buildings on its 275-acre campus, which, in conjunction with the Memphis, Tenn., campus, are valued at approximately $249 million. Harding School of Theology is an outgrowth of graduate studies in religion that began on the Searcy campus in 1952. An extension program offering such courses in Memphis was begun in 1955. In 1958, the Board of Trustees of Harding University officially expanded the Memphis program into Harding University. It appointed Dr. W.B. West, Jr. as dean, a position he held until 1972. The name was changed from Harding University Graduate School of Religion on July 1, 2011, to reflect the School's theological commitments better. View full university

The Dominican School of Philosophy & Theology, a member of the Graduate Theological Union, is a community of scholars committed to the pursuit of truth as revealed in the Gospel and discovered by human reason. Inspired by the Dominican practice of disciplined inquiry and learned preaching, the School draws its students into the rich tradition of classical philosophy and Catholic theology, especially as exemplified by St. Thomas Aquinas. From this tradition, it engages contemporary scholarship and culture in mutual enrichment. As a Center of Studies of the Order of Preachers and an apostolate of the Western Dominican Province, the School is committed to preparing women and men for academic and apostolic vocations. Motivated by a thirst for truth, the disciplined inquirer is a life-long learner who recognizes fundamental principles in a given field of inquiry and applies them in creative or innovative ways to broader contemporary issues that are of importance to the Church, the academy, and society. A collaborative leader inspires within others the desire to realize the common good by articulating to academy or society a coherent vision rooted in the Church's mission, all the while leading by example. We believe that the most robust knowledge can be found when human reason, respected in its own right, is guided by the light of faith. Our Faculty value the necessary and fruitful partnership between philosophy and theology, creating a communal learning environment suffused with this interdisciplinary approach. This is why students come to DSPT. Since the 13th century, Dominican educational centers have incorporated the works of ancient Greek philosophers, of Muslim and Jewish scholars, and many contemporary philosophers and theologians. Remaining rooted in this tradition, our students and professors engage in conversations inside and outside of the classroom, exploring various ideologies and concerns of contemporary culture. Following the Dominican Order's long-standing interest in the fine arts, DSPT further encourages these interdisciplinary conversations through Blackfriars Gallery. Using the resources of the Blackfriars Institute for Religion and the Arts, exhibitions bring the tradition of art into conversation with academic disciplines such as aesthetics, sacred arts, liturgical studies, and Catholic culture. DSPT is engaged in a rare dialogue with ancient, medieval, modern wisdom, seeking to renew the relationship between philosophy and theology to transform the contemporary world. As a historic Dominican institution, we aim to convert hearts and minds by preaching the truth discovered by human reason and revealed in the Gospel. We are a community of scholars committed to studying both philosophy and theology, which we view as complementary forms of knowledge, as did our exemplars, St. Albert the Great and St. Thomas Aquinas. In our Dominican tradition, philosophy is a necessary pursuit that allows us to understand God's revelation's intelligibility. Since the 13th century, the Dominican order has equipped Catholics to engage the vast Western philosophical tradition, which illumines theology's practice. Thus, unlike most graduate schools, DSPT integrates our departments of philosophy and theology, encouraging faculty and students to engage both disciplines as part of a single conversation, attentive to the fullest range of truth. As our students become masters of each discipline, they develop the ability to think and reason from "first principles," which allows them to engage contemporary thought charitably and critically. Our search for wisdom is driven by a singular conviction: that the truth can be known, and that pursuit of the truth is the highest human vocation, a vocation in which we become our fully ourselves. In cooperation with the Pontifical University of St. Thomas Aquinas (Angelicum), DSPT offers a semester of study in Rome for students in the DSPT Master of Arts (Theology) program and the concurrent MA study option. To qualify for this opportunity, students must have completed at least 24-semester units of coursework in the MA (Theology) program at the Berkeley campus. Because of the time involved in procuring necessary documentation, interested students should begin the application process one year before the study's anticipated time. No application will be considered less than six months before the start of the proposed semester abroad. Students in any DSPT MA program may petition to study at Dominican University College (Ottawa) as an Official Visiting Student. Because preference will be given to those applying for the full academic year, this program is best suited for those in the concurrent MAPh/MATh [or GTU MA] option. Official Visiting Students will be responsible for paying all applicable tuition fees and other charges at the host institution where they are registered in a program of study. The MA Philosophy degree program offers a rich background in classical, medieval, modern, and contemporary philosophy, emphasizing the thought of St. Thomas Aquinas. Our MA Philosophy program's approach is historical and systematic, aiming to understand Aquinas in context and how the tradition has interpreted and handed down his thought. An MA in Philosophy from DSPT equips students to master the Western philosophical tradition and bring philosophical thought into fruitful dialogue with theology. Following the scholastic tradition, our MA Philosophy program is designed to deepen and expand one's knowledge of philosophy's perennial issues. Following St. Thomas, this means seeking to understand the truth in all its forms and examining the ordered relationships between faith and reason, old and new, Gospel, and culture. The academic search is not merely a study of ancient texts and issues but also translates into contemporary contexts. DSPT offers a concurrent study option in MA Philosophy and MA Theology (Concurrent MA Option), where qualified students focus their study and research in a particular manner on those dynamic cross-sections between philosophy and theology. For the lay scholar, the Concurrent MA Option makes available the comprehensive breadth of Dominican education. View full university

MF Norwegian School of Theology (1908) is an accredited Specialized University focusing on Theology, Religion, and Social Studies, located in Oslo. With three departments (the Department of Theology, the Department of Religious Education and Pedagogical Studies, and the Department of Religion and Society), MF educates scholars, teachers, ministers, and other professionals at the undergraduate and graduate level for leadership and service both nationally and internationally. MF strives to continually grow as a leading school of theology through research in line with the highest standards of international excellence, the application and dissemination of knowledge, and the pursuit of quality education in an environment of freedom, credibility, and ecumenical cooperation, devoted to the personal growth and formation of students. MF students are engaged and committed to making student life as fulfilling as possible. Everybody has a chance to help improve the school because students are democratically represented in every governing body within MF and bodies that represent students nationally in Norway. The NAUTILUS Survey confirms that MF students are more satisfied than students from other institutions, both in social environment and academics. The Quality Assurance System (or QAS) is designed to ensure that MF provides education of high international quality and that students who graduate from MF are well adapted to the workplace they will be stepping into. It relies on students' perspectives on MF's recruitment, learning and teaching environment, exam procedures, and additional professional life preparations. The system encompasses all of MF's undergraduate, graduate, and continuing education programs. The requirement to have a Quality Assurance System is established by law and regulated by the Norwegian Agency for Quality Assurance in Education. Internally, the MF Board oversees the Quality Assurance System and provides guidelines for ongoing quality improvement. The Board of MF holds primary responsibility for the education quality and delegates the system's implementation to other departments within the institution. View full university

Washington Adventist University is a private university with a liberal arts tradition, offering a dynamic blend of professional and liberal arts undergraduate and graduate programs. Founded in scenic Takoma Park in 1904, it is owned by the Seventh-day Adventist Church and offers a Christian education to students of different faiths worldwide. Its vision is to produce graduates who bring competence and moral leadership to their communities. WAU occupies 19 acres in Takoma Park, Maryland, near the nation's capital. Its world-class metropolitan setting affords the unrivaled opportunity for learning, work, recreation, service, and worship. The University operates under the auspices of the Seventh-day Adventist Church. The Board of Trustees guides the University's overall mission and direction, overseeing management and setting significant policies. The administration is responsible for leading the university community and managing day-to-day operations. Faculty, students, and staff participate in governance through committees charged with protecting the integrity and enhancing a Washington Adventist University education value. You will experience small, lively classes taught by faculty who are committed to your success. Select options include the honors program, pre-professional programs, bridge program, capital summer session, study abroad, internships for credit, and a unique first-year experience program to assist incoming first-year students in their transition to college life. Our world-class music performance groups regularly perform at Carnegie Hall and numerous other venues nationally and internationally. The University offers acclaimed academic programs in the health sciences and liberal arts. The WAU Honors College provides academically gifted and talented students the opportunity to engage and explore subject material in greater depth, with more choices, inspiring them to excel as independent learners within a collaborative learning community. WAU also has active chapters of numerous honor societies, promoting and recognizing excellence in scholastic achievement, leadership, and character development. At WAU, we encourage you to apply what you learn in the classroom in the real world, and one of the best ways to do that is through an internship with one of the more than 400 organizations of all types that WAU has established internship relationships with over the past ten years. Our faculty have outstanding academic credentials, know their fields inside and out, have years of experience in the classroom. They love to teach, and it shows. But just as important, at WAU, you will find faculty who care—about you as a student and about you as a human being, about where you are now and about where you are going in life. And they do everything they can to help you get there. WAU's Edyth T. James Department of Nursing offers a particular track, through the School of Graduate and Professional Studies, for registered nurses with a license from the Board of Nursing. The latter wish to earn a Bachelor of Science in Nursing. In addition to providing advanced nursing skills, the program offers the registered nurse opportunities to gain strength in nursing theory, leadership, communication, and research skills. For additional information, contact the Edyth T. James Department of Nursing. The vice president's office for Student Life coordinates and manages all aspects of student life on campus. As Student Life professionals, our passion is to serve and support students. Whether you have just come to our campus, are looking for a way to be involved, or need assistance through a difficult time, we are committed to your personal growth and success. Feel free to browse our page and discover the many ways we can help. Washington Adventist University is a learning community committed to the Seventh-day Adventist Christian vision of excellence and service. Washington Adventist University is a community where Christ is celebrated and reflected in its members' academic, social, physical, and spiritual experiences. Our team of student life personnel is committed to supporting you in these important life choices and to partnering with you in a shared journey of faith and learning. Financial aid is a crucial component of achieving your goal of a college education. The Office of Student Financial Services at Washington Adventist University is here to help you through the process of financing your education. We believe we owe our students a quality education at an affordable price. We offer various financial aid packages that combine merit- and need-based aid with state and federal assistance. Roughly ninety-five percent of WAU students receive some financial aid. We are here to support you and your family as you explore your financial aid options. We suggest reviewing the information about the various types of aid available and following the instructions to apply for financial aid. WAU education is faith-based and student-focused. The University offers more than 32 majors and academic programs leading to associate bachelor and graduate degrees. You will experience small, lively classes taught by faculty who are committed to your success. Select options include the honors program, pre-professional programs, bridge program, capital summer session, study abroad, internships for credit, and a unique first-year experience program to assist incoming first-year students transition to college life. Washington Adventist University admits students of any race, gender, age, disability, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students. It does not discriminate based on race, gender, age, disability, color, national and ethnic origin in administering its educational policies, admission policies, scholarship and loan programs, and athletic and other school-administered programs! View full university

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

Located in the University City, Sharjah and spread out over an area of about 2000 m2, Al Qasimia University is positioned at a central site by design, in order for it to be visibly accessible from all routes and spotted from far-off. The central campus comprises the administration compound, the campus auditorium, the main library, and the campus mosque. The university aspires to develop into a distinguished establishment of higher studies and research. Its vision is to lead in all that it takes on by Islam's doctrine, philosophy, and beliefs as a tolerant faith unbiased to the whole world. It also plans to uphold the exchange of ideas amongst religions and customs and the progression of science, literary works, and artistry in all cultures. Attempts to accomplish magnificence in education and draw in scholars and researchers from all over the globe. The university tries to provide its students with science, comprehension, and accepted Islam procedures as a standard of living throughout history. It also attempts to build up its educational and research-based courses consistently to keep pace with the continuous and never-ending region of the latest information while upholding sound Islamic standards. In the same way, it looks to increase the student community's experiences by empowering educators, researchers, and students in such a way to practice academic novelty and noteworthy inquiries. It also seeks to endorse the humanistic standards backed by all religious convictions to accomplish as much unity as could reasonably be expected between all people of the planet. The university aims to raise the status of Islam as a way of life. It objectively trains students in the areas of religion and traditional sciences. It prepares the students in a manner in which they can make the most of the Islamic roots of information and scientific technique. AQU encourages scientific strategy, graduate programs, and concentrated research in dealings of the Islamic world. It also trains scholars and experts, supports the growth of literary works and the advancement of sciences and fine arts. The institute believes in helping the community expand while the proper Arabic customs and the rich Islamic culture and traditions are kept protected. We want to reinforce social and scientific connections with different colleges and local, overseas, and universal experts. The university provides a scientific platform for the improvement of understanding between followers of different Islamic factions. It also supports the principles of dialogues amongst religions and communities. The university builds up a feeling of having a place with the Islamic culture, admiration for its standards, and an enthusiasm for finding out its legacy and accomplishments. It supports literary works, the arts, and science's progression among Muslims and connects these to Islamic establishments. We likewise promote dedicated abilities and build up these in be of assistance generally to the society-at-large and specifically to the Islamic world. Entrance Requirements 1. Learning At Al Qasimia University: The university offers degree programs that extend over four years. This timeframe does not include the "Intensive Arabic Language Program." For the duration of this period, students are required to complete anywhere between 129 to 135 credit hours in order to obtain the Bachelor's degree in one of the following fields of study: Bachelor in Sharia Islamic Studies Bachelor in Sharia Fundamentals of Religion Bachelor in Sharia Jurisprudence and its Fundamentals Bachelor in Arabic Language & Literature Bachelor in Islamic History and Civilization Bachelor in Mass Communication Bachelor in Economics The medium of Instruction: The official language used to deliver lectures in the College of Sharia and Islamic Studies & College of Arts and Humanities is Arabic. However, in the Colleges of Mass Communication and Business Administration, a combination of Arabic and English is used to deliver the instructions. Undergraduate students who do not speak Arabic as a native language must take a placement test in the Arabic language. The students who succeed in passing the exam can immediately study the courses relevant to their major. Students who are unable to pass the exam must take the Intensive Arabic Language course, which should be completed within 1 to 2 official semesters. Prerequisites for Entrance To The Bachelor Programs: Students are required to hold a high school diploma or its equivalent. Candidates need to obtain at least 70% to apply to the colleges as mentioned above. Candidates who hold a religious high school diploma need to obtain at least 75% marks for admission to the College of Sharia and Islamic Studies. Candidates who hold a commercial high school diploma need to obtain at least 80% marks for admission to the College of Business Administration. For all the applicants, the period of study in high school must be three years minimum. General Terms: Students should identify their choices in order of preference. Students who are admitted will be assigned according to the student's preference and seats in every college. Any foreign high school diploma needs to be equivalent to the UAE high school diploma (the university will follow through on the required measures in this regard but at the candidate's expense). A student who was expelled from the institute or any other higher education institution due to behavioral misconduct or any academic grounds will not be allowed admission. Candidates need to have obtained their high school diploma or equivalent qualification with the minimum required average not earlier than three years before joining the university. Students should be no more than 22 years of age in the year of admission. Candidates won't be permitted to begin their lessons before completion of the necessary documents. Candidates' acceptance corresponds to the existing seats in each department, and selection depends on the percentile in their high school certificate or equivalent. View full university

Since 1939, Middle East University (MEU) has been enthusiastic about supporting students aspiring to reach their best. Our legacy of diversity, within our student body, and among our faculty, sets us apart from other Universities. But I take the most incredible pride in our passion for educating students. Having come from a family of educators and having been directly involved in education throughout my career, I feel I have the soul of a student. Approaching education from this perspective, I believe education is about exploring together with the students and going on a journey. As individuals continue their academic journey in higher education, they must find an institution that will guide them in future success. At MEU, we foster an environment where the staff shares my commitment to a lifetime of learning. Our goal is to hear students say that their time at our institution was a period that changed their lives for the better. Our vision is to be known as an international academic community that facilitates the transformation of students into men and women distinguished by their personal, professional, service-oriented, and faith-based lives. As the Seventh-day Adventist institution of higher learning in MENAU, Middle East University influences students’ hearts and minds, empowering them to live lives of professional competence, integrity, compassion, and faith, with a view towards eternity. Our Core Values: Wisdom: A passion for learning, thinking, creating, and wholistically applying knowledge to life. Faith: A spiritual environment that nurtures a personal faith in God. Integrity: Ethical standards and personal moral character in all areas of life. Compassion: Love, empathy, fairness, and respect are reflected in service to others. Community: Unity and peace in diversity, enriched by understanding and dialogue. Stewardship: Accountability in using resources, including time, health, influence, and the environment. View full university