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Goddard is a one-of-a-kind institution of higher education with a history of creativity and chaos, invention and experimentation, of growth, decline and reemergence. It is an institution that has survived with integrity and adherence to its founding values for nearly 150 years, with the fortitude of a pioneering spirit and the unpredictability that such a spirit can bring. The Goddard of today took shape in earnest in 1938, when a group of educators led by Royce “Tim” Pitkin proposed a Vermont “College for Living” to be located on a Plainfield sheep farm purchased from the Martin family. This new college would provide the environment for students and faculty together to build a democratic community featuring plenty of the “plain living and hard thinking” espoused in Goddard’s early mission. The aims were far-reaching, radical. These aims still influence and, with some change in nomenclature and practice, aptly describe Goddard to this day. The original, 1938 Goddard College catalog described them this way: Education for real living, through the actual facing of real life problems as an essential part of the educational program. The study of vocation as part of living rather than as something different and an end in itself. The integration of the life of the College with the life of the community, and the consequential breaking down of the barriers that separate school from real life. The use of the community as a laboratory. The participation of students in policy making and in the performance of work essential to maintenance and operation as part of the educational program. The development of a religious attitude that is free from sectarianism recognizing that any activity which is pursued on behalf of an ideal end of universal worth is religious. The provision of educational opportunities for adults. The new college, while small in scale (starting with 50 students and a truckload of old furniture and books moved to the Martin family’s farm), was rich in inspiration, drawing on the experiences of Bennington, Sarah Lawrence, Reed, the new Antioch, Black Mountain, St. John’s, and the educational innovations of the University of Chicago. Most people in the Goddard community now associate “Kilpatrick” with the main dormitory on the Greatwood Campus in Plainfield. However, it was Dr. William Kilpatrick, an influence on founding president Tim Pitkin and in whose honor the building is named, who stated three principles key to the Goddard practice: The most fundamental fact of life is change. People learn only what they inwardly accept. Education is a moral concern. The Goddard practice continues to view learning as a function of the whole person and the intellect, in the context of awareness of a responsibility to the personal and social consequences of behavior. Over the past 70-plus years in Plainfield, Goddard College’s program evolved and flourished, and experiments were undertaken, expanded, and then abandoned or segued into new experiments. Students studied for a year in countries around the world, in Africa, Europe, India, the Middle East, and Asia. Interdisciplinary and trans-disciplinary studies that supported students’ individual interests and passions made for a dynamic campus life. Through the 1960s, enrollment swelled to over 1,500 as the American counterculture, back-to-the-land movements made Goddard’s educational philosophy and location attractive to a new generation disillusioned with traditional structures and lifestyles. This influx of faculty members and students and its consequent burst of creativity not only changed Goddard forever, it continues to affect Vermont and far beyond as Goddard graduates bring their energetic questioning and status-quo–changing philosophies and skills to social, political, environmental, entrepreneurial, and artistic endeavors. In 1963, the Goddard Adult Degree Program was inaugurated with two-week seminars that allowed adults returning to school to earn bachelor’s degrees through independent study with faculty advisors. This truly new concept tailored college to busy working adults with families. Featuring a low-residency experience with independent learning, this innovative, fledgling experiment 46 years ago is now at the core of Goddard’s offerings. The original Adult Degree Program was the groundbreaking experiment that has influenced countless educational institutions in the decades that followed.That experiment continues. Currently, Goddard offers undergraduate and graduate programs with faculty members and students from across the United States and around the globe who come to our Plainfield, VT campus or our sites in Port Townsend, WA and Seattle, WA for eight-day residencies. Goddard recently commemorated its 150th birthday, which neatly aligns with the 75th anniversary of the school’s move to Plainfield and the establishment of Goddard College, and the 50th anniversary of the Adult Degree Program. It is a potent time to reflect on the mission and purpose of the College, to gain a deeper understanding of and appreciation for the College’s origins and history, to assess the present, and to look to the future with added clarity and renewed vision.
Dedicated to enhancing the economic competitiveness of the state and improving the quality of life for Texans, the Texas A&M Transportation Institute (TTI) is the largest university-affiliated transportation research agency in the United States. Created in 1950 in response to the needs of the Texas Highway Department, TTI has since broadened its focus to address all modes of transportation—highway, air, water, rail and pipeline. TTI is a state agency and a member of The Texas A&M University System. TTI pioneered the "breakaway" and the "crash cushion" concepts. The cooperative relationship with the Texas Department of Transportation (TxDOT), formalized by the Texas legislature in 1949, has been key to the success and real-world applicability of the TTI program. Knowledge and expertise gained through that program have helped TTI effectively develop and implement work for numerous other sponsors. TTI has a breadth and depth of programs, facilities, and capabilities unsurpassed by any university-affiliated transportation research program in the United States. TTI`s urban research and implementation offices foster local agency cooperation and help ensure implementable research results. The institute also partners with other universities through regional divisions, which allows greater focus on region-specific transportation solutions.
Golden Gate University (informally referred to as GGU, or simply as Golden Gate) is a private, nonsectarian, coeducational university located in the South of Market district, immediately south of the Financial District of downtown San Francisco, California. Founded in 1901, GGU specializes in educating professionals through its schools of law, business, taxation, and accounting. The University offers two undergraduate degrees with eight concentrations and 15 graduate degrees with 24 concentrations. Founded in 1901 in San Francisco, Golden Gate University is California's fifth largest private university. A nonprofit institution, GGU meets the needs of working adults by offering undergraduate and graduate programs in business and management, accounting, taxation, and law. Courses taught by professional practitioners are designed to engage students in real-world business situations and to prepare them to compete in a competitive marketplace. Using strong connections with the business and legal community through advisory boards and professional-practice faculty, GGU offers career-focused education that can be applied immediately at work. For more practical experience, internship course credit is offered in most undergraduate and graduate degree programs.
Old Dominion University is Virginia`s forward-focused research university with rigorous academics, an energetic residential community, entrepreneurial research and collaboration, and initiatives that contribute nearly $2.6 billion annually to Virginia`s economy. Located along the Elizabeth River in Norfolk, Virginia, the ODU campus boasts state-of-the-art academic facilities, 14 residence halls and amenities such as the Student Recreation Center. Our Monarchs can choose from over 120 undergraduate programs, over 130 graduate programs at the master`s, education specialist and doctoral levels and a wealth of certificate and professional development programs. They learn from experts in their chosen field, as our award-winning faculty bring their real-world expertise to classrooms that foster innovation and collaboration. Student success lives at the heart of the Monarch experience. Monarchs have full access to services such as academic advising, peer mentoring and subject-specific resource centers. The Learning Commons at Perry Library provides students with 24/5 study space, computing resources, teamwork spaces and even presentation practice rooms. Students can begin planning their future with our comprehensive career development services or forge their own path by engaging with the Strome Entrepreneurial Center.
Palomar College is a community college with one campus and six education sites in San Diego County, California, United States. The main campus is located in San Marcos, while the six education sites are located elsewhere throughout north San Diego County. The largest of these is the education center located in Escondido. Other education sites are located at Camp Pendleton, Mt. Carmel High School, Fallbrook High School, the Pauma Indian Reservation, and at Ramona High School.