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Now in its second century, Yeshiva University is the oldest and most comprehensive educational institution under Jewish auspices in America. It is an independent university that ranks among the nation`s leading academic research institutions and, reflecting the time-honored tradition of Torah Umadda, provides the highest quality Jewish and secular education of any Jewish university in the world. Since its inception the University has been dedicated to melding the ancient traditions of Jewish law and life with the heritage of Western civilization, and each year we celebrate as future leaders make YU their home. In September 2003, Richard M. Joel was inaugurated as Yeshiva University`s fourth president in its 117-year history, succeeding Norman Lamm, who had held the office since 1976. President Joel`s two other predecessors were Bernard Revel, president from 1915 to 1940, and Samuel Belkin, who served from 1943 to 1975.
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.
North Carolina Agricultural and Technical State University is an 1890 land-grant doctoral research university dedicated to learning, discovery, and community engagement. The University provides a wide range of educational opportunities from bachelor’s to doctoral degrees in both traditional and online environments. With an emphasis on preeminence in STEM and a commitment to excellence in all its educational, research, and outreach programs, North Carolina A&T fosters a climate of economic competitiveness that prepares students for the global society. In 1890, Congress enacted the Second Morrill Act that mandated “a separate college for the colored race.” The Agricultural and Mechanical College for the Colored Race (now N.C. A&T) was established as that school in the state of North Carolina by an act of the General Assembly ratified on March 9, 1891. Originally operating in Raleigh as an annex to Shaw University, the college made a permanent home in Greensboro with the help of local citizens such as DeWitt Clinton Benbow and Charles H. Moore. In 1915, state legislators changed the college’s name to the Agricultural and Technical College of North Carolina; and in 1967, they elevated it to university status. N.C. A&T became a constituent university of the University of North Carolina in 1972. For the fiscal year 2010–11, A&T generated more than $60 million in sponsored programs and more than $6 million in appropriations for agricultural research and cooperative extension.
At the heart of the DTMB organization are the fundamental governance elements that define the department`s authorities, processes, and procedures. Here you will find the core elements of DTMB`s governance, from legislative acts and reports to executive orders and directives.
For nearly seven decades, El Camino College has been proud to serve our community`s educational and cultural needs through outstanding course offerings, diverse entertainment venues, and exceptional athletic and fitness opportunities. Located in the heart of the South Bay, the El Camino Community College District encompasses seven unified and high school districts, 12 elementary school districts and nine cities with a combined population of 533,000 residents. So now, as we enter our 69th year, the campus itself is taking on a “fresh” new look, with safety and technology upgrades continuing throughout the campus. As we move forward with our facilities plan, we know that our new construction is all thanks to you, our supporters.