Located 30 minutes southwest of Chicago, Lewis University is a comprehensive, Catholic university where the traditions of liberal learning and preparation for professional life give the university its educational identity and mission focus. Lewis provides more than 80 undergraduate majors and programs of study, 25 graduate programs, and accelerated programs for working adults. Lewis is one of many schools sponsored by the De La Salle Christian Brothers with over 320 years of teaching experience in the Lasallian tradition. Founded in 1932 under the direction of the Chicago Archdiocese and Bishop Bernard J. Sheil, Lewis began as the Holy Name Technical School for boys. Today, with growing enrollment, outstanding programs, experienced faculty and motivated students, Lewis University is recognized as one of the finest, mid-sized, comprehensive Catholic universities in the country.
Lincoln University of the Commonwealth of Pennsylvania was chartered in April 1854 as Ashmun Institute. As Horace Mann Bond, '23, the eighth president of Lincoln University, so eloquently cites in the opening chapter of his book, Education for Freedom, this was "the first institution found anywhere in the world to provide a higher education in the arts and sciences for male youth of African descent." The story of Lincoln University goes back to the early years of the 19th century and to the ancestors of its founder, John Miller Dickey, and his wife, Sarah Emlen Cresson. The Institute was re-named Lincoln University in 1866 after President Abraham Lincoln.
Linfield College is an independent, comprehensive undergraduate college recognized for its strong teaching faculty, outstanding science programs, and distinctive international emphasis. Linfield has a challenging and exciting academic program that features a broad liberal arts core and an atmosphere in which there is genuine concern for individuals and their progress. Linfield College advances a vision of learning, life, and community that promotes intellectual challenge and creativity, values both theoretical and practical knowledge, engages thoughtful dialogue in a climate of mutual respect, honors the rich texture of diverse cultures and varied ways of understanding, piques curiosity for a lifetime of inquiry, and inspires the courage to live by moral and spiritual principle and to defend freedom of conscience.
Livingstone College and Hood Theological Seminary were originally founded as Zion Wesley Institute by a group of A.M.E. Zion ministers for the purpose of training ministers in the Cabarrus County town of Concord, North Carolina in 1879. After three brief sessions, directed by principals Bishop C. R. Harris and Professor A.S. Richardson, the Institute ultimately closed in Concord. In 1881, Dr. Joseph Charles Price and Bishop J. W. Hood changed their roles as delegates to the Ecumenical Conference and became fund-raisers with the mission to re-establish Zion Wesley Institute. The Rowan County town of Salisbury, just 20 miles northeast of Concord, gave the Trustees a generous donation of $1,000 and an invitation to relocate the school in Salisbury. They accepted both gifts, and the College re-opened in Salisbury in 1882 with Dr. Price as President.
Long Island University envisions a learning community dedicated to empowering and transforming the lives of its students to effect a more peaceful and humane world that respects differences and cherishes cultural diversity; improving health and the overall quality of life; advancing social justice and protecting human rights; reducing poverty; celebrating creativity and artistic expression; rewarding innovation and entrepreneurship; honoring education and public service; and managing natural resources in an environmentally-responsible, sustainable fashion. It aspires to move toward this vision through an institutional culture that is open to all, cherishing and nurturing the expansion of knowledge; intellectual inquiry and critical thought; artistic and creative expression; teaching and learning; and community service as its core values. This vision sustains the University and provides the foundation upon which its mission rests.
As a selective admissions, comprehensive public university, Louisiana Tech is committed to quality in teaching, research, creative activity, public service, and economic development. Louisiana Tech maintains as its highest priority the education and development of its students in a challenging, yet safe and supportive, community of learners. Louisiana Tech provides a technology-rich, interdisciplinary teaching, learning, and research environment to ensure student and faculty success.
With an enrollment over 15,500, Loyola University Chicago is the nation's largest Jesuit University and is comprised of four campuses: Lake Shore (LSC) near the northern edge of the city, Water Tower (WTC) in the northern downtown area, Loyola University Health System (LUHS) in west suburban Maywood, and the John Felice Rome Center in Italy. The Department of Computer Science offers classes at the Lake Shore and Water Tower Campuses and offers several degree programs, some jointly with other departments. Loyola has consistently ranked among the "top national universities" in the annual review by U.S.News and World Report and was named a "best value" in the 2008 rankings. A particular strong point is faculty-student interaction, as evidenced by such measures as high results on the National Survey of Student Engagement, a 13:1 student-faculty ratio, and an undergraduate research opportunities program supporting over 100 students annually.
Loyola University Maryland is a Jesuit, Catholic university committed to the educational and spiritual traditions of the Society of Jesus and the development of the whole person. Accordingly, the University inspires students to learn, lead, and serve in a diverse and changing world. At Loyola, this means that the curriculum is rigorous and faculty expectations are high. In addition to academic coursework, the Jesuit mission is carried out through a variety of programs and events sponsored by various University departments. Loyola aims to lead students, faculty, staff, alumni, and friends forward to pursue an examined life of intellectual, social, and spiritual discernment. The standards by which we measure that achievement include the enrollment of outstanding students; the creation of a diverse and supportive community; the cultivation of a rigorous intellectual climate which distinctly prepares graduates to succeed in any endeavor they choose to pursue.
At the MAS, we are passionate about making science tangible and exciting to everyone! We search for and facilitate innovative partnerships between science industries, research institutions, science teachers, college students, and the general public; creating dynamic activities and communities that mutually satisfy the common goals of all our partners. We combine our powerful resources of pedagogy and STEM field experts to create dynamic educational campaigns. These campaigns put a “face” to the science that affects everyday lives, and serves up science to the public — making them want to come back for more!
What is the ultimate goal? By satisfying our objectives to improve STEM education and STEM workforce development, we satisfy our over-arching goal, which is to increase civic science literacy. When Massachusetts residents are empowered with scientific knowledge, their decision-making is well informed, their voices are strong, and their communities are recognized; they have a direct hand in how science affects their daily lives.
The primary mission of the department is the education of its students. Its three undergraduate programs traditionally have attracted over 30% of all MIT undergraduates, and its doctoral programs are highly ranked and selective. A leader in cooperative education, the department has operated the highly successful VI-A Internship Program since 1917. The MIT Women's Technology Program (WTP) is a four-week summer academic and residential experience where female high school students explore engineering through hands-on classes, labs, and team-based projects in the summer after 11th grade. Our goal: to spark high school girls' interest in future study of engineering and computer science.