Engineering has been called the newest liberal art. At Columbia Engineering, students not only study science and mathematics and gain technical skills but also study literature, philosophy, art history, music theory, and major civilizations through the Core Curriculum in the humanities. Whether you want to become a professional engineer, working in industry or government, or plan to pursue a career in the physical and social sciences, medicine, law, business, or education, SEAS will provide you with an expansive, global education marked by research opportunities and a concern for the common good. It is an education for the real world - an enlightened approach to engineering as part of a web of larger concerns: social and economic, political and cultural.
With nationally distinctive programs in the arts, education, business, nursing – and more – Columbus State University provides a creative, deeply personal and relevant college experience. Serving the Southeast while attracting students from around the world, Columbus State thrives on community partnerships to deliver excellence for students who want to achieve personal and professional success in an increasingly global environment. Since 1958, CSU has educated students who have gone on to become leaders at the local, state and national level. Currently, the university offers 46 undergraduate and 42 graduate degrees. CSU has also cultivated a reputation for extending its commitment to learning into the community. Students in all majors have opportunities beyond campus and enhance their traditional learning through internships, clinical experiences, cooperative education and field research alongside senior professors.
The Computing Research Association (CRA) is an association of more than 200 North American academic departments of computer science, computer engineering, and related fields; laboratories and centers in industry, government, and academia engaging in basic computing research; and affiliated professional societies. CRA seeks to strengthen research and advanced education in computing and allied fields. It does this by working to influence policy that impacts computing research, encouraging the development of human resources, contributing to the cohesiveness of the professional community and collecting and disseminating information about the importance and the state of computing research. Mission: Develop a deeper understanding of policy issues and their impact, and work for informed policies involving computing research and computing technology in general. Influence policy related to computing research by improving public and policy maker understanding of the nature and role of such research. Increase the computing community's awareness of and participation in policy issues.
Rigorous academic standards, innovative and engaging faculty members, and a diverse classroom curriculum challenge students to reach their full intellectual potential. The College expects students to learn outside the classroom as well, through such activities as research, travel, and internships. The College facilitates those opportunities in the belief that a diversity of experiences is essential for genuine academic excellence. The College also expects and strongly supports faculty scholarship, research, and creative work that advances human knowledge and expression and informs excellent teaching.
Our philosophy is to make our students experienced problem solvers, versed in theory and familiar with a variety of paradigms. Emphasis is placed on the ability to solve problems and think independently as well as on understanding the role of computer science in and amongst the liberal arts.
Coppin's tree-lined 52-acre campus in West Baltimore is one of the city's most impressive settings for learning. The learning experiences for Coppin students are not limited to the campus. All of Baltimore is their classroom, offering many opportunities to supplement campus experiences with cultural, social and recreational activities. In addition, Coppin students get valuable on-the-job training with national and local companies and agencies through the University's Cooperative Education and Internship Programs. Internships are offered in several majors and provide students with practical experience in the career they plan to enter. The Cooperative Education Program provides students with actual work experience for one or more semesters, interspersed with the regular University program of study.
Even in a digital world, location matters. Cornell Tech’s current campus — and its future Roosevelt Island home — draws energy, inspiration, talent, funding, partnerships and more from New York City. And, in turn, Cornell Tech is supplying technology leaders and ideas to the city and the world beyond.
We reinvented graduate education to be highly relevant in an age of rapid technological change. To get there, we’re building our programs on a foundation of five working principles that help our students become tech leaders and innovators. Cornell Tech’s campus is currently located in Google’s landmark building in New York City’s Chelsea neighborhood, a hub for a number of leading tech companies. With strong industries in media, healthcare, fashion and finance, NYC is a dynamic environment with a deep demand for innovation and technical solutions.
The Cornell College of Engineering excels in innovative teaching and research, in developing practical applications and approaches to problems and areas of study, and in preparing professionals and leaders who will have worldwide influence on technologies and societies. Cornell NYC Tech is a new graduate school based in New York City that combines deep technical knowledge with real world experience and entrepreneurial culture. The inaugural graduate program at Cornell NYC Tech is a one-year Masters of Engineering degree in Computer Science from Cornell University; future programs will include additional graduate degrees from Cornell as well as a novel dual-degree offered by Cornell and Technion, as part of the unprecedented international partnership between the two schools – the Technion-Cornell Innovation Institute (TCII). The Faculty of Computing and Information Science is a college-level interdisciplinary unit that uses a core group of faculty members with relevant expertise from throughout the university to integrate computing and information science into every aspect of Cornell’s undergraduate-education, research, and scholarly programs and activities. Recognizing that computing and information science has emerged worldwide as an indispensable enabling discipline, this unit is also charged with ensuring that Cornell remains at the forefront in developing and advancing computer science and applying it to meet societies’ needs.
Mission: To provide high quality, accessible and affordable educational opportunities and services — including university transfer, technical and lifelong learning programs —that promote individual development and improve the overall quality of life in a multicultural community.
Vision: Cuyahoga Community College will be recognized as an exemplary teaching and learning community that fosters service and student success. The College will be a valued resource and leader in academic quality, cultural enrichment, and economic development characterized by continuous improvement, innovation, and community responsiveness.
Values: To successfully fulfill the mission and vision, Cuyahoga Community College is consciously committed to diversity, integrity, academic excellence, and achievement of individual and institutional goals. We are dedicated to building trust, respect, and confidence among our colleagues, students, and the community.
The primary purpose of Dakota State University at Madison in Lake County is to provide instruction in computer management, computer information systems, electronic data processing and other related undergraduate and graduate programs. The secondary purpose is to offer two-year, one-year and short courses for application and operator training in the areas authorized by this section. This authorization includes the preparation of elementary and secondary teachers with emphasis in computer and information processing. Except for degree programs in existence during the 1983-84 academic year, the unique baccalaureate programs authorized for Dakota State University shall not be duplicated by the Board of Regents. Section 3. The Board of Regents shall continue to provide existing courses for those students enrolled at Dakota State University during the spring semester of 1984 in order to allow those students presently enrolled to complete their scheduled program of study. Section 4. The medical record program and respiratory therapy program currently in existence at Dakota State University shall remain at Dakota State University unless otherwise transferred by the Board of Regents.