Hollins University

Charles Lewis Cocke, a youthful arithmetic teacher from Richmond, was the power behind Virginia's and one of the country's first ladies' universities.

Cocke lived in a time when ladies' instruction was viewed as useless business — even risky. However, at 19 years of age he composed that he wished to commit himself to the "advanced education of ladies in the South."

Inside six years, he satisfied that fantasy when he was delegated the chief of an organization that would soon get to be Hollins College.

1842

Built up as Valley Union Seminary, a coeducational school.

1846

Hollins' originator Charles Lewis Cocke is delegated the theological college's vital.

1852

Valley Union turns into a foundation for ladies.

1855

Valley Union is renamed Hollins Institute in acknowledgment of advocates John and Ann Halsey Hollins, who gave liberally to the school.

1911

Hollins Institute gets to be Hollins College.

1958

Hollins starts offering graduate projects.

1998

Hollins College gets to be Hollins University.


Mission 

Hollins is an autonomous aesthetic sciences college devoted to scholarly magnificence and altruistic qualities. Hollins University offers undergrad aesthetic sciences training for ladies, chose graduate projects for men and ladies, and group outreach activities. The Hollins educational modules and cocurricular programs get ready understudies for lives of dynamic learning, satisfying work, self-awareness, accomplishment, and administration to society.

The Hollins people group manages skilled understudies occupied with testing study, and profitable researchers and specialists gave to instructing and to the headway of information. Experiential learning, concentrate abroad, and temporary jobs upgrade the scholarly program. The signs of a Hollins instruction are imagination and powerful self-expression, critical thinking and basic deduction aptitudes, and autonomous request and the free trade of thoughts.

Hollins supports politeness, honesty, and sympathy toward others, energizes and values differences and social equity, and certifies the equivalent worth of ladies and men. Our college aphorism, Levavi Oculos, calls us to authority and administration as per the Hollins qualities and conventions.

Carlow University

In 1843, the Sisters of Mercy landed in Pittsburgh from Carlow, Ireland, with a mission to serve poor people, the wiped out, and the uneducated. On September 24, 1929, subsequent to setting up various schools, a halfway house, and the Mercy Hospital of Pittsburgh, the sisters established Carlow University under the name of Mount Mercy College. In 1969, Mount Mercy College was renamed Carlow College.

In 2004, in acknowledgment of the exceptional personnel and responsibility to imaginative, assorted, and aggressive projects on both the undergrad and graduate level, Carlow was conceded college status.

Today, Carlow University keeps on satisfying the sisters' main goal through a learner-driven showing environment sustaining the person for a lifetime of learning.

Vision, Mission, and Values Statement 

Carlow University, established in its Catholic personality and encapsulating the legacy and estimations of the Sisters of Mercy, offers transformational instructive open doors for a different group of learners and enables them to exceed expectations.

Sister Catherine Mcauley

The Sisters of Mercy

The Sisters of Mercy were established in 1831 in Dublin, Ireland, by Catherine McAuley, a lady who looked for, through her support of poor people, the debilitated and the uneducated, to uncover the kindness of God in our reality.

Carlow Ireland College

Carlow's Irish Connection

Carlow University is situated in Pittsburgh, Pennsylvania, USA, and it is named after Carlow, Ireland. Carlow University has a remarkable, rich, and intriguing association with Ireland through the establishing Sisters of Mercy.

Georgian Court University

Left to right: Marjorie Murphy Hale '68, President, Keri Tarantino Carlton '99, Vice President, Kelly Gliatta '99, Secretary (camera modest)



About the GCU Alumni Association 

Statement of purpose 

The mission of the Georgian Court University Alumni Association is to encourage the profound, social, and scholarly development of the graduated class of GCU. We look to improve the bond among its individuals and accomplice with the University in its central goal, objectives and budgetary development. We are resolved to serve our individuals and the University.

Vision Statement 

The individuals from the Association might display center qualities, advocate for graduated class in group engagement with the University, help the Office of Institutional Advancement in viably serving the graduated class, empower graduated class soul of administration and backing to current understudies, bolster the University in understanding its main goal and objectives, and advance money related backing of the University.

How would I turn into an individual from the GCU Alumni Association? 

There is no charge to join the graduated class affiliation. Any individual who holds a lone wolves or bosses degree from Georgian Court University (1908-2003 Georgian Court College; 2004-present, GCU) is viewed as a full part. Full individuals may go to all gatherings, vote in favor of Board individuals, and hold office inside the Association. Full individuals are urged to be individuals from an advisory group. Any individual who has finished at least one semesters work (i.e., 12 credits) at Georgian Court, and is no more selected at Georgian Court is a partner part. Partner individuals may go to all gatherings, vote in favor of Board individuals however not hold Board office. Partner individuals are urged to be individuals from a board of trustees. Any individual who holds a present official authority position in the Sisters of Mercy and/or the college and those with privileged degrees. Privileged individuals are qualified for the benefit of the floor, may not vote or hold Board office.

BRENAU UNIVERSITY

BRENAU UNIVERSITY'S MISSION 

Brenau University challenges understudies to live unprecedented existences of individual and expert satisfaction. As understudies seek after undergrad and graduate degrees or non-degree programs at Brenau grounds and on the web, each gets ready for a lifetime of scholarly achievement and valuation for creative expression through an educational modules improved by the human sciences, logical request and worldwide mindfulness.

Satisfying THE MISSION WITH VISION 

Brenau University will give a rich and greatly required way to deal with 21st century instruction. The BRENAU 2025 vision anticipates the college's creating mentally proficient, merciful, professionally master pioneers saturated with the aesthetic sciences to address business and social needs of a different world.

BRENAU 2025 vision is clear: By 2025, Brenau University will be a universally perceived pioneer in imaginative advanced education with a special mix of the human sciences and expert readiness bringing about quickened and propelled degrees in zones that meet the vital needs of the 21st century.

BRENAU 2025 CONTEXT 

Overall learning copies at regular intervals, making an interpretation of into the need to give some type of instruction upgrade to seventy five percent of the American work constrain like clockwork. For society to profit by this wellspring of information, taught and capable individuals must make an interpretation of "learning" into usable conventions and social insight. In the previous an individual may change occupations or vocations maybe a couple times in their livelihood lives. In view of horde social and monetary variables in this day and age, people now change employments and much profession ways, upwards of 10 times before they resign.

Brenau's technique mulls over this, yet it doesn't stop there. The college perceives that learning taking care of business and most important goes a long ways past the basic amassing of crude, icy realities and expert aptitudes. Such a restricted concentrate regularly brings about an instructive affair that needs valuation for individual responsibility for the social great, aesthetic expression and the living of a moral life.
It is urBrenau Strategic Plangent that America's scholarly establishments develop an instructive procedure that incorporates the best of a traditional aesthetic sciences and expert or profession readiness.

Through its BRENAU 2025 vision, the college addresses these basic components for individual and expert satisfaction through an imaginative educational modules that extraordinarily mixes a rich and innovative aesthetic sciences center with phenomenal projects for expert readiness.

Basic in such a system is the authority of computerized correspondences and information usage. This imaginative educational programs mixes all projects at undergrad and graduate levels; this makes executing the BRENAU 2025 vision all the additionally difficult in view of requests by understudies and planned managers for individuals to finish preferred trainings in less time over that required in more seasoned models.

Making and keeping up such an exhaustive educational modules is difficult. It requests exceptional duty by personnel, staff and understudies.

Brenau trusts that the results in changed lives and, at last, a changed world legitimize the venture of the broad money related and scholarly capital. Through quickened degree programs and improved learning, Brenau arrangements to uncover the greater part of its understudies to its spearheading new educational modules that will instruct them for a calling as well as will set them up for citizenship in a complex worldwide society.

Western New Mexico University

The people group of Silver City understood a long-term dream on February 11, 1893, when the Thirtieth Session of the Territorial Legislature of New Mexico passed "An Act to Establish and Provide for the Maintenance and Government of the Normal Schools of New Mexico." Silver City and Las Vegas were been the areas of these instructor preparing organizations. This effectively finished the endeavors of numerous in Silver City, who had endeavored for quite a long time to persuade the Territorial Legislature to affirm an organization of higher learning in Silver City.

A Board of Regents, named by Governor L. Bradford Prince, was given the undertaking of selecting a site for the school. On June 2, 1893, the Board acknowledged Regent John W. Fleming's offer of 20 sections of land arranged on a high slope west of the group. This site permitted the foundation to be noticeable to all who came into town. On September 7, 1894, a noteworthy devotion service was held. Inside the foundation laid by the authorities and townspeople, a copper box containing coins, magazines, and different things of the period was put. The military band of Fort Bayard gave fitting music.

A Board of Regents, named by Governor L. Bradford Prince, was given the endeavor of selecting a site for the school. On June 2, 1893, the Board recognized Regent John W. Fleming's offer of 20 areas of area organized on a high incline west of the gathering. This site allowed the establishment to be observable to all who came into town. On September 7, 1894, a critical dedication administration was held. Inside the establishment laid by the powers and townspeople, a copper box containing coins, magazines, and diverse things of the period was put. The military band of Fort Bayard gave fitting music.

Toward the end of the 1930's an optional school connected with the school started operations in another expanding on the east side of the grounds. Western High School was swung over to the Silver Consolidated School District on July 1,1960.

In spite of the fact that there was a postponement in grounds extension amid World War II, the flood of numerous veterans taking after the war made it important to convey brief lodging to the grounds. The new lodging was quickly named Veterans' Dormitory. In 1948 a College Cafeteria supplanted the cafeteria situated in the storm cellar of Ritch Hall. In 1949 the Mustang Field House and swimming pool were finished.

In 1979 the desire for an encased pool was satisfied. In 1954 the President's house was finished. Mill operator Library, taking after the wrecking of "Old Main,'' was implicit 1957 then was totally renovated in 1997, multiplying its size. In 1966 the Fine Arts Auditorium, the McCray Art Building, and the Parotti Music building were done. These structures have included social open doors for the University and nearby group. Western New Mexico University got its present name in 1963. The Phelps Dodge-Felix Martinez Buildings (1970), Glaser Hall (1981) and the Juan Chacon Building (1983) mirror the satisfaction of later needs of the University.

Fordham University

History and Mission

The sources of Fordham University can be followed to 1839 when John Hughes, the Bishop of New York, purchased 100 sections of land at Rose Hill in the Fordham area of what was then Westchester County for $29,750. Be that as it may, he said, "I had not, when I bought the site of this new college...so much as a penny to begin the installment for it." After a nine-month crusade the most cash he could raise privately was $10,000, thus he went to Europe on an asking trek to get the assets that he couldn't raise at home.

The money related troubles that John Hughes confronted in beginning St. John's College are demonstrative of the destitution of the New York Catholic people group in 1841. It took a bold man to begin a school under such circumstances, however Hughes, an Irish settler himself, considered instruction to be the fundamental means for his foreigner run to break out of the cycle of neediness and better themselves monetarily and socially in their embraced country. "The subject that of all others that he had closest his heart was instruction," said John Hassard, an early graduate of St. John's College and Hughes' first biographer.

St. John's College opened its entryways in 1841 as a diocesan establishment with a terrific aggregate of six understudies. On the off chance that cash was an issue, a significantly more serious issue was finding able instructors and chairmen among the diocesan church. Amid its initial five years as a diocesan organization, Fordham had no less than four presidents. Two went ahead to acclaim and radiance. The principal president was John McCloskey, who succeeded Hughes as the second ecclesiastical overseer of New York in 1864 and turned into the primary American cardinal in1875; James Roosevelt Bayley, the last diocesan minister to head the organization, was a believer from a recognized New York Episcopalian family who turned into the main cleric of Newark and later the ecclesiastical overseer of Baltimore. In any case, diocesan pastorate of such gauge were the special case instead of the tenet in New York.

The Coming of the Jesuits

For both money related and work force reasons, in 1846 Bishop Hughes was upbeat to offer St. John's College to a religious request with a global notoriety as expert teachers. The nearness of the Society of Jesus in the United States dates from the foundation of the Maryland province in 1634. Be that as it may, the Jesuits who touched base at Rose Hill in 1846 were not Maryland Jesuits, but rather banished French Jesuits who were directing a vacillating school in the wild of Kentucky. They were enchanted to move from outskirts America (where it was important to place spittoons even in the school house of prayer) to a site just seven miles from the biggest city in the United States, and Hughes was satisfied to get their administrations. It was by all accounts commonly favorable for both sides, in spite of the fact that there were to be various troublesome minutes for the Jesuits the length of John Hughes was alive.

All through the later nineteenth century St. John's College remained a little human sciences school, which was dominated by its upstart opponent, the Jesuit College of St. Francis Xavier on West sixteenth Street, which formed into the third biggest Jesuit school in the United States and Canada. At St. John's there was little change in either the measure of the enlistment or the educational programs or the day by day routine of the understudies through the span of the initial seventy years. As late as 1907 Archbishop John Hughes would have remembered it promptly as the diocesan school that he had established in 1841. Truth be told, there was no less than one former student still alive who had graduated before John Hughes sold the school to the Jesuits in 1846.

In 1907, the year that Francis J. Spellman, the future Cardinal Archbishop of New York, landed at Rose slope as a rookie, St. John's College was still a little school with just 109 understudies. They were animated from rest at 6 a.m., went to day by day Mass at 7 a.m., were back in their rooms by 7 p.m., and were relied upon to be sleeping by 9 p.m. In Spellman's graduation class of 1911, there were twenty-eight understudies, similarly isolated into fourteen visitors and fourteen suburbanites. The whole showing staff comprised of twelve Jesuits, ten ministers and two scholastics. They had no issue showing elective courses since they didn't offer any elective courses. The standard educational modules was a traditional course with substantial accentuation on Latin and Greek prompting an AB degree. The educational cost, including food and lodging, was $200 per semester.

Colgate University

About Colgate

Colgate is a very particular private human sciences foundation recognized by scholastic brilliance and interdisciplinary request.


Championing the Liberal Arts

With little classes, a solid accentuation on workforce understudy collaboration, and a private group esteeming all types of scholarly thoroughness, we help understudies get to be keen, basic masterminds and insightful pioneers.

This implies cultivating differing qualities of thought and activity by offering 54 majors and various minors established in a Liberal Arts Core Curriculum that has been perceived as a standout amongst the most rich in the nation. In the meantime, our understudies add to an energetic grounds culture that supplements and develops the learning made in our classrooms and labs.

Our Community

Understudies who go to Colgate drench themselves in a domain loaded with splendid personalities and awesome aspirations. Select a picture underneath to take in more about our understudies, staff, and graduated class.

Statement of purpose

Colgate's central goal is to give a requesting, far reaching instructive experience to a select gathering of differing, capable, and mentally modern understudies who are equipped for testing themselves, their associates, and their instructors in a setting that unites living and learning.


Past, Present, and Future

A very fruitful crusade that finished in 2012 raised $480 million, including $142 million for money related guide. Different case of battle effect: the Robert H.N. Ho Science Center, the Case Library and Geyer Center for Information Technology, and Trudy Fitness Center.

These assets guarantee future strides toward more grounded exploration, more compelling utilization of innovation, and more prominent financial assorted qualities on grounds.

Be that as it may, we always remember our rich history or customs, similar to our long-lasting relationship with the No. 13 that depends on the narrative of our establishing in 1817 when 13 men met in the boondocks settlement of Hamilton with "13 dollars, 13 petitions, and 13 articles."

The state conceded us a contract in 1819 and after one year the school opened. In 1823, Baptists in New York City - soapmaker William Colgate among them - solidified their theological school with the Hamilton school to frame the Hamilton Literary and Theological Institution. The Colgate family association was in this way settled.

The most seasoned expanding on our momentum grounds, West Hall, was manufactured four years after the fact in 1827. Understudies and workforce, cooperating, constructed the new structure from stone pulled from a quarry on grounds.

We changed our name in 1846 to Madison University and got to be Colgate in 1890, perceiving almost 70 years of ceaseless association by the Colgate family.

The enthusiasm for taking in, the craving to make and share new information, and the drive to have any kind of effect on the planet keep on permeating today's grounds. Presently, our understudies and employees are exploiting brilliant classrooms, best in class research centers, and the most recent advances to keep that Colgate soul of learning and sharing alive.