About Saint Joseph's University Online
Saint Joseph's University, a Jesuit, Catholic university, educates students with the purpose of producing graduates that will use their skills to improve the common good by promoting tolerance, compassion and social justice. Their strong liberal arts foundation promotes an environment of open-minded investigation and debate, and attends to developing students beyond their academic accomplishments, while maintaining high academic standards.
The Jesuit tradition of cura personalis—care for the entire person—is reflected in their academic experience; energetic, compassionate, and spiritual learning environment.
They are proud to now offer online Master's degrees and Certificates.
Founded in Philadelphia by the Society of Jesus in 1851, Saint Joseph's University is home to 4,150 full-time undergraduates and 3,450 graduate, executive, and non-traditional students.
What programs does Saint Joseph's University offer online?
Currently, Saint Joseph’s University offers online Master’s degrees and certificates in the fields of Education, Business, Criminal Justice and Health Administration.
Is financial aid available?
Yes, financial aid is available for those who qualify. The majority of their students receive financial aid. One of their Admissions Representatives will be happy to walk you through all the necessary steps needed to apply. They have a dedicated Financial Aid staff that will help you receive all of the assistance you qualify for.
Is earning an online degree right for me?
Earning an online Master's degree or Certification from Saint Joseph's University is a great way to expand your career opportunities without sacrificing important time for your family, job, or other activities.
Online classes allow you to do your coursework when and where it's most convenient for you, in a time that is flexible to accommodate your other responsibilities.
Is Saint Joseph's University Online accredited?
Yes, Saint Joseph's University Online is Regionally Accredited by the Middle States Association of Colleges and Schools. The Middle States Commission on Higher Education is the unit of the Middle States Association of Colleges and Schools that accredits degree-granting colleges and universities in the Middle States region, which includes Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, the U.S. Virgin Islands, and several locations internationally.
In addition, the Erivan K. Haub School of Business at Saint Joseph's University is accredited by AACSB International - The Association to Advance Collegiate Schools of Business.
AACSB is higher education's most prestigious and rigorous accrediting body in business, stressing academic excellence and a commitment to continuous improvement. Fewer than 10% of the business schools in the United States and several handpicked schools internationally have earned this premier accreditation in business and accounting. This puts the Haub School of Business in an elite category of the best business schools throughout the world.
It allows them to attract and retain highly qualified, respected faculty who create dynamic learning environments for the talented students who attend the Haub School of Business. In addition, this accreditation allows them to connect with numerous business and community partners to enhance business education in a rapidly changing global economy.
Saint Joseph's University is one of only 142 schools nationwide with both a Phi Beta Kappa chapter and AACSB business-school accreditation.
What career experience does the Saint Joseph's University Online faculty bring?
Saint Joseph's University Online utilizes mostly full-time professors that are experts in their field. Where Saint Joseph's University does utilize adjunct instructors, their standards for these individuals allow them to expose students to instructors whose expertise is the result of their current work in the fields of study they teach, bringing invaluable real-world experience to the classroom.
Do I have to be online at a certain time each day or week?
No, but you are required to stay on schedule with assignments and login multiple times per week. You have the flexibility of choosing the time of day or night you want to log on to the Internet to work on an assignment, but you must complete your assignments and turn them in (through the Web site) by the specified date and time. Some classes may have several due dates each week; others may require work only once per week.
What type of technical support is available to me?
Saint Joseph's University Online offers 24/7 technical support. Their Personal Support Center is made up of technology professionals, committed to supporting the technical needs of their students any time of day, and each day of the week, including weekends. They will assist you with any computer issues that might hinder you from completing your work.
What type of personal support is available to me?
As a Saint Joseph's University Online student, you will have your own personal Student Services Coordinator who is just a phone call away and is ready to help you with any issues or questions that may arise throughout your academic life at Saint Joseph's University.
What is the Jesuit Tradition?
The approach begins with a deep respect for you as an individual and your potential, a principle the Jesuits call cura personalis, or care of the entire person. Because of their respect for you, their faculty will challenge you to strive for a greater personal excellence in all aspects of your life—intellectual, emotional, moral, and physical. That principle, called magis, accounts for the high level of intellectual exchange and the varied challenges you will experience in your career and the world beyond.
Showing posts with label Jesuit. Show all posts
Showing posts with label Jesuit. Show all posts
Thursday, August 13, 2009
Friday, August 7, 2009
Loyola University New Orleans
About Loyola University New Orleans
Rich Jesuit Tradition
The rich history of Loyola University New Orleans and Jesuit influence date back to the early 18th century when the Jesuits first arrived among the earliest settlers in New Orleans and Louisiana. The Jesuits are renowned for liberal arts, value-centered education of the whole person, and a commitment to lifelong learning, social justice, and service.
Ideal Size
Loyola is home to 4,858 students, including 2,655 undergraduates. The student faculty ratio is 11 to 1, far better than the national average of 45 to 1 among private institutions. This ideal size combines with a wide array of academic programs to provide the choices available in a large university, while giving you more opportunities to succeed individually. They pride themselves on the positive learning environment their size affords them.
Academic Excellence
Loyola's Jesuit-centered tradition of academic excellence has been built upon the quality of their faculty, students, and programs, and is enhanced by the many academic resources available to their students.
Almost all courses are taught by full-time faculty, and 91 percent hold doctoral or equivalent degrees in their area of expertise. Professors have been recognized nationally and internationally by the Pulitzer Committee, the National Science Foundation, the National Endowment for the Humanities, and by numerous other professional and scholarly associations.
University Mission Statement
Loyola University New Orleans, a Jesuit and Catholic institution of higher education, welcomes students of diverse backgrounds and prepares them to lead meaningful lives with and for others; to pursue truth, wisdom, and virtue; and to work for a more just world. Inspired by Ignatius of Loyola's vision of finding God in all things, the university is grounded in the liberal arts and sciences, while also offering opportunities for professional studies in undergraduate and selected graduate programs. Through teaching, research, creative activities, and service, the faculty, in cooperation with the staff, strives to educate the whole student and to benefit the larger community.
Loyola History
The Arrival of the Jesuits
The Jesuits were among the earliest settlers of New Orleans and Louisiana. A Jesuit chaplain accompanied Iberville on his second expedition, and the fathers are credited with introducing the growing of sugar cane to Louisiana, paving the way for one of the state’s prime industries. They probably brought this from their West Indies farms and planted it on the plantation they bought from former Governor Bienville in 1725. This tract, used by the fathers as a staging area or supply base for their activities in ministering to the needs of settlers and Indians in the up-country, was located "across the common" (now Canal Street), running along the Mississippi River to what is now Jackson Avenue. When the Jesuit order was banned from the French colonies in 1763, the land was sold at public auction.
The city’s leaders, including Bienville, had long hoped for a Jesuit college. After the Jesuit order was restored, the Bishop of New Orleans implored the Jesuits in France to come to the city. In 1837, seven Jesuit priests arrived. After weighing several sites, they decided that Grand Coteau, in St. Landry Parish, was a better site for their boarding college than the fever-ridden city.
Establishment of New Orleans' first Jesuit college
Meanwhile, New Orleans continued its dramatic growth, despite yellow fever. The desire for a Jesuit college here intensified in both the citizens and the fathers. In 1847, the priests bought a small piece of the same land they had owned nearly a century before, and in 1849, the College of the Immaculate Conception opened its doors at the corner of Baronne and Common streets.
This college became a well-established and beloved institution. As the city grew, however, it became obvious to Rev. John O’Shanahan, S.J., superior general of the province, that the downtown area would become too congested for a college. He began looking for a suburban site.
The Cotton Centennial Exposition in 1884 had given impetus to the development of the uptown section of the city, especially around Audubon Park. This area was reached by the New Orleans and Carrollton Railroad which ran from Lee Circle to the City of Carrollton on the present roadbed of the St. Charles streetcar line. Father O’Shanahan learned that a large site directly across from the park was available. This was the site of the Foucher Plantation, owned by Paul Foucher, son of a New Orleans mayor and son-in-law of Etienne de Bore, famed as the granulator of sugar from cane syrup.
The entire Foucher site was offered to Father O’Shanahan for the sum of $75,500. It included the land now occupied by Loyola and Tulane universities, and Audubon Place. The priest’s advisers dissuaded him from purchasing this lest the acquisition of such a large tract bring on the charge of commercialism. He acceded, but said later he wished he had not since he could have within 10 days sold enough of the property "to pay for the entire tract I bought and to put aside a sinking fund for the education of our young men."
The section of the Foucher estate Father O’Shanahan bought in 1886 fronted on St. Charles and ran approximately to the Claiborne canal. It was purchased with the assistance of Chief Justice Edward Douglass White, a Jesuit alumnus, and the Brousseau family. The price was $22,500, paid in three installments at six percent interest. On the day the act was signed, the fathers were offered $7,500 more for the property.
In May 1890, the parish of Most Holy Name of Jesus was established for the area. Rev. John Downey, S.J., was the first pastor. A frame church, known affectionately among Orleanians as "Little Jesuits," was built, and Mass was celebrated in it in May 1892.
Loyola College opens
In 1904, the long-planned Loyola College, together with a preparatory academy, opened its doors. First classes were held in a residence located to the rear of the church on what is now Marquette Place. The first president was the Rev. Albert Biever, S.J., who was appointed by the provincial, Rev. William Power, S.J.
The college grew steadily. Father Biever promised and did give a holiday when the student body reached 50. In 1907, Father Biever called a meeting of prominent Catholic laymen to plan for a new building. Acting chairman was W.E. Claiborne. Out of his group grew the Marquette Association for Higher Education with B.A. Oxnard as chairman. In 1910, this group, with the assistance of its ladies auxiliary, was responsible for the building of Marquette Hall, queen of Loyola’s buildings and centerpiece of its campus horseshoe. Strongly encouraged by Archbishop Blenk and prominent New Orleanians, the Jesuits and the Marquette Association had several years previously begun to make plans for expansion to a university.
In 1911, the Jesuit schools in New Orleans were reorganized. Immaculate Conception College became exclusively a college preparatory school and was given the preparatory students of Loyola College. The downtown institution relinquished its higher departments—what are now known as college programs—to Loyola, which was in the process of becoming a university.
Becoming a university
On May 28, 1912, a bill was introduced in the Louisiana Senate by Senator William H. Byrnes, Jr., of Orleans Parish which proposed to grant a university charter to Loyola. It was passed unanimously and sent to the State House of Representatives. There was some backstage opposition, and Father Biever, fearing a fatal snag, made an impassioned speech to the house. The bill passed, and on July 10, 1912, the governor signed the act authorizing Loyola to grant university degrees.
Under the direction of the dynamic Father Biever and with the advice and financial support of New Orleans citizens, the new university grew dramatically. Thomas Hall, residence for the fathers, was dedicated in 1912. The new church known as the McDermott Memorial, with its soaring tower, arose in 1913.
In that year also the New Orleans College of Pharmacy, incorporated in 1900 by its founder, Dr. Philip Asher, chose to affiliate with Loyola. In 1919, the college merged completely with the university. The college was discontinued in 1965.
The School of Dentistry was organized in 1914 with Dr. C. Victor Vignes as first dean. First classes were held in Marquette Hall. The school was transferred to Bobet Hall when that building was completed in 1924. The college was phased out between 1968 and 1971.
The School of Law also was established in 1914 with Judge John St. Paul as founding dean. First classes were held at night in Alumni Hall near the College of Immaculate Conception. However, after the first year they were moved to the new university.
Dr. Ernest Schuyten had founded the New Orleans Conservatory of Music and Dramatic Art in 1919. It was first located at Felicity and Coliseum streets and later moved to Jackson Avenue and Carondelet Street. It was incorporated into Loyola University in 1932 as the College of Music. The next year it moved to the Loyola campus with Dr. Schuyten as dean.
The roots of educating adult students date back to 1919 when evening courses were first offered at Loyola for students who were unable to pursue full-time degree programs. By 1949, the demand for such evening courses had grown to an extent that the university decided to establish an Evening Division to serve the educational needs of working adults. In 1970, the Evening Division, with an enrollment of 1,200 students, was chartered as City College, with its own full-time faculty. In 2006, the university made each college responsible for educating undergraduate adult students. City College was discontinued as an administrative unit and its faculty became department members in the other colleges.
From 1926 to 1947, a four-year degree program leading to a bachelor of science degree in economics was offered by the College of Arts and Sciences. In 1947, the Department of Commerce of the College of Arts and Sciences expanded into the full-fledged College of Business Administration granting a bachelor of business administration degree. The college moved into Stallings Hall shortly thereafter. Dr. John V. Conner was the first dean. In 1950, the college was admitted to associate membership in the Association to Advance Collegiate Schools of Business, and in 1957, the college was admitted to full membership. In 1983, the college was renamed the Joseph A. Butt, S.J., College of Business Administration in honor of the Jesuit priest who taught generations of Loyola business students. The college moved to Miller Hall, its present home, in 1986.
Educating the whole person
The university thus has a colorful and distinguished history marked by the zeal and scholarship of the Jesuit fathers and the valued advice and support of leading citizens of New Orleans. Hundreds of the city’s top leaders received their education from the Jesuits at Loyola University, or its predecessor, the College of the Immaculate Conception. Teachers, scientists, attorneys, pharmacists, musicians, and business executives call Loyola their alma mater.
Loyola has a colorful sports history. A double-decker stadium on Freret Street was the scene of exciting football games, including the first collegiate night game in the south. Olympic and national champions have worn the maroon and gold. In 1945 the basketball team won the National Intercollegiate Basketball Championship Tournament. The intercollegiate athletics program was discontinued in 1972 but reinstated in 1991, following a student referendum in which students voted for its return. The Wolfpack currently competes in the N.A.I.A. (National Association of Intercollegiate Conference) for both men and women.
An expanding campus
In 1964, Loyola completed major physical plant expansion with the dedication of three new buildings, a 404-student residence hall, a university center, and a central heating/cooling plant. In 1967, Buddig Hall, a 412-student women’s residence, was dedicated.
In 1969, the university completed the largest academic structure in its history, the 180,000-square-foot J. Edgar Monroe Memorial Science Building. Today this impressive structure houses science-oriented departments and is known as Monroe Hall.
In 1984, the university purchased the 4.2-acre Broadway campus, formerly the campus of St. Mary’s Dominican College. The Broadway campus, located on St. Charles Avenue at Broadway, is a few blocks from Loyola’s main campus. Major renovations were completed to two existing buildings in 1986, creating modernized housing for the School of Law and Law Library.
In 1986, a 115,000-square-foot Communications/Music Building was dedicated. The building, constructed on the corner of St. Charles Avenue and Calhoun Street, houses the Department of Communications and the College of Music. The building boasts, in addition to the latest technology for broadcasting and music studios, the 600-seat Louis J. Roussel Performance Hall.
The six-level Recreational Sports Complex was dedicated in February 1988. The RecPlex includes two floors of racquetball, tennis, basketball, and volleyball courts; a natatorium with diving pool, whirlpool, sauna, and steam room; an elevated jogging track and weight room. The building also houses a four-story parking garage.
The Activities Quad, between Bobet Hall and the Danna Center, was renamed the Plaza De Los Martires De La Paz in 1989 to honor the six Jesuits, their cook, and her daughter who were slain in El Salvador. The Jesuits taught at the University of San Salvador. Eight trees were planted in the Peace Quad as a permanent memorial to these contemporary martyrs.
In 1989, historic Greenville Hall on the Broadway campus was renovated to provide office space for the Division of Institutional Advancement (alumni/parent relations, development, and public affairs/publications/marketing communications). This outstanding Italianate structure was built in 1892 for St. Mary’s Academy, a girls’ school established in 1861 by Dominican nuns from Cabra, Ireland. In 1864 when the nuns acquired the property on which the building sits, the area was known as the village of Greenville, a community which was annexed by the City of New Orleans in 1870. In 1910, the academy became St. Mary’s Dominican College. In 1984, the same year Loyola bought the Broadway campus, Greenville was designated a historic landmark by the Orleans Parish Landmarks Commission.
Loyola’s Broadway campus today also includes the School of Law, Cabra Residence Hall, and the Department of Visual Arts in St. Mary’s Hall.
In 1993, Loyola purchased Mercy Academy at the corner of Calhoun and Freret streets. The facility was renovated in 1994 – 95 and a number of departments moved in including the Office of Human Resources, the Office of International Student Affairs, the Women’s Resource Center, and Physical Plant.
In 1996, Loyola officially changed its name to Loyola University New Orleans to distinguish itself from other Jesuit institutions with similar names.
Loyola continues to grow and expand physically. A new 500-car parking garage was completed on West Road in 1996. The 150,000-square-foot, 550,000-volume-capacity J. Edgar and Louise S. Monroe Library opened its doors in January 1999 and was dedicated in February 1999. Thresholds: The Campaign for Loyola University New Orleans supported the library project and provided funding endowment for faculty and staff support and endowment for student financial aid. The $50 million capital campaign, the largest in Loyola’s history, exceeded its goal within its established five-year framework (1993 – 1998) with a total of over $51 million raised. Carrollton residence hall was also completed in 1999.
In 2003, athletic scholarships were once again awarded to men’s and women’s basketball players.
In 2006, following the devastating effect of Hurricane Katrina on New Orleans, Loyola implemented Pathways: Toward Our Second Century. This plan restructured the existing colleges and departments into five distinct colleges: Business, Humanities and Natural Sciences, Law, Music and Fine Arts, and Social Sciences. Under the plan, the School of Mass Communication and the School of Nursing were also created and housed under the College of Social Sciences.
In 2007, the College of Law opened its Wendell H. and Anne B. Gauthier Family Wing. The four-story, 16,000-square-foot addition, located at the corner of Pine and Dominican Streets, seamlessly connected to the main law building.
Also in 2007, the Danna Center was renamed the Danna Student Center, and the Recreational Sports Complex became the University Sports Complex.
Loyola today
In 2008, the Loyola Institute for Ministry (LIM) celebrated its 40th anniversary.
Also in 2008, Loyola completed an extensive renovation of the Danna Student Center. In addition, two classrooms in Bobet Hall were redone, and the Gregory R. Choppin Chemistry Wing in Monroe Hall was renovated.
Loyola University New Orleans is one of 28 Jesuit colleges and universities in the United States. It is open to students of all faiths.
Rich Jesuit Tradition
The rich history of Loyola University New Orleans and Jesuit influence date back to the early 18th century when the Jesuits first arrived among the earliest settlers in New Orleans and Louisiana. The Jesuits are renowned for liberal arts, value-centered education of the whole person, and a commitment to lifelong learning, social justice, and service.
Ideal Size
Loyola is home to 4,858 students, including 2,655 undergraduates. The student faculty ratio is 11 to 1, far better than the national average of 45 to 1 among private institutions. This ideal size combines with a wide array of academic programs to provide the choices available in a large university, while giving you more opportunities to succeed individually. They pride themselves on the positive learning environment their size affords them.
Academic Excellence
Loyola's Jesuit-centered tradition of academic excellence has been built upon the quality of their faculty, students, and programs, and is enhanced by the many academic resources available to their students.
Almost all courses are taught by full-time faculty, and 91 percent hold doctoral or equivalent degrees in their area of expertise. Professors have been recognized nationally and internationally by the Pulitzer Committee, the National Science Foundation, the National Endowment for the Humanities, and by numerous other professional and scholarly associations.
University Mission Statement
Loyola University New Orleans, a Jesuit and Catholic institution of higher education, welcomes students of diverse backgrounds and prepares them to lead meaningful lives with and for others; to pursue truth, wisdom, and virtue; and to work for a more just world. Inspired by Ignatius of Loyola's vision of finding God in all things, the university is grounded in the liberal arts and sciences, while also offering opportunities for professional studies in undergraduate and selected graduate programs. Through teaching, research, creative activities, and service, the faculty, in cooperation with the staff, strives to educate the whole student and to benefit the larger community.
Loyola History
The Arrival of the Jesuits
The Jesuits were among the earliest settlers of New Orleans and Louisiana. A Jesuit chaplain accompanied Iberville on his second expedition, and the fathers are credited with introducing the growing of sugar cane to Louisiana, paving the way for one of the state’s prime industries. They probably brought this from their West Indies farms and planted it on the plantation they bought from former Governor Bienville in 1725. This tract, used by the fathers as a staging area or supply base for their activities in ministering to the needs of settlers and Indians in the up-country, was located "across the common" (now Canal Street), running along the Mississippi River to what is now Jackson Avenue. When the Jesuit order was banned from the French colonies in 1763, the land was sold at public auction.
The city’s leaders, including Bienville, had long hoped for a Jesuit college. After the Jesuit order was restored, the Bishop of New Orleans implored the Jesuits in France to come to the city. In 1837, seven Jesuit priests arrived. After weighing several sites, they decided that Grand Coteau, in St. Landry Parish, was a better site for their boarding college than the fever-ridden city.
Establishment of New Orleans' first Jesuit college
Meanwhile, New Orleans continued its dramatic growth, despite yellow fever. The desire for a Jesuit college here intensified in both the citizens and the fathers. In 1847, the priests bought a small piece of the same land they had owned nearly a century before, and in 1849, the College of the Immaculate Conception opened its doors at the corner of Baronne and Common streets.
This college became a well-established and beloved institution. As the city grew, however, it became obvious to Rev. John O’Shanahan, S.J., superior general of the province, that the downtown area would become too congested for a college. He began looking for a suburban site.
The Cotton Centennial Exposition in 1884 had given impetus to the development of the uptown section of the city, especially around Audubon Park. This area was reached by the New Orleans and Carrollton Railroad which ran from Lee Circle to the City of Carrollton on the present roadbed of the St. Charles streetcar line. Father O’Shanahan learned that a large site directly across from the park was available. This was the site of the Foucher Plantation, owned by Paul Foucher, son of a New Orleans mayor and son-in-law of Etienne de Bore, famed as the granulator of sugar from cane syrup.
The entire Foucher site was offered to Father O’Shanahan for the sum of $75,500. It included the land now occupied by Loyola and Tulane universities, and Audubon Place. The priest’s advisers dissuaded him from purchasing this lest the acquisition of such a large tract bring on the charge of commercialism. He acceded, but said later he wished he had not since he could have within 10 days sold enough of the property "to pay for the entire tract I bought and to put aside a sinking fund for the education of our young men."
The section of the Foucher estate Father O’Shanahan bought in 1886 fronted on St. Charles and ran approximately to the Claiborne canal. It was purchased with the assistance of Chief Justice Edward Douglass White, a Jesuit alumnus, and the Brousseau family. The price was $22,500, paid in three installments at six percent interest. On the day the act was signed, the fathers were offered $7,500 more for the property.
In May 1890, the parish of Most Holy Name of Jesus was established for the area. Rev. John Downey, S.J., was the first pastor. A frame church, known affectionately among Orleanians as "Little Jesuits," was built, and Mass was celebrated in it in May 1892.
Loyola College opens
In 1904, the long-planned Loyola College, together with a preparatory academy, opened its doors. First classes were held in a residence located to the rear of the church on what is now Marquette Place. The first president was the Rev. Albert Biever, S.J., who was appointed by the provincial, Rev. William Power, S.J.
The college grew steadily. Father Biever promised and did give a holiday when the student body reached 50. In 1907, Father Biever called a meeting of prominent Catholic laymen to plan for a new building. Acting chairman was W.E. Claiborne. Out of his group grew the Marquette Association for Higher Education with B.A. Oxnard as chairman. In 1910, this group, with the assistance of its ladies auxiliary, was responsible for the building of Marquette Hall, queen of Loyola’s buildings and centerpiece of its campus horseshoe. Strongly encouraged by Archbishop Blenk and prominent New Orleanians, the Jesuits and the Marquette Association had several years previously begun to make plans for expansion to a university.
In 1911, the Jesuit schools in New Orleans were reorganized. Immaculate Conception College became exclusively a college preparatory school and was given the preparatory students of Loyola College. The downtown institution relinquished its higher departments—what are now known as college programs—to Loyola, which was in the process of becoming a university.
Becoming a university
On May 28, 1912, a bill was introduced in the Louisiana Senate by Senator William H. Byrnes, Jr., of Orleans Parish which proposed to grant a university charter to Loyola. It was passed unanimously and sent to the State House of Representatives. There was some backstage opposition, and Father Biever, fearing a fatal snag, made an impassioned speech to the house. The bill passed, and on July 10, 1912, the governor signed the act authorizing Loyola to grant university degrees.
Under the direction of the dynamic Father Biever and with the advice and financial support of New Orleans citizens, the new university grew dramatically. Thomas Hall, residence for the fathers, was dedicated in 1912. The new church known as the McDermott Memorial, with its soaring tower, arose in 1913.
In that year also the New Orleans College of Pharmacy, incorporated in 1900 by its founder, Dr. Philip Asher, chose to affiliate with Loyola. In 1919, the college merged completely with the university. The college was discontinued in 1965.
The School of Dentistry was organized in 1914 with Dr. C. Victor Vignes as first dean. First classes were held in Marquette Hall. The school was transferred to Bobet Hall when that building was completed in 1924. The college was phased out between 1968 and 1971.
The School of Law also was established in 1914 with Judge John St. Paul as founding dean. First classes were held at night in Alumni Hall near the College of Immaculate Conception. However, after the first year they were moved to the new university.
Dr. Ernest Schuyten had founded the New Orleans Conservatory of Music and Dramatic Art in 1919. It was first located at Felicity and Coliseum streets and later moved to Jackson Avenue and Carondelet Street. It was incorporated into Loyola University in 1932 as the College of Music. The next year it moved to the Loyola campus with Dr. Schuyten as dean.
The roots of educating adult students date back to 1919 when evening courses were first offered at Loyola for students who were unable to pursue full-time degree programs. By 1949, the demand for such evening courses had grown to an extent that the university decided to establish an Evening Division to serve the educational needs of working adults. In 1970, the Evening Division, with an enrollment of 1,200 students, was chartered as City College, with its own full-time faculty. In 2006, the university made each college responsible for educating undergraduate adult students. City College was discontinued as an administrative unit and its faculty became department members in the other colleges.
From 1926 to 1947, a four-year degree program leading to a bachelor of science degree in economics was offered by the College of Arts and Sciences. In 1947, the Department of Commerce of the College of Arts and Sciences expanded into the full-fledged College of Business Administration granting a bachelor of business administration degree. The college moved into Stallings Hall shortly thereafter. Dr. John V. Conner was the first dean. In 1950, the college was admitted to associate membership in the Association to Advance Collegiate Schools of Business, and in 1957, the college was admitted to full membership. In 1983, the college was renamed the Joseph A. Butt, S.J., College of Business Administration in honor of the Jesuit priest who taught generations of Loyola business students. The college moved to Miller Hall, its present home, in 1986.
Educating the whole person
The university thus has a colorful and distinguished history marked by the zeal and scholarship of the Jesuit fathers and the valued advice and support of leading citizens of New Orleans. Hundreds of the city’s top leaders received their education from the Jesuits at Loyola University, or its predecessor, the College of the Immaculate Conception. Teachers, scientists, attorneys, pharmacists, musicians, and business executives call Loyola their alma mater.
Loyola has a colorful sports history. A double-decker stadium on Freret Street was the scene of exciting football games, including the first collegiate night game in the south. Olympic and national champions have worn the maroon and gold. In 1945 the basketball team won the National Intercollegiate Basketball Championship Tournament. The intercollegiate athletics program was discontinued in 1972 but reinstated in 1991, following a student referendum in which students voted for its return. The Wolfpack currently competes in the N.A.I.A. (National Association of Intercollegiate Conference) for both men and women.
An expanding campus
In 1964, Loyola completed major physical plant expansion with the dedication of three new buildings, a 404-student residence hall, a university center, and a central heating/cooling plant. In 1967, Buddig Hall, a 412-student women’s residence, was dedicated.
In 1969, the university completed the largest academic structure in its history, the 180,000-square-foot J. Edgar Monroe Memorial Science Building. Today this impressive structure houses science-oriented departments and is known as Monroe Hall.
In 1984, the university purchased the 4.2-acre Broadway campus, formerly the campus of St. Mary’s Dominican College. The Broadway campus, located on St. Charles Avenue at Broadway, is a few blocks from Loyola’s main campus. Major renovations were completed to two existing buildings in 1986, creating modernized housing for the School of Law and Law Library.
In 1986, a 115,000-square-foot Communications/Music Building was dedicated. The building, constructed on the corner of St. Charles Avenue and Calhoun Street, houses the Department of Communications and the College of Music. The building boasts, in addition to the latest technology for broadcasting and music studios, the 600-seat Louis J. Roussel Performance Hall.
The six-level Recreational Sports Complex was dedicated in February 1988. The RecPlex includes two floors of racquetball, tennis, basketball, and volleyball courts; a natatorium with diving pool, whirlpool, sauna, and steam room; an elevated jogging track and weight room. The building also houses a four-story parking garage.
The Activities Quad, between Bobet Hall and the Danna Center, was renamed the Plaza De Los Martires De La Paz in 1989 to honor the six Jesuits, their cook, and her daughter who were slain in El Salvador. The Jesuits taught at the University of San Salvador. Eight trees were planted in the Peace Quad as a permanent memorial to these contemporary martyrs.
In 1989, historic Greenville Hall on the Broadway campus was renovated to provide office space for the Division of Institutional Advancement (alumni/parent relations, development, and public affairs/publications/marketing communications). This outstanding Italianate structure was built in 1892 for St. Mary’s Academy, a girls’ school established in 1861 by Dominican nuns from Cabra, Ireland. In 1864 when the nuns acquired the property on which the building sits, the area was known as the village of Greenville, a community which was annexed by the City of New Orleans in 1870. In 1910, the academy became St. Mary’s Dominican College. In 1984, the same year Loyola bought the Broadway campus, Greenville was designated a historic landmark by the Orleans Parish Landmarks Commission.
Loyola’s Broadway campus today also includes the School of Law, Cabra Residence Hall, and the Department of Visual Arts in St. Mary’s Hall.
In 1993, Loyola purchased Mercy Academy at the corner of Calhoun and Freret streets. The facility was renovated in 1994 – 95 and a number of departments moved in including the Office of Human Resources, the Office of International Student Affairs, the Women’s Resource Center, and Physical Plant.
In 1996, Loyola officially changed its name to Loyola University New Orleans to distinguish itself from other Jesuit institutions with similar names.
Loyola continues to grow and expand physically. A new 500-car parking garage was completed on West Road in 1996. The 150,000-square-foot, 550,000-volume-capacity J. Edgar and Louise S. Monroe Library opened its doors in January 1999 and was dedicated in February 1999. Thresholds: The Campaign for Loyola University New Orleans supported the library project and provided funding endowment for faculty and staff support and endowment for student financial aid. The $50 million capital campaign, the largest in Loyola’s history, exceeded its goal within its established five-year framework (1993 – 1998) with a total of over $51 million raised. Carrollton residence hall was also completed in 1999.
In 2003, athletic scholarships were once again awarded to men’s and women’s basketball players.
In 2006, following the devastating effect of Hurricane Katrina on New Orleans, Loyola implemented Pathways: Toward Our Second Century. This plan restructured the existing colleges and departments into five distinct colleges: Business, Humanities and Natural Sciences, Law, Music and Fine Arts, and Social Sciences. Under the plan, the School of Mass Communication and the School of Nursing were also created and housed under the College of Social Sciences.
In 2007, the College of Law opened its Wendell H. and Anne B. Gauthier Family Wing. The four-story, 16,000-square-foot addition, located at the corner of Pine and Dominican Streets, seamlessly connected to the main law building.
Also in 2007, the Danna Center was renamed the Danna Student Center, and the Recreational Sports Complex became the University Sports Complex.
Loyola today
In 2008, the Loyola Institute for Ministry (LIM) celebrated its 40th anniversary.
Also in 2008, Loyola completed an extensive renovation of the Danna Student Center. In addition, two classrooms in Bobet Hall were redone, and the Gregory R. Choppin Chemistry Wing in Monroe Hall was renovated.
Loyola University New Orleans is one of 28 Jesuit colleges and universities in the United States. It is open to students of all faiths.
Thursday, August 6, 2009
Gonzaga University
About Gonzaga University
Gonzaga University started in 1881 with $936 in hard silver dollars. It bought Gonzaga’s founder, Father Joseph Cataldo, S.J., 320 acres of land and water, what people then referred to as “the old piece of gravel near the falls.” Six years later, the Gonzaga College officially opened the doors of its only building for “young Scholastics, whose ambition it is to become priests.” Exclusively for boys, the College was under the charge of the Jesuit priests. Enrollment for the 1887-88 academic year was 18 boys and young men.
Today, it is known as Gonzaga University, a private, four-year institution of higher education. More than 105 buildings dot the 131-acre campus overlooking the Spokane River. Students include both women and men, who can enroll in a multitude of undergraduate or graduate programs. Enrollment for the 2007-08 academic year was 6,923 students.
A constant throughout the years is Gonzaga’s educational philosophy, based on the centuries-old Ignatian model of educating the whole person – mind, body and spirit. At Gonzaga, students discover how to integrate science and art, faith and reason, action and contemplation. "Cura personalis," or care for the individual, is our guiding theme.
Mission Statement
Gonzaga University belongs to a long and distinguished tradition of humanistic, Catholic, and Jesuit education. They, the trustees and regents, faculty, administration and staff of Gonzaga, are committed to preserving and developing that tradition and communicating it to their students and alumni.
As humanistic, they recognize the essential role of human creativity, intelligence, and initiative in the construction of society and culture.
As Catholic, they affirm the heritage which has developed through two thousand years of Christian living, theological reflection, and authentic interpretation.
As Jesuit, they are inspired by the vision of Christ at work in the world, transforming it by His love, and calling men and women to work with Him in loving service of the human community.
All these elements of their tradition come together within the sphere of free intellectual inquiry characteristic of a university. At Gonzaga, this inquiry is primarily focused on Western culture, within which their tradition has developed.
They also believe that a knowledge of traditions and cultures different from their own draws us closer to the human family of which they are a part and makes them more aware of both the possibilities and limitations of their own heritage. Therefore, in addition to their primary emphasis on Western culture, they seek to provide for their students some opportunity to become familiar with a variety of human cultures.
In the light of their own tradition and the variety of human societies, they seek to understand the world we live in. It is a world of great technological progress, scientific complexity and competing ideologies. It offers great possibilities for cooperation and interdependence, but at the same time presents us with the fact of widespread poverty, hunger, injustice, and the prospect of degeneration and destruction. They seek to provide for their students some understanding of contemporary civilization; and they invite them to reflect with them on the problems and possibilities of a scientific age, the ideological differences that separate the peoples of the world, and the rights and responsibilities that come from commitment to a free society. In this way they hope to prepare their students for an enlightened dedication to the Christian ideals of justice and peace.
Their students cannot assimilate the tradition of which Gonzaga is a part nor the variety of human culture, nor can they understand the problems of the world, without the development and discipline of their imagination, intelligence, and moral judgment. Consequently, they are committed at Gonzaga to developing these faculties. And since what is assimilated needs to be communicated if it is to make a difference, they also seek to develop in their students the skills of effective writing and speaking.
They believe that their students, while they are developing general knowledge and skills during their years at Gonzaga, should also attain more specialized competence in at least one discipline or profession.
They hope that the integration of liberal humanistic learning and skills with a specialized competence will enable their graduates to enter creatively, intelligently, and with deep moral conviction into a variety of endeavors, and provide leadership in the arts, the professions, business, and public service.
Through its academic and student life programs, the Gonzaga community encourages its students to develop certain personal qualities: self-knowledge, self-acceptance, a restless curiosity, a desire for truth, a mature concern for others, and a thirst for justice.
Many of their students will find the basis for these qualities in a dynamic Christian faith. Gonzaga tries to provide opportunities for these students to express their faith in a deepening life of prayer, participation in liturgical worship and fidelity to the teachings of the Gospel. Other students will proceed from a non-Christian religious background or from secular philosophic and moral principles.
They hope that all their graduates will live creative, productive, and moral lives, seeking to fulfill their own aspirations and at the same time, actively supporting the aspirations of others by a generous sharing of their gifts.
Accreditation
Gonzaga University is accredited by the Northwest Commission on Colleges and Universities (NWCCU), an institutional accrediting body recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
The School of Business is accredited by AACSB International - The Association to Advance Collegiate Schools of Business, a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
The School of Law is accredited by Council of the Section of Legal Education and Admissions to the Bar of the American Bar Association (ABA). The U.S. Department of Education has recognized the Council as the national agency for the accreditation of programs leading to the first professional degree in law.
The Department of Religious Studies is accredited by the Commission on Accrediting of the Association of Theological Schools (ATS), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Programs in English as a Second Language are accredited by the Commission on Accreditation of Teachers and Speakers of Other Languages (TESOL), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Programs in the Department of Nursing are accredited by the Commission on Collegiate Nursing Education (CCNE), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Programs in Civil, Electrical, Computer, and Mechanical Engineering are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Programs for the certification of elementary, secondary, and Special Education teachers at the bachelor’s level; and Special Education, Initial Teaching (elementary and secondary levels), Principal and Superintendents (Leadership Formation), at the graduate level; and for the certification of post-licensure teachers and administrators (i.e., “professional certification”), are accredited both by the National Council for Accreditation of Teacher Education (NCATE), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education, and by the Washington State Board of Education through its Office of the Superintendent of Public Instruction (OSPI).
The School Counseling and Counseling Psychology master’s programs are accredited by the Council for Accreditation of Counseling and Related Education Program (CACREP), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
The Special Education, Sports Management, and Physical Education bachelor’s programs, and the Special Education, Sport & Athletic Administration, Leadership & Administration, Master of Teaching At-Risk Youth, Counseling Psychology, Reading & Literacy, and Anesthesiology Education master’s programs, are accredited both by the National Council for Accreditation of Teacher Education (NCATE), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education, and by the Washington State Board of Education through its Office of the Superintendent of Public Instruction (OSPI).
The Anesthesiology Education master’s program is accredited by the Council of Accreditation of Nurse Anesthesia Education Programs (COA), part of the American Association of Nurse Anesthetists (AANA). The Council is a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Gonzaga University started in 1881 with $936 in hard silver dollars. It bought Gonzaga’s founder, Father Joseph Cataldo, S.J., 320 acres of land and water, what people then referred to as “the old piece of gravel near the falls.” Six years later, the Gonzaga College officially opened the doors of its only building for “young Scholastics, whose ambition it is to become priests.” Exclusively for boys, the College was under the charge of the Jesuit priests. Enrollment for the 1887-88 academic year was 18 boys and young men.
Today, it is known as Gonzaga University, a private, four-year institution of higher education. More than 105 buildings dot the 131-acre campus overlooking the Spokane River. Students include both women and men, who can enroll in a multitude of undergraduate or graduate programs. Enrollment for the 2007-08 academic year was 6,923 students.
A constant throughout the years is Gonzaga’s educational philosophy, based on the centuries-old Ignatian model of educating the whole person – mind, body and spirit. At Gonzaga, students discover how to integrate science and art, faith and reason, action and contemplation. "Cura personalis," or care for the individual, is our guiding theme.
Mission Statement
Gonzaga University belongs to a long and distinguished tradition of humanistic, Catholic, and Jesuit education. They, the trustees and regents, faculty, administration and staff of Gonzaga, are committed to preserving and developing that tradition and communicating it to their students and alumni.
As humanistic, they recognize the essential role of human creativity, intelligence, and initiative in the construction of society and culture.
As Catholic, they affirm the heritage which has developed through two thousand years of Christian living, theological reflection, and authentic interpretation.
As Jesuit, they are inspired by the vision of Christ at work in the world, transforming it by His love, and calling men and women to work with Him in loving service of the human community.
All these elements of their tradition come together within the sphere of free intellectual inquiry characteristic of a university. At Gonzaga, this inquiry is primarily focused on Western culture, within which their tradition has developed.
They also believe that a knowledge of traditions and cultures different from their own draws us closer to the human family of which they are a part and makes them more aware of both the possibilities and limitations of their own heritage. Therefore, in addition to their primary emphasis on Western culture, they seek to provide for their students some opportunity to become familiar with a variety of human cultures.
In the light of their own tradition and the variety of human societies, they seek to understand the world we live in. It is a world of great technological progress, scientific complexity and competing ideologies. It offers great possibilities for cooperation and interdependence, but at the same time presents us with the fact of widespread poverty, hunger, injustice, and the prospect of degeneration and destruction. They seek to provide for their students some understanding of contemporary civilization; and they invite them to reflect with them on the problems and possibilities of a scientific age, the ideological differences that separate the peoples of the world, and the rights and responsibilities that come from commitment to a free society. In this way they hope to prepare their students for an enlightened dedication to the Christian ideals of justice and peace.
Their students cannot assimilate the tradition of which Gonzaga is a part nor the variety of human culture, nor can they understand the problems of the world, without the development and discipline of their imagination, intelligence, and moral judgment. Consequently, they are committed at Gonzaga to developing these faculties. And since what is assimilated needs to be communicated if it is to make a difference, they also seek to develop in their students the skills of effective writing and speaking.
They believe that their students, while they are developing general knowledge and skills during their years at Gonzaga, should also attain more specialized competence in at least one discipline or profession.
They hope that the integration of liberal humanistic learning and skills with a specialized competence will enable their graduates to enter creatively, intelligently, and with deep moral conviction into a variety of endeavors, and provide leadership in the arts, the professions, business, and public service.
Through its academic and student life programs, the Gonzaga community encourages its students to develop certain personal qualities: self-knowledge, self-acceptance, a restless curiosity, a desire for truth, a mature concern for others, and a thirst for justice.
Many of their students will find the basis for these qualities in a dynamic Christian faith. Gonzaga tries to provide opportunities for these students to express their faith in a deepening life of prayer, participation in liturgical worship and fidelity to the teachings of the Gospel. Other students will proceed from a non-Christian religious background or from secular philosophic and moral principles.
They hope that all their graduates will live creative, productive, and moral lives, seeking to fulfill their own aspirations and at the same time, actively supporting the aspirations of others by a generous sharing of their gifts.
Accreditation
Gonzaga University is accredited by the Northwest Commission on Colleges and Universities (NWCCU), an institutional accrediting body recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
The School of Business is accredited by AACSB International - The Association to Advance Collegiate Schools of Business, a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
The School of Law is accredited by Council of the Section of Legal Education and Admissions to the Bar of the American Bar Association (ABA). The U.S. Department of Education has recognized the Council as the national agency for the accreditation of programs leading to the first professional degree in law.
The Department of Religious Studies is accredited by the Commission on Accrediting of the Association of Theological Schools (ATS), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Programs in English as a Second Language are accredited by the Commission on Accreditation of Teachers and Speakers of Other Languages (TESOL), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Programs in the Department of Nursing are accredited by the Commission on Collegiate Nursing Education (CCNE), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Programs in Civil, Electrical, Computer, and Mechanical Engineering are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Programs for the certification of elementary, secondary, and Special Education teachers at the bachelor’s level; and Special Education, Initial Teaching (elementary and secondary levels), Principal and Superintendents (Leadership Formation), at the graduate level; and for the certification of post-licensure teachers and administrators (i.e., “professional certification”), are accredited both by the National Council for Accreditation of Teacher Education (NCATE), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education, and by the Washington State Board of Education through its Office of the Superintendent of Public Instruction (OSPI).
The School Counseling and Counseling Psychology master’s programs are accredited by the Council for Accreditation of Counseling and Related Education Program (CACREP), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
The Special Education, Sports Management, and Physical Education bachelor’s programs, and the Special Education, Sport & Athletic Administration, Leadership & Administration, Master of Teaching At-Risk Youth, Counseling Psychology, Reading & Literacy, and Anesthesiology Education master’s programs, are accredited both by the National Council for Accreditation of Teacher Education (NCATE), a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education, and by the Washington State Board of Education through its Office of the Superintendent of Public Instruction (OSPI).
The Anesthesiology Education master’s program is accredited by the Council of Accreditation of Nurse Anesthesia Education Programs (COA), part of the American Association of Nurse Anesthetists (AANA). The Council is a specialized accrediting board recognized by the Council for Higher Education Accreditation and the Secretary of the U.S. Department of Education.
Tuesday, July 28, 2009
Regis University
About Regis University
Regis University, founded in 1877 in Las Vegas, New Mexico, moved to Colorado in 1884. Its original Colorado home was in Morrison, but when John Brisbane Walker, an entrepreneur developer, offered the Jesuits a plot of land in 1887, the permanent home was established. Main Hall, which was completed in 1887, was the only building on campus until 1911, when expansion began.
In 1996, Betty Williams of Northern Ireland became the first Nobel Peace Prize winner to speak on campus. Since that time, 12 other Nobel Laureates have spoken at Regis University. The most recent Nobel Peace Laureate on campus was David Trimble, who helped negotiate peace in Northern Ireland, spoke in October 2006. Lech Walesa, leader of the Solidarity Movement in Poland, spoke in March 2006.
The motto “Men and Women in Service of Others” on the University seal describes the purpose of Jesuit education: to form men and women who use their knowledge in the unselfish service of others. It also expresses the desire of Regis’ faculty and staff to be of service to students and the community.
Regis College offers a full range of programs in liberal arts, sciences, business, and education. You may choose from 28 structured areas of study, or design your own program through the interdisciplinary and flexible major plans. Regis draws more than 52 percent of its 1,400 students from outside the state of Colorado. More than 43 states and numerous foreign countries are represented in the student body. Sixty percent of the student body lives on campus in our three Residence Halls. The College sponsors 12 NCAA Division II Sports. Regis College serves students in a traditional college setting operating on a semester-based system with the majority of the classes scheduled during the day. Regis also offers courses during our Summer Session.
Regis University Mission
Regis University educates men and women of all ages to take leadership roles and to make a positive impact in a changing society. Standing within the Catholic and United States traditions, they are inspired by the particular Jesuit vision of Ignatius Loyola. This vision challenges them to attain the inner freedom to make intelligent choices. They seek to provide value-centered undergraduate and graduate education, as well as to strengthen commitment to community service. They nurture the life of the mind and the pursuit of truth within an environment conducive to effective teaching, learning and personal development.
Consistent with Judeo-Christian principles, Regis University applies knowledge to human needs and seek to preserve the best of the human heritage. They encourage the continual search for truth, values and a just existence. Throughout this process, they examine and attempt to answer the question: "How ought we to live?"
As a consequence of Ignatius Loyola's vision, particularly as reflected in his Spiritual Exercises, Regis University encourages all members of the Regis community to learn proficiently, think logically and critically, identify and choose personal standards of values, and be socially responsible. They further encourage the development of the skills and leadership abilities necessary for distinguished professional work and contributions to the improvement and transformation of society.
Regis University Quick Facts
Highest Rankings: Ranked as one of the Best Universities for 12 consecutive years by U.S. News and World Report
Jesuit Education: 130-year tradition of academic rigor, intellectual exchange, and faculty commitment to each student's personal development
Regis University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools
Regis University, founded in 1877 in Las Vegas, New Mexico, moved to Colorado in 1884. Its original Colorado home was in Morrison, but when John Brisbane Walker, an entrepreneur developer, offered the Jesuits a plot of land in 1887, the permanent home was established. Main Hall, which was completed in 1887, was the only building on campus until 1911, when expansion began.
In 1996, Betty Williams of Northern Ireland became the first Nobel Peace Prize winner to speak on campus. Since that time, 12 other Nobel Laureates have spoken at Regis University. The most recent Nobel Peace Laureate on campus was David Trimble, who helped negotiate peace in Northern Ireland, spoke in October 2006. Lech Walesa, leader of the Solidarity Movement in Poland, spoke in March 2006.
The motto “Men and Women in Service of Others” on the University seal describes the purpose of Jesuit education: to form men and women who use their knowledge in the unselfish service of others. It also expresses the desire of Regis’ faculty and staff to be of service to students and the community.
Regis College offers a full range of programs in liberal arts, sciences, business, and education. You may choose from 28 structured areas of study, or design your own program through the interdisciplinary and flexible major plans. Regis draws more than 52 percent of its 1,400 students from outside the state of Colorado. More than 43 states and numerous foreign countries are represented in the student body. Sixty percent of the student body lives on campus in our three Residence Halls. The College sponsors 12 NCAA Division II Sports. Regis College serves students in a traditional college setting operating on a semester-based system with the majority of the classes scheduled during the day. Regis also offers courses during our Summer Session.
Regis University Mission
Regis University educates men and women of all ages to take leadership roles and to make a positive impact in a changing society. Standing within the Catholic and United States traditions, they are inspired by the particular Jesuit vision of Ignatius Loyola. This vision challenges them to attain the inner freedom to make intelligent choices. They seek to provide value-centered undergraduate and graduate education, as well as to strengthen commitment to community service. They nurture the life of the mind and the pursuit of truth within an environment conducive to effective teaching, learning and personal development.
Consistent with Judeo-Christian principles, Regis University applies knowledge to human needs and seek to preserve the best of the human heritage. They encourage the continual search for truth, values and a just existence. Throughout this process, they examine and attempt to answer the question: "How ought we to live?"
As a consequence of Ignatius Loyola's vision, particularly as reflected in his Spiritual Exercises, Regis University encourages all members of the Regis community to learn proficiently, think logically and critically, identify and choose personal standards of values, and be socially responsible. They further encourage the development of the skills and leadership abilities necessary for distinguished professional work and contributions to the improvement and transformation of society.
Regis University Quick Facts
Highest Rankings: Ranked as one of the Best Universities for 12 consecutive years by U.S. News and World Report
Jesuit Education: 130-year tradition of academic rigor, intellectual exchange, and faculty commitment to each student's personal development
Regis University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools
Subscribe to:
Posts (Atom)
