About Rochester Institute of Technology (RIT) Online
Online Learning is part of Academic Services at RIT Online. RIT offers a broad selection of online courses and degree programs. They have one of the largest and most established online education programs in the United States. Online Learning works with academic departments to support online courses to RIT students, and provide faculty with online technology to supplement campus-based courses. In addition to supporting students and faculty in flexible online courses, they provide complete support services to RIT departments and faculty who are interested in developing courses or programs for online learners.
Awards
In 2008 Online Learning received the Center of Excellence Award from the New Media Consortium (NMC). Each year NMC recognizes demonstrated excellence and outstanding achievement in the application of technology to learning or creative expression with its highest honor, the Center of Excellence Award, symbolized by a specially designed translucent obelisk. This award bestowed to RIT Online Learning was in recognition of the support of emerging technologies, faculty innovation, and online learning.
About Rochester Institute of Technology
Rochester Institute of Technology (RIT) is a nationally respected leader in professional and career-oriented education. Talented, ambitious, and creative students of all cultures and backgrounds—and from 50 states and more than 95 countries—have chosen to attend RIT.
Few universities provide RIT’s depth and breadth of career-oriented studies. Rochester Institute of Technology’s eight colleges offer more than 90 different bachelor’s degree programs in art and design, business, engineering, science and mathematics, criminal justice, photography, environmental studies, hospitality and service management, computer science, information technology, bioinformatics, and many other areas.
As a major technical university, RIT offers academic opportunities that extend far beyond science and technology, including more liberal arts courses and faculty than you will find at most liberal arts colleges. With a strong foundation in the humanities and social sciences, you’ll gain an understanding of both technological developments and the philosophy and ethical issues that go with them.
The hallmark of an RIT education is the cooperative education program. Rochester Institute of Technology is one of the first universities in the world to begin cooperative education back in 1912. Last year, more than 3,600 co-op students alternated periods of study on campus with paid employment at more than 1,900 firms across the U.S. and overseas. Today, experiential education includes much more than just co-op, it involves internships, study abroad, and research, and is designed to enhance your academics with exciting opportunities and experiences.
Fast Facts
Founded in 1829, Rochester Institute of Technology is a privately endowed, coeducational university with nine colleges and institutes emphasizing career education and experiential learning.
RIT Student Body
Fall 2008 Total
16,494
Undergraduate
13,861
Graduate
2,633
Male
10,910
Female
5,584
Degrees Awarded
2007-2008 Total
3,902
Associate, Diploma, Certificate
517
Bachelor's
2,452
Advanced Certificates
43
Master's
871
Doctorate
19
Housing
Many of RIT’s full-time students live in RIT residence halls, apartments, or townhouses on campus. On-campus fraternities, sororities, and special-interest houses are also available. Freshmen are guaranteed housing.
Residence Halls
1,757 rooms for approximately 3,508 students
Apartments
963 units for 2,838 students
RIT Inn and Conference Center
170 rooms for 332 students
Greek Housing
Six buildings for 108 students
RIT Libraries
RIT Libraries are comprised of Wallace Library, the Cary Library, and RIT Archives and Special Collections. RIT's Wallace Library is the primary information resource center on campus. It is a multimedia center offering a vast array of resource materials. The library provides access to 200 electronic databases, more than 30,000 electronic journals, and more than 55,000 e-books. Resource materials include 11,000 audio, film, and video titles and more than 498,000 books and print journals.
The Campus
RIT’s campus occupies 1,300 acres in suburban Rochester, the third-largest city in New York. The campus consists of 238 buildings total (5.3 million sq. ft.).
Faculty/Staff
Full-time Faculty
984
Part-time Faculty
19
Adjunct Faculty
427
Full-time Staff
1,974
Part-time Staff
130
Total
3,534
Alumni
RIT alumni number over 106,000 from all 50 states and more than 100 nations.
Athletics
At RIT, men’s hockey, basketball, lacrosse, and women’s volleyball and hockey are often ranked nationally. Many other RIT teams receive recognition in the Northeast.
Men’s Teams—baseball, basketball, crew, cross country, Division I ice hockey, lacrosse, soccer, swimming, tennis, track, and wrestling.
Women’s Teams—basketball, crew, cross country, ice hockey, lacrosse, soccer, softball, swimming, tennis, track, and volleyball.
RIT offers a wide variety of activities for students at all levels of ability. More than 50 percent of their undergraduate students participate in intramural sports ranging from flag football to golf and indoor soccer. Facilities include the Gordon Field House, featuring two swimming pools, a fitness center, indoor track, and an event venue with seating for 8,500; the Hale-Andrews Student Life Center, with five multipurpose courts, eight racquetball courts, and a dance/aerobics studio; the Ritter Ice Arena; outdoor tennis courts; an all-weather track; and athletic fields.
Accreditation
RIT is chartered by the legislature of the state of New York, accredited by the Middle States Association of Colleges and Schools. In addition, individual colleges have professional accreditation for specific programs.
Showing posts with label Mathematics. Show all posts
Showing posts with label Mathematics. Show all posts
Thursday, August 13, 2009
Saturday, August 8, 2009
Norwich University
About Norwich University
At Norwich University, you'll develop traits common among leaders in every profession—discipline, integrity, confidence, critical thinking, adaptability, loyalty, and honor—through a wide range of opportunities that will empower you in lasting ways you never imagined. At the core is a rigorous academic environment emphasizing interactive classes, mentoring relationships with faculty, and extensive hands-on learning. Whether you join the Corps of Cadets or pursue a traditional collegiate experience, expect the greatest challenge of your life.
Norwich Firsts
History of Norwich University
Few American institutions of higher learning as old as Norwich University still closely adhere to the educational principles of its founders. Norwich is one of the exceptions and in a very substantial sense the institution today is the lengthened shadow of its founder, Captain Alden Partridge. The educational philosophy of Alden Partridge continues to guide Norwich University on its 175th anniversary and serves as a touchstone by which the university can be measured and appraised.
Norwich University Chronology
1819
Founded by Alden Partridge at Norwich, Vermont as "The American Literary, Scientific, and Military Academy."
1820
Band organized, oldest collegiate band in the nation. First instruction in Civil Engineering offered in the United States.
1825
Academy moves to Middletown, Connecticut.
1829
Academy moved back to Norwich, Vermont following Connecticut’s refusal to grant a charter.
1831
Construction started on the North Barracks
1834
Academy received a charter from the State of Vermont recognizing the institution as Norwich University.
1856
The Alpha Chapter of Theta Chi Fraternity founded.
1860
General Alumni Association formed and chartered.
1866
South Barracks at Norwich, Vt. burned. Norwich University moved to Northfield, Vt.
1868
First Barracks built in Northfield, Vt. Named Jackman Hall in 1907.
1880
University name is changed to Lewis College by Vermont Legislative Act. Restored to Norwich University in 1884.
1887
First Commandant and Professor of Military Science and Tactics assigned to Norwich by the United States government.
1898
Norwich designated, "The Military College of the State of Vermont" by the Vermont Legislature.
1907
Electrical Engineering Department established.
1910
First Cavalry horses arrive on campus.
1916
Norwich made a Senior Division, Cavalry Unit, of the Reserve Officer Training Corps. Harold "Doc" Martin entered the University, the first African-American cadet.
1919
Centennial Celebration, stairs and gate posts erected.
1923
The class ring tradition started.
1933
Epsilon Tau Sigma founded as an academic honor society.
1943
Special Commencement in March due to World War II.
1943–1946
University facilities devoted to Army Air Corps Air Crew Training Program; Army Specialized Training Program, and Army Specialized Training Reserve Program.
1945
First veterans return to finish their degrees.
1947
Mountain Cold Weather ROTC program inaugurated. Cavalry unit terminated.
1949
Business Administration major instituted.
1951
Honor System adopted.
1954
South Gateway constructed. Lybrand Ski Area purchased.
1955
Alden Partridge Statue unveiled.
1960
Fraternities abolished. Class clubs instituted.
1972
Merger with Vermont College.
1974
First women enter the Corps of Cadets.
1981
Acquisition of Alternative Education Programs from Goddard College.
1987
Peace Corps Preparatory Program started as national model.
1990
Five-year baccalaureate degree program in Architecture started.
1993
Opening of Kreitzberg Library.
1994
Civilian and Corps campuses merged on Northfield Campus.
1995
Cadet Tracey L. Jones, Class of ’96, is the first Norwich student to be selected as a Rhodes Scholar.
1997
Opening of the Engineering, Math, and Science Complex.
1998
Completion of the Kreitzberg Arena.
2001
Sale of Vermont College to The Union Institute and University.
2007
Completion of Wise Campus Center.
Captain Alden Partridge (1785–1854) probably did more than any other individual to promote military education in civilian institutions in the United States prior to the Civil War. Partridge originated a novel system of education which combined civilian and military studies in order to produce enlightened and useful citizen-soldiers. Like John Milton, Alden Partridge saw the ideal education as a liberal one which prepares youth for the responsibilities of peace and war. The fundamental promise of Partridge’s thinking was that education must prepare youth "to discharge, in the best possible manner, the duties they owe to themselves, to their fellow-men, and to their country."
For more than four decades the remarkably energetic Partridge labored relentlessly to promote what he called the "American System of Education." He first attempted to introduce his ideas at the United States Military Academy, but the frustration he met with them prompted him to establish the American Literary, Scientific and Military Academy at Norwich, Vermont, in 1819. The Vermont institution served as a model for several private military academies and colleges founded by Partridge, or his students, at locations throughout the United States prior to Partrdge’s death in 1854.
In organizing his plan of education, Partridge was guided in part by the U.S. Constitution. The defense of the nation is vested in the great mass of citizens who form "an impregnable bunker around the Constitution and liberties of the country." The militia had to be trained in at least the elements of military science and tactics. "Hence arises the necessity—of an extended system of military education and of a general diffusion of military knowledge." Partridge was emphatic in pointing out that he was not recommending a system of education for youth that was "purely military." The military was to be only an "appendage" to civil education.
Among the deficiencies Partridge saw in traditional "liberal education" was that it was too restrictive and not liberal enough. The standard curriculum was not sufficiently practical and was not designed to prepare youth for the duties of an American citizen. The existing system of education was deficient because it did not give adequate attention to such matters as the operations of government or to the important sources of national wealth—"agriculture, commerce, and manufacturers."
Alden Partridge’s American System of Education linked military science and training with a "civil" curriculum so broad and innovative that it won national attention at the time it was implemented. It was a bold and radical response to the educational requirements of a democratic republic. Partridge sought to transform the traditional curriculum by making it more practical, scientific, and truly liberal. He expanded the classical curriculum to include modern languages and history, as well as political economy and engineering. Indeed, Partridge’s institution was the first in the United States to offer instruction in civil engineering. Partridge also played a pioneering role in physical education and was one of the first educators to offer instruction in agriculture. He was also in the vanguard of academicians who adopted field training as a regular and important extension of theory learned in the classroom. The guiding philosophy behind Partridge’s curricular innovation contributed heavily to the concepts advanced in the College Land Grant Act of 1862, submitted to congress by Vermont Senator Justin Morrill, as well as to the legislation that created the Reserve Officers Training Corps in 1916.
Alden Partridge can be credited as one of the first Americans to use outdoor experience as an integral part of the process of education, thus anticipating the later acceptance of field trips and "outward bound" programs as legitimate educational activities. Field excursions provided excellent opportunities to combine exercise, recreation, and improvement. Arduous hikes, according to Partridge’s design for education, were physically challenging and promoted self-reliance. Students involved in excursions became accustomed to "fatigue and privation." Furthermore, they learned "to take care of themselves," a process Partridge considered essential to the proper development and education of youth.
Excursions also supplemented classroom instruction with "practical and everyday knowledge of the world, which can never be derived from books." Trips into the field provided valuable educational experiences in such areas as botany, mineralogy, surveying, engineering, military science, and history. Students visited and examined factories, navy yards, arsenals, railroads, bridges, canals, and historic sites. Alden Partridge became convinced from considerable experience, "as well as from the nature of the case," that his students derived "more real advantage" and improvement from excursions than from any other activities.
Events in the recent history of Norwich University illustrate how the growth and evolution of the institution have remained consistent with the educational principles of Alden Partridge. The merger with Vermont College in 1972 enabled Norwich to expand its academic base, extend its offering to women, and add a non-military lifestyle. Vermont College was founded in 1834 as Newbury Seminary and is notable as one of the first American institutions to offer higher education to women. Indeed, Alden Partridge was a strong advocate of female education and attempted at about the same time to establish a female division for his school at Norwich, Vermont. For more than a century after the two schools relocated to central Vermont, Norwich University and Vermont College were neighbors. Merger of the two institutions was discussed for several decades before it came about, in part because of a shared mission of leadership and service. In 1974, two years after the merger with Vermont College, women were first admitted into the Norwich University Corps of Cadets.
Also consonant with Alden Partridge’s thinking was the acquisition of four adult-centered programs from Goddard College in 1981. Alden Partridge recognized the need for a curricular flexibility that would provide students with elective opportunities and allow them to pursue an educational program at their own pace, a pedagogical attitude that explains why students ranging from adolescents to veterans of the War of 1812 could be found at his institution in the 1820’s. The programs acquired from Goddard College broadened the curriculum and enriched the educational environment by enabling Norwich to open its offering to nontraditional learners, introduce new residency patterns, diversify culturally and geographically, and significantly increase the enrollment of minority students. These programs share the University’s focus on experiential education.
Partridge’s philosophy continues to give direction to the Norwich curriculum with its special emphasis on preparing students to become useful and active citizens. In many academic programs, experiential learning is given a prominent role in order to encourage students to make connections between classroom theory and the surrounding world. The creation, in 1987, of the nation’s first Peace Corps Preparatory Program, the expansion of internship programs, and the encouragement of volunteer community service all represent an extension of those aspects of the University mission that relate to experiential learning and social service.
Today, Norwich University still closely adheres to the purposes and precepts laid out by its founder Alden Partridge in 1819. The system of education articulated by Partridge was so broad, sensible, flexible, and visionary that it continues to have extraordinary currency.
At Norwich University, you'll develop traits common among leaders in every profession—discipline, integrity, confidence, critical thinking, adaptability, loyalty, and honor—through a wide range of opportunities that will empower you in lasting ways you never imagined. At the core is a rigorous academic environment emphasizing interactive classes, mentoring relationships with faculty, and extensive hands-on learning. Whether you join the Corps of Cadets or pursue a traditional collegiate experience, expect the greatest challenge of your life.
Norwich Firsts
Norwich was the first private institution in the country to teach engineering.- Norwich was the first of all private military colleges in the nation.
- Norwich was the birthplace of ROTC.
- Norwich was one of the first military colleges to accept women.
- Norwich’s founder, Capt. Alden Partridge, brought experiential learning to U.S. education.
- Norwich University was the first to incorporate physical education into the curriculum.
- Norwich University was one of the first military colleges to successfully introduce civilian students onto its campus.
- Norwich University was one of the first institutions in the country to accept international students.
- Norwich had the first collegiate band.
- Norwich was one of the first American universities to teach agriculture.
History of Norwich University
Few American institutions of higher learning as old as Norwich University still closely adhere to the educational principles of its founders. Norwich is one of the exceptions and in a very substantial sense the institution today is the lengthened shadow of its founder, Captain Alden Partridge. The educational philosophy of Alden Partridge continues to guide Norwich University on its 175th anniversary and serves as a touchstone by which the university can be measured and appraised.
Norwich University Chronology
1819
Founded by Alden Partridge at Norwich, Vermont as "The American Literary, Scientific, and Military Academy."
1820
Band organized, oldest collegiate band in the nation. First instruction in Civil Engineering offered in the United States.
1825
Academy moves to Middletown, Connecticut.
1829
Academy moved back to Norwich, Vermont following Connecticut’s refusal to grant a charter.
1831
Construction started on the North Barracks
1834
Academy received a charter from the State of Vermont recognizing the institution as Norwich University.
1856
The Alpha Chapter of Theta Chi Fraternity founded.
1860
General Alumni Association formed and chartered.
1866
South Barracks at Norwich, Vt. burned. Norwich University moved to Northfield, Vt.
1868
First Barracks built in Northfield, Vt. Named Jackman Hall in 1907.
1880
University name is changed to Lewis College by Vermont Legislative Act. Restored to Norwich University in 1884.
1887
First Commandant and Professor of Military Science and Tactics assigned to Norwich by the United States government.
1898
Norwich designated, "The Military College of the State of Vermont" by the Vermont Legislature.
1907
Electrical Engineering Department established.
1910
First Cavalry horses arrive on campus.
1916
Norwich made a Senior Division, Cavalry Unit, of the Reserve Officer Training Corps. Harold "Doc" Martin entered the University, the first African-American cadet.
1919
Centennial Celebration, stairs and gate posts erected.
1923
The class ring tradition started.
1933
Epsilon Tau Sigma founded as an academic honor society.
1943
Special Commencement in March due to World War II.
1943–1946
University facilities devoted to Army Air Corps Air Crew Training Program; Army Specialized Training Program, and Army Specialized Training Reserve Program.
1945
First veterans return to finish their degrees.
1947
Mountain Cold Weather ROTC program inaugurated. Cavalry unit terminated.
1949
Business Administration major instituted.
1951
Honor System adopted.
1954
South Gateway constructed. Lybrand Ski Area purchased.
1955
Alden Partridge Statue unveiled.
1960
Fraternities abolished. Class clubs instituted.
1972
Merger with Vermont College.
1974
First women enter the Corps of Cadets.
1981
Acquisition of Alternative Education Programs from Goddard College.
1987
Peace Corps Preparatory Program started as national model.
1990
Five-year baccalaureate degree program in Architecture started.
1993
Opening of Kreitzberg Library.
1994
Civilian and Corps campuses merged on Northfield Campus.
1995
Cadet Tracey L. Jones, Class of ’96, is the first Norwich student to be selected as a Rhodes Scholar.
1997
Opening of the Engineering, Math, and Science Complex.
1998
Completion of the Kreitzberg Arena.
2001
Sale of Vermont College to The Union Institute and University.
2007
Completion of Wise Campus Center.
Captain Alden Partridge (1785–1854) probably did more than any other individual to promote military education in civilian institutions in the United States prior to the Civil War. Partridge originated a novel system of education which combined civilian and military studies in order to produce enlightened and useful citizen-soldiers. Like John Milton, Alden Partridge saw the ideal education as a liberal one which prepares youth for the responsibilities of peace and war. The fundamental promise of Partridge’s thinking was that education must prepare youth "to discharge, in the best possible manner, the duties they owe to themselves, to their fellow-men, and to their country."
For more than four decades the remarkably energetic Partridge labored relentlessly to promote what he called the "American System of Education." He first attempted to introduce his ideas at the United States Military Academy, but the frustration he met with them prompted him to establish the American Literary, Scientific and Military Academy at Norwich, Vermont, in 1819. The Vermont institution served as a model for several private military academies and colleges founded by Partridge, or his students, at locations throughout the United States prior to Partrdge’s death in 1854.
In organizing his plan of education, Partridge was guided in part by the U.S. Constitution. The defense of the nation is vested in the great mass of citizens who form "an impregnable bunker around the Constitution and liberties of the country." The militia had to be trained in at least the elements of military science and tactics. "Hence arises the necessity—of an extended system of military education and of a general diffusion of military knowledge." Partridge was emphatic in pointing out that he was not recommending a system of education for youth that was "purely military." The military was to be only an "appendage" to civil education.
Among the deficiencies Partridge saw in traditional "liberal education" was that it was too restrictive and not liberal enough. The standard curriculum was not sufficiently practical and was not designed to prepare youth for the duties of an American citizen. The existing system of education was deficient because it did not give adequate attention to such matters as the operations of government or to the important sources of national wealth—"agriculture, commerce, and manufacturers."
Alden Partridge’s American System of Education linked military science and training with a "civil" curriculum so broad and innovative that it won national attention at the time it was implemented. It was a bold and radical response to the educational requirements of a democratic republic. Partridge sought to transform the traditional curriculum by making it more practical, scientific, and truly liberal. He expanded the classical curriculum to include modern languages and history, as well as political economy and engineering. Indeed, Partridge’s institution was the first in the United States to offer instruction in civil engineering. Partridge also played a pioneering role in physical education and was one of the first educators to offer instruction in agriculture. He was also in the vanguard of academicians who adopted field training as a regular and important extension of theory learned in the classroom. The guiding philosophy behind Partridge’s curricular innovation contributed heavily to the concepts advanced in the College Land Grant Act of 1862, submitted to congress by Vermont Senator Justin Morrill, as well as to the legislation that created the Reserve Officers Training Corps in 1916.
Alden Partridge can be credited as one of the first Americans to use outdoor experience as an integral part of the process of education, thus anticipating the later acceptance of field trips and "outward bound" programs as legitimate educational activities. Field excursions provided excellent opportunities to combine exercise, recreation, and improvement. Arduous hikes, according to Partridge’s design for education, were physically challenging and promoted self-reliance. Students involved in excursions became accustomed to "fatigue and privation." Furthermore, they learned "to take care of themselves," a process Partridge considered essential to the proper development and education of youth.
Excursions also supplemented classroom instruction with "practical and everyday knowledge of the world, which can never be derived from books." Trips into the field provided valuable educational experiences in such areas as botany, mineralogy, surveying, engineering, military science, and history. Students visited and examined factories, navy yards, arsenals, railroads, bridges, canals, and historic sites. Alden Partridge became convinced from considerable experience, "as well as from the nature of the case," that his students derived "more real advantage" and improvement from excursions than from any other activities.
Events in the recent history of Norwich University illustrate how the growth and evolution of the institution have remained consistent with the educational principles of Alden Partridge. The merger with Vermont College in 1972 enabled Norwich to expand its academic base, extend its offering to women, and add a non-military lifestyle. Vermont College was founded in 1834 as Newbury Seminary and is notable as one of the first American institutions to offer higher education to women. Indeed, Alden Partridge was a strong advocate of female education and attempted at about the same time to establish a female division for his school at Norwich, Vermont. For more than a century after the two schools relocated to central Vermont, Norwich University and Vermont College were neighbors. Merger of the two institutions was discussed for several decades before it came about, in part because of a shared mission of leadership and service. In 1974, two years after the merger with Vermont College, women were first admitted into the Norwich University Corps of Cadets.
Also consonant with Alden Partridge’s thinking was the acquisition of four adult-centered programs from Goddard College in 1981. Alden Partridge recognized the need for a curricular flexibility that would provide students with elective opportunities and allow them to pursue an educational program at their own pace, a pedagogical attitude that explains why students ranging from adolescents to veterans of the War of 1812 could be found at his institution in the 1820’s. The programs acquired from Goddard College broadened the curriculum and enriched the educational environment by enabling Norwich to open its offering to nontraditional learners, introduce new residency patterns, diversify culturally and geographically, and significantly increase the enrollment of minority students. These programs share the University’s focus on experiential education.
Partridge’s philosophy continues to give direction to the Norwich curriculum with its special emphasis on preparing students to become useful and active citizens. In many academic programs, experiential learning is given a prominent role in order to encourage students to make connections between classroom theory and the surrounding world. The creation, in 1987, of the nation’s first Peace Corps Preparatory Program, the expansion of internship programs, and the encouragement of volunteer community service all represent an extension of those aspects of the University mission that relate to experiential learning and social service.
Today, Norwich University still closely adheres to the purposes and precepts laid out by its founder Alden Partridge in 1819. The system of education articulated by Partridge was so broad, sensible, flexible, and visionary that it continues to have extraordinary currency.
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