Underrated A+ Colleges and Universities

Underrated A+ Colleges and Universities These are colleges and universities that are not quite “tip of the tongue” schools but are generally regarded as among the best educations in the United States, and are certainly well known to national companies and graduate schools. Some of these schools may not be as “front end” selective as an Ivy or Ivy-Like institution, but don’t confuse selectivity with the educational delivery product. Some schools are moderately selective for a variety of reasons (geography, age, size) but still retain A+ level faculty resources, classroom instruction, and top end exit oriented processes (getting a Job or getting into graduate school). Remember, college is often what YOU make of it and not necessarily what others think your experience should be. Public Universities (All Phi Beta Kappa) • SUNY Binghamton (NY) • SUNY Stony Brook (NY) • University of Connecticut • College of Charleston (SC) • Miami University (OH) • James Madison University (VA) • University of Delaware • Michigan State University • Indiana University • Auburn University (AL) • Texas A&M University • Texas Tech University • University of Arkansas • University of Oregon • University of Cincinnati (OH)* Technology Colleges (STEM)** • Clarkson University (NY) • Stevens Institute of Technology (NJ) • Colorado School of Mines • Worcester Polytechnic Institute (WPI) (MA) • Virginia Polytechnic Institute and State University (Virginia Tech) • Florida Institute of Technology • NJ Institute of Technology **The above list of schools represents some of the highest ranked entry and mid- career salaries (and immediate Job placement) in the United States. Private Colleges and Universities (All Phi Beta Kappa) • Drexel University (PA/Co-Op school)* • Stonehill College (MA) • University of the Pacific (CA) • Wittenberg University (OH) • University of Dayton (OH) • Catholic University (DC) • Rhodes College (TN) • Loyola University (Chicago) • University of San Diego • Pepperdine University (CA) • Fordham University (NYC) * Co-Op schools are colleges that afford not one but often two mandatory (paid) internships in one’s field of study. These internships are taken during the academic year and last approximately one semester. Co-Op schools are some of the most popular in the United States as the Job placement ratio for graduates is over 95% by time of graduation. .

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HB 14-1319 PROJECT - FOUNDATIONAL WORKING DOCUMENT Draft As of 08/13/14
HB 14-1319 PROJECT - FOUNDATIONAL WORKING DOCUMENT Draft as of 08/13/14 Background House Bill 14-1319, signed into law in May 2014, requires the Colorado Commission on Higher Education (CCHE), the statewide coordinating board for the higher education system, to develop a new funding formula to allocate state general fund dollars among the State’s public institutions of higher education within specified parameters. The legislation lays out an aggressive time frame and specifically charges the CCHE to engage in a facilitated process with “interested parties” and ultimately adopt and weight funding factors in a new base-funding allocation formula that includes role and mission factors as well as performance metric factors. The intent of this new funding model is to, in part, determine and implement a mechanism that is more transparent and understandable for Colorado taxpayers; provides tuition predictability while ensuring both accessible and affordable higher education for residents; and, does so in harmony with the statewide goals for higher education as articulated in the CCHE’s Master Plan – Colorado Competes, A Complete Agenda for Higher Education. Purpose This foundational working document (FWD) has been developed, in collaboration with institutional research representatives and Chief Financial Officers from Colorado public colleges, facilitated by CDHE staff, to establish a foundation of consistent and accurate definitions and data sources to be utilized and relied upon when addressing the various components of the bill. This document will be shared with Funding Modeling Expert Team to use as a foundation for their discussions as they begin to work on building a funding model with factor and metric definitions and data sources that are “consistent and predictable” as well as “transparent and understandable”, as required by law.
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Luka Powanga, Ph. D Professor of Economics and Finance
Luka Powanga, Ph. D Professor of Economics and Finance Summary Dr. Powanga is a distinguished professor and seasoned economist globally recognized as a creative problem solver, a visionary, and a thought leader. He has developed and taught logistics, economics, finance, international business, strategy, and commercialization courses and incubating student businesses. He was involved in pioneering the Online MBA Program, which grew from zero to over 4,000 students worldwide. He chaired the MBA program and helped develop the Physicians MBA program and joint graduate degrees with Management Concepts, the University of ITESO(Mexico), and Ulster (Ireland). He was a founding board member of the Sullivan Center for Entrepreneurship at Regis University. Luka has chaired, keynoted, organized numerous academic and business conferences at national and international levels and is a regular contributor to the Renewables Global Status and the Renewables in Cities Global Status Reports. He has appeared on local and foreign media outlets such as 9News. Luka founded the Energy Africa Conference, the world's premier energy conference on Africa. He develops and implements energy projects and connects investors from all over the world to projects in Africa. He is also the Founder and host of the Executive Speaker Night Series. Luka is a founding member of the Denver Chapter of the Angel Capital Group, which funds start-ups and growth companies. He is also one of nine judges chosen across the globe to judge start-ups and growth companies in Dubai. In addition, he participated in the movie, Hot money. Luka sits on various boards, including the Gulf United Industrial Consortia advisory board, in Saudi Arabia, the water operation serving over 750,000 households, a solar project to electrify over 600,000 homes in Africa, and the African School Assistance Program.
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Appendix A: Name Index
1997 Directory of Pollution Prevention in Higher Education APPENDIX A: NAME INDEX Appendix A: Name Index • 141 NAME INSTITUTION DEPARTMENT # A Ahlert, Robert C. RAMS Environmental Inc. 183 Allen, David University of Texas at Austin Chemical Engineering 184 Allison, Richard University of Houston—Clear Lake Business and Public Administration 48 Anderson, Paul Illinois Institute of Technology Chemical and Environ Engineering 227 Andrews, Clinton J. Princeton University Public and International Affairs 367 Andrews, Richard U of North Carolina at Chapel Hill Environ Sciences & Engineering 366 Annis, Phillip (Jack) UW—Milwaukee Co–op Extension Solid and Haz Waste Education Center 169 Arnold, Matthew Mgmt Institute for Environ and Bus 61 Ashford, Nicholas Mass Institute of Technology Ctr for Tech, Policy & Indust Devt 368 Atchison, Michael University of Virginia School of Commerce 45 Atkinson, John University of Missouri—Columbia Engineering Extension 145 Atreya, Arvind University of Michigan Industrial Assessment Center 114 Austrian, Ziona Cleveland State College Great Lakes Environ Finance Ctr 62 Ausubel, Jesse Rockefeller University Program for the Human Environ 278 B Babatunde, Ade Minnesota Office of Env Assistance 170 Baillod, C. Robert Michigan Technological University Civil and Environmental Engineering 228 Baker, Craig M. Consumnes River College Environmental Technology Program 131 Baker, Kenneth R. Dartmouth College Business Administration 27 Ball, Terence University of Minnesota Social Sciences 313 Barker, John R. University of Michigan Atmospheric, Oceanic, & Space Sciences 386 Barnett, Stanley M. University of Rhode Island Chemical Engineering 115 Bawn, Kathleen University of California—Los Angeles Political Science 369 Becker, Monica M. University of Massachusetts—Lowell Mass Toxics Use Reduction Institute 116 Beckman, Eric J.
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Sja=Academic Excellence
SJA=ACADEMIC EXCELLENCE Attending St. Johnsbury Academy is often a life-changing experience. Our students attend top universities and liberal arts colleges, culinary The top 60 students (25% ) taking schools, fashion design schools, fine arts schools, the SAT on our all-school test day engineering schools, technical colleges, and an had the following average scores: array of other 2- and 4-year institutions. College List READING 635 St. Johnsbury Academy graduates attend a wide MATH 695 range of colleges and universities each year. This is a representative list of schools SJA graduates TOTAL 1330 have enrolled in over the past five years. AMERICAN UNIVERSITY KENT STATE UNIVERSITY UNION COLLEGE ART INSTITUTE CHICAGO KING’S COLLEGE (LONDON) UNIVERSITY OF ARIZONA BARD COLLEGE LANDER UNIVERSITY UNIVERSITY OF BRITISH COLUMBIA BAYLOR UNIVERSITY LEHIGH UNIVERSITY UNIVERSITY OF CALIFORNIA, BERKELEY BENTLEY UNIVERSITY LOYOLA UNIVERSITY (NEW ORLEANS) UNIVERSITY OF CALIFORNIA, DAVIS BERKLEE COLLEGE OF MUSIC MACALESTER COLLEGE UNIVERSITY OF CALIFORNIA, LOS ANGELES BOSTON UNIVERSITY MASSACHUSETTS COLLEGE OF ART AND DESIGN UNIVERSITY OF CALIFORNIA, IRVINE BOWDOIN COLLEGE MASSACHUSETTS COLLEGE OF PHARMACY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO BRANDEIS UNIVERSITY HEALTH SCIENCES UNIVERSITY OF CHICAGO BROWN UNIVERSITY MASSACHUSETTS INSTITUTE OF TECHNOLOGY UNIVERSITY OF COLORADO AT BOULDER BUCKNELL UNIVERSITY MCGILL UNIVERSITY UNIVERSITY OF CONNECTICUT BUSINESS SCHOOL LAUSANNE MIAMI UNIVERSITY (OXFORD) UNIVERSITY OF FLORIDA CALIFORNIA COLLEGE OF THE ARTS
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National Center for Education Statistics Data from Academic Libraries Survey Fiscal Year: 2006 The file contains (19) records based on your search. NCES is not responsible for the manner in which this data is presented. This data is provided as an extra service to the user. To download full Public Libraries datasets, please go to the Academic Libraries home page.http://nces.ed.gov/surveys/libraries/Academic.asp Librarians Books, Serial Theses and Other Back Files, in Professiona Total Library Other Paper Electro l Staff Per Total Staff Expenditures: Expenditures Current Materials Per nic Total FTE 1,000 Per 1,000 Books, Serial Expenditures: Expenditures: Per Person Serial Person Hours Open Format 12 month Librarian Enrolled Total Enrolled Back Files, Current Serial Electronic Total Library Enrolled Subscriptio Enrolled in a Typical Library Name (Y/N)? Enrollment s (FTE) Staff (FTE) Other Materials Subscriptions Serials Expenditures (FTE) ns (FTE) Week Comparison Group Average N/A 9,864 20 3.81 70 9.33 $570,655 $2,162,792 $1,235,561 $6,055,862 $785.07 20,450 118.51 97 State Average (NJ) N/A 5,316 11 3.45 37 7.9 $316,095 $515,243 $220,766 $2,696,047 $552.15 7,425 104.31 74 National Average N/A 3,619 6 7.36 23 14.88 $171,823 $370,486 $167,820 $1,504,919 $690.39 4,048 86.23 63 Comparison Group Median N/A 6,720 12 3.07 40 6.4 $315,919 $1,507,345 $795,365 $3,386,453 $529.37 9,657 83.47 98 State Median (NJ) N/A 4,688 7 1.81 21 5.46 $101,379 $124,676 $52,825 $966,207 $311.82 424 32.97 77 National Median N/A 1,581 2 1.79 8 4.97 $35,000 $32,381
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Alphabetical INDEX of Participating Undergraduate
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A+ Options for B Students Below Is a List of Great Colleges and Universities That Have High Acceptance Rates (60% Or Higher) from 2017
A+ Options for B Students Below is a list of great colleges and universities that have high acceptance rates (60% or higher) from 2017. From US News and World Report 2017 Edition Adelphi University (NY) Temple University (PA) Agnes Scott (GA) Texas A&M University – College Station (TX) Auburn University (AL) Texas Tech University (TX) Arizona State (AZ) The New School (NY) California Lutheran University (CA) University of Alabama – Huntsville (AL) Central Michigan University (MI) University of Arizona (AZ) Clarkson University (NY) University of Cincinnati (OH) Colorado State University (CO) University of Colorado – Boulder (CO) DePaul University (IL) University of Dallas (TX) DePauw University (IN) University of Hawaii – Manoa (HI) Drexel University (PA) University of Houston (TX) Duquesne University (PA) University of Illinois – Chicago (IL) Embry-Riddle Aeronautical University (FL) University of Illinois – Urbana Champaign (IL) Florida Institute of Technology (FL) University of Iowa (IA) George Mason University (VA) University of Kansas (KS) Gonzaga University (WA) University of Massachusetts – Amherst (MA) Hofstra University (NY) University of Missouri (MO) Indiana University – Bloomington (IN) University of New Hampshire (NH) Iowa State University (IA) University of Nevada – Las Vegas (NV) Ithaca College University of North Carolina – Charlotte (NC) James Madison (VA) University of Oregon (OR) Kettering University (MI) University of Oklahoma (OK) Loyola University of Chicago (IL) University of Portland (OR) Marquette University (WI)
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Clarkson University Catalog
CLARKSON UNIVERSITY CATALOG 2008-2009 Undergraduate and Graduate programs offered through School of Arts & Sciences School of Business Wallace H. Coulter School of Engineering Physical Therapy Interdisciplinary Programs www.clarkson.edu 315-268-6400 Clarkson is a nationally recognized research university with rigorous programs in engineering, arts, sciences, business and health sciences. Clarkson’s 3,000 students learn and live in a close-knit residential environment augmented by award-winning career service and experiential learning initiatives. As one of the smallest ranked research institution, Clarkson makes its size its advantage by readily affording students and faculty the flexibility to span the boundaries of traditional academic areas. As a result, Clarkson is at the forefront of exploring the creation of wealth and bridging the processes of discovery, engineering innovation and enterprise. Founded in 1896, Clarkson’s 640-acre wooded campus is located in the foothills of the Adirondack Mountains. Potsdam is the quintessential “college town” with four higher education institutions within a 10-mile radius offering exceptional cultural and recreational venues. Clarkson’s educational strengths include: • rigorous professional preparation • dynamic, real-world learning • highly collaborative community • teamwork that spans disciplines QUESTIONS regarding undergraduate admission and requests for information about Clarkson may be directed to the Office of UndergraduateA dmission. For graduate programs, direct inquiries as indicated
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Career Center Annual Report
CAREER CENTER ANNUAL REPORT 2019–2020 th Best Return on 5Investment 1 73 % Students Utilized Mines % Career Services 95 Positive Outcomes Rate2,3 IN A YEAR OF UNPRECEDENTED CHALLENGES, 1,200 Organizations THE STUDENTS, FACULTY, AND STAFF OF Recruited or MINES HAVE RISEN TO THE OCCASION, Hired at Mines REFLECTING THE INDOMITABLE OREDIGGER SPIRIT OF RESILIENCE THAT IS AT THE HEART OF THE MINES EXPERIENCE. THE CAREER Average CENTER HAS BEEN NIMBLE IN ADAPTING TO Starting $ Salary 3 NEW CIRCUMSTANCES AND CHANGING NEEDS. k 1 Among public universities nationwide 2 Employed79 in industry, government, military, www.payscale.com/college-salary-report/best-schools-by- continuing education, or international students type/bachelors/public-schools returning to their home countries. 3 Combined BS, MS, and PhD grads “IT IS ABSOLUTELY AMAZING TO BE ABLE TO PUT ON GLOVES AND TOUCH A VEHICLE THAT IS GOING INTO SPACE, LET ALONE CONTRIBUTE TO A TEAM OF INCREDIBLY SMART INDIVIDUALS TO HELP BUILD THIS VEHICLE AND GET IT INTO SPACE.” NADIA SMITH Mechanical Engineering REACHING BS, Class of 2021 FOR THE STARS GR ADUATED $ STUDENT 79K Average Starting OUTCOMES Salary 1 % A Record 22 Graduates Continue with 1,548 Advanced Education3 Total Graduates The Class of 2020 graduated into a labor market unlike any in recent history with a pandemic impacting course delivery and an unexpected, % sudden shift in the economy. Despite these Positive challenges, Mines graduates saw positive outcomes, Outcomes similar to prior years—a testament to their enduring 95 1,2 Rate value as professionals and graduates. 2 Employed in industry, government, military, continuing education, 1 BS, MS, and PhD grads or international students returning to their home countries.
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Bill to Make Private College Police Records Public Officials Disagree On
NEWS MUSE SPORTS Boston crime has decreased since Documentary director Douglas Tirola Women’s Hockey gears up for last year. discusses tasteless nature of National non-conference tilt with Clarkson. p. 2 Lampoon. p. 10 p. 5 44°/62° DAILYFREEPRESS.COM CLEAR (FORECAST.IO) @DAILYFREEPRESS THURSDAY, OCTOBER 15, 2015 THE INDEPENDENT WEEKLY STUDENT NEWSPAPER AT BOSTON UNIVERSITY YEAR XLIV. VOLUME XC. ISSUE VII. BU lacks stance on trigger warnings, gives professors personal discretion BY PAIGE SMITH DAILY FREE PRESS STAFF Despite several universities across the country forgoing the use of trigger warnings on campus, Boston University holds no official stance of ordinance governing the use of trig- ger warnings in academic settings. Administrators at both American Uni- versity and Cornell University have spoken out against trig-ger warnings, with American cit- PHOTO BY PAIGE TWOMBLY/DAILY FREE PRESS CONTRIBUTOR ing freedom of speech as its defense. A bill seeking to make private college police records public is in a committee in the Massachusetts State Legislature. Boston Univer- “The Faculty Senate does not endorse of- sity students currently have to go to the Boston University Police Department and have the records read to them because they do fering ‘trigger warnings’ or otherwise labeling not exist online. controver-sial material in such a way that stu- dents construe it as an option to ‘opt out’ of Bill to make private college police records public engaging with texts or concepts, or otherwise not participating in intellectual inquiries,” the BY CAROLYN HOFFMAN state police officer of a college, university or College, Harvard University Police Depart- AU Faculty Senate wrote in a statement.
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A New Research Center at Colorado School of Mines and Virginia Tech Richard Wendlandt ([email protected]), Zhaoshan Chang (SEG F, [email protected])
No 115 • OCTOBER 2018 SEG NEWSLETTER 27 A New Research Center at Colorado School of Mines and Virginia Tech Richard Wendlandt ([email protected]), Zhaoshan Chang (SEG F, [email protected]), Wendy Harrison ([email protected]), Yaoguo Li ([email protected]), SEG NEWS Thomas Monecke (SEG FL, [email protected]), and Matthias Chung ([email protected]) Colorado School of Mines and Virginia in developing 3-D geologic models for and exploratory data analysis solutions Tech have recently been awarded a mineral deposits, integrating diverse and visualization tools. Training of major grant by the National Science geoscience data to inform decision-mak- students and young professionals will Foundation to set up a new research ing and minimize geologic risk, be an important component of the new center focusing on advanced subsurface beginning with locating and mining center. earth resource modeling. The award subsurface earth resources and continu- The vision of the center has been has been made under the Industry/ ing through mine closure and environ- developed over the past three years University Cooperative Research mental remediation. The research will in close collaboration with a group of Centers program, which represents the be conducted in four thrust areas: (1) industry advisors. A planning meet- National Science Foundation’s primary development of geophysical and geo- ing supported by the National Science mechanism to support industry-driven, chemical instrumentation, analysis, and Foundation was conducted in Septem- precompetitive applied research. The interpretation methods for enhanced ber 2017, involving representatives from grant covers costs related to operating characterization of rock properties; (2) 38 exploration and mining companies the center and augments support the integration, scaling, and inversion of and government agencies.
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Status of the Bulletin Diversity Nondiscrimination Admission
REGIS UNIVERSITY BULLETIN 2009 - 2010 STATUS OF THE BULLETIN The content of this document is provided for the information of the student. It is subject to change from time to time as deemed appropriate by the University in order to fulfill its role and mission or to accommodate circumstances beyond its control. Any such changes may be implemented without prior notice and without obligation and, unless specified otherwise, are effective when made. DIVERSITY At Regis University the term “diversity” affirms our faith inspired commitment to build an inclusive community that values the dignity and contributions of all our members. In this community, human differences thrive in a learning environment characterized by the Jesuit traditions of mutual respect and the pursuit of justice. Age, gender, race/ethnicity, class, disability, sexual orientation, religion, and other forms of human differences contribute to the richness and vitality of our living community. NONDISCRIMINATION In accordance with its Jesuit Catholic mission, Regis University is committed to maintaining a humane atmosphere in which the civil rights of every individual are recognized and respected. Regis University complies with all local, state, and federal nondiscrimination laws and regulations in the provision of educational services and in employment practices. ADMISSION Admission requirements and procedures vary by college. Please refer to the specific college in this Bulletin for more information. The University reserves the right to deny admission, services, continued enrollment and re-enrollment to any applicants, students, or other persons whose personal history, medical history, background, or behavior indicates that their presence in University facilities, programs, or activities, or use of University services would endanger themselves, or the health, safety, welfare, well-being, or property of the University, its employees, students, guests, or others, or would interfere with the orderly performance and conduct of the University’s or affiliated agencies’ functions.
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