Where Will Your Graduate Degree Take You?

Total Page:16

File Type:pdf, Size:1020Kb

Where Will Your Graduate Degree Take You? WHERE WILL YOUR GRADUATE DEGREE TAKE YOU? GALLAUDET BY AN ACT OF CONGRESS AND UNIVERSITY— SIGNED INTO LAW BY PRESIDENT ESTABLISHED IN1864 ABRAHAM LINCOLN (AS A COLLEGE). ONLY BILINGUAL BISON ASL/ENGLISH UNIVERSITY IS THE MASCOT IN THE WORLD. OF GALLAUDET UNIVERSITY. OF GRADUATES RATE THEIR EDUCATIONAL EXPERIENCE 92% AT GALLAUDET AS EXCELLENT. 89% THE FOOTBALL HUDDLE OF GRADUATE ORIGINATED AT GALLAUDET STUDENTS ARE SO THAT THE OTHER TEAMS EMPLOYED AFTER COULD NOT READ THEIR SIGNS. GRADUATION. For more than 150 years, Gallaudet University has led advances in the education of deaf, hard of hearing, and hearing students and deaf rights worldwide. WHY GALLAUDET UNIVERSITY A comprehensive university designed for deaf and hard of hearing individuals, in a global capital. There is simply no other place like this in the world. Gallaudet University offers an array of programs at the certificate, masters, specialist, and doctoral levels. Our graduate school draws on Gallaudet’s rich heritage to prepare deaf, hard of hearing, and hearing students for a variety of professional careers. With over 25 post-graduate degrees and certificate programs, Gallaudet prepares future scholars, leaders, and practitioners with the tools CONNECT with esteemed professors to excel in their professions and disciplines. and motivated students. Gallaudet is accredited by the Commission on Higher Education of the Middle States DISCOVER innovative academics Association of Colleges and Secondary Schools. In addition, Gallaudet’s graduate programs are and a vibrant, bilingual community. held in high esteem and, where applicable, are also fully accredited by a variety of program- INFLUENCE ideas, conversations— specific professional accrediting bodies. and your future. GALLAUDET UNIVERSITY IS COMMITTED TO THE HIGHEST STANDARDS FOR THE QUALITY OF INSTRUCTION AND PROFESSIONAL PREPAREDNESS. WHY GRADUATE SCHOOL Reasons to continue your education vary from person to person. What are your life goals? If you want to teach or practice research, you need an advanced degree. If you want to improve your earning potential or career trajectory, an advanced degree can help. The Bureau of Labor Statistics noted in 2013, those with advanced degrees earned at least 18% more than those that did not. (https://www.bls.gov/careeroutlook/2015/ article/should-i-get-a-masters-degree.htm) PROGRAMS OF STUDY ASL AND DEAF STUDIES GOVERNMENT AND PUBLIC AFFAIRS Deaf Studies (MA, Certificate) Public Administration (MPA) Sign Language Education (MA) HEARING, SPEECH, AND LANGUAGE SCIENCES COUNSELING Audiology (AuD) Clinical Mental Health Counseling (MA) Hearing, Speech, and Language Sciences (PhD) School Counseling (MA) Speech-Language Pathology (MS) Summers and Online School Counseling Program (MA) INTERPRETATION (MA, PHD) EDUCATION ASL & English Bilingual Early Childhood Deaf Education: LINGUISTICS (MA, PHD) Birth to 5 (Certificate) Critical Studies in Education of Deaf Learners (PhD) PSYCHOLOGY Deaf Education (EdS) Clinical Psychology (PhD) Deaf Education: Advanced Studies (MA) School Psychology (PsyS) Deaf Education: Special Program in Deaf Education (MA) SOCIAL WORK (MSW) Educating Deaf Students with Disabilities (Certificate) Education: Teacher Preparation Program (MA) INTERDISCIPLINARY Deaf Education Deaf and Hard of Hearing Infants, Toddlers, Early Childhood Education and Deaf Education and their Families: Collaboration and Leadership (Certificate) Elementary Education and Deaf Education Educational Neuroscience (PhD) Secondary Education and Deaf Education International Development (MA) Please make sure to check the website (gallaudet.edu/graduate-school/graduate-programs) for up to date information gallaudet.edu/graduate-school 3 WASHINGTON, D.C. The Gallaudet campus is in the heart of Washington D.C., in close proximity to well-known landmarks, Union Station, and Metro stations. Our Gallaudet shuttle bus provides easy access to Metro stops taking you to museums, ethnic restaurants and neighborhoods, sporting and nightlife events, shopping malls, and historical parks. The nearest Metro station is so close, “Gallaudet U” is in the station’s name. Hop on and whiz away across the city. Or, grab a bike from the Bikeshare stop on campus and visit the farmers’ markets either at Eastern Market to the southeast, or at Union Market directly across the street from campus. The Consortium is a nonprofit educational association of 17 member colleges and universities representing nearly 290,000 students committed to the advancement of higher education in the Washington Metropolitan Area. Gallaudet University is a member of the consortium which permits students enrolled in degree programs at one institution to request to register for an approved course that is being offered at another participant institution. Washington, D.C. is home to an astoundingly large number of potential employers and internship providers as well. The National Association of the Deaf (NAD) has its headquarters nearby, as do many of the national advocacy organizations for deaf and hard of hearing people. THE ENVIRONMENT IN WASHINGTON, D.C. FEEDS BOTH THE MIND AND SOUL. “THE COURSES AND THE DIALOGUE WITH MY COHORTS WERE STRENGTHS OF MY GRADUATE PROGRAM.” DISCOVER THE ADVANTAGES OF A BILINGUAL ENVIRONMENT RESEARCH SHOWS THAT A BILINGUAL APPROACH ENHANCES LEARNING AS COMPARED TO LEARNING IN BILINGUAL ONE LANGUAGE. THE BILINGUAL ADVANTAGE EDUCATION Everything is fully accessible. Gallaudet University is the premier bilingual institution Extensive student-faculty collaboration, with direct in the world that provides visually accessible communication in both American Sign Language higher education for deaf, hard of hearing, and and English. hearing students through American Sign Language and written English. Gallaudet’s commitment to Full access to campus activities, clubs and athletics. bilingualism is reflected excellence in both languages Classroom technology to optimize learning for all. through bilingual curricula, critical thinking activities, English Language Institute for international students and career preparation. Gallaudet’s bilingual whose first written language is not English. education model is founded on celebrating and promoting student immersion in the university’s With a bilingual American Sign Language and English culturally and linguistically rich environment. environment, you will have direct access to everything Gallaudet’s character as a bilingual, diverse, and and everyone at Gallaudet—including our extensive multicultural university is palpable on a campus where national and international connections for research, we aim to connect with, discover, and influence the internships and careers. world through the use of two languages. gallaudet.edu/graduate-school 5 THE EXCITEMENT OUR AT GALLAUDET COMES FROM SO BACKGROUND MANY PEOPLE READY TO SHARE AND EXPERIENCE THEIR DIVERSE BACKGROUNDS MAKE US AND OPEN THEIR EYES TO NEW STRONGER. POSSIBILITIES. Broaden your mind, learn more about the world around you and think about yourself in new ways. Gallaudet University brings together students, faculty and staff from many cultures, languages and ethnicities. Our campus welcomes and provides resources for individuals who employ a variety of communication modalities. You will discover a welcoming, respectful community united in its passion to make a difference in the world. You will find people and programs that will support, challenge and strengthen you. 6 Gallaudet University RESOURCES FOR ALL MULTICULTURAL STUDENT DEVELOPMENT AND MENTORING CROSS-CAMPUS MULTICULTURAL AND INTERNATIONAL STUDENT PROGRAMS Empowers students of all backgrounds to achieve Cultural presentations, lectures from a variety of inspiring academic, career and personal success and contribute visitors, panel discussions, workshops and leadership training to to an inclusive campus environment. Offers programs, support racial and ethnic minority students, multicultural student services and resources that include: organizations and an appreciation of diversity on campus. GRADUATE STUDENT ASSOCIATION The Graduate Student Association (GSA) is a student OFFICE FOR STUDENTS WITH DISABILITIES (OSWD) organization representing all graduate students at Individually tailored, comprehensive support services to Gallaudet University. Their purpose is to promote academic promote equal access and opportunity for students with excellence, provide a forum for the expression of opinion disabilities. by graduate students, facilitate communications and joint activities within the various departments of Graduate School, and to promote the graduate school culture. RESEARCH SUPPORT AND INTERNATIONAL AFFAIRS LGBTQA RESOURCE CENTER The Office of Research Support and International Affairs Services, trainings, events and gatherings to encourage (RSIA) strives to fulfill Gallaudet University’s mission to an inclusive environment for people of all sexual encourage, promote, and facilitate research, and to offer orientations, gender identities and gender expressions. and oversee international and intercultural education opportunities for Gallaudet students and faculty, as well as the global community. gallaudet.edu/graduate-school 7 “YOU CAN NEVER UNDERSTAND ONE LANGUAGE UNTIL YOU UNDERSTAND AT LEAST TWO.” –GEORGE VEDITZ ACQUIRE ASL FLUENCY At Gallaudet, students and faculty strive to Note that classes offered at Gallaudet University communicate as clearly as possible, modeling may not be equivalent to classes you have taken and developing habits
Recommended publications
  • Early Childhood Master's Degree Program (M.Ed.) Prospectus
    Kent State University College of Education, Health and Human Services School of Teaching, Learning and Curriculum Studies EARLY CHILDHOOD MASTER’S DEGREE PROGRAM (M.Ed) *NOTE: The M.Ed. requires a minimum of 32 semester hours of course work Name: Home Address: E-mail address: City: State: Zip code: Telephone number: Kent State ID: Date graduate work started: Advisor: Final date for completion (all coursework must be completed within the six year limit): Exit Project: Yes No Expected completion date of exit project: CONCENTRATION (if selected): ENDORSEMENT (if selected): _________________________________________________________________________________________ Instructions for Filing the Prospectus 1. During the first semester of course work, you must schedule a meeting with your advisor to discuss the self assessment form and prospectus. Consult the graduate catalog for electives prior to meeting with advisor. 2. The prospectus must be completed and filed by the end of the first year of course work in 418 White Hall. Prior to filing the prospectus in 418 White Hall, make two (2) copies. Give one (1) copy to your major advisor. Retain one (1) copy for your personal use. 3. Any deviation from the prospectus MUST BE APPROVED IN ADVANCE by the student’s advisor. Changes are to be filed by the student with the Coordinator of Graduate Education Programs, Valorie Adkins, in Room 418 White Hall one semester prior to anticipated graduation. She can be contacted at 330-672-0559 or [email protected]. 4. You have 6 years to complete your program work. The time limit begins when you take your first course toward the degree; or if you are seeking to transfer courses, your time limit begins with the earliest of those transferred courses.
    [Show full text]
  • Ece-Phd-Policy-Handbook.Pdf
    The University of Alabama at Birmingham Ph.D. Doctoral Program in Early Childhood Education POLICY HANDBOOK FOR STUDENTS Revised April 12, 2018 This handbook for the Doctoral Program in Early Childhood Education and Development is for the use of students who have been approved for admission. For complete requirements for the Doctor of Philosophy degree, students must consult their program advisor, the UAB Graduate School Catalog where you can find the Graduate Student Handbook, and the UAB Graduate School Policies and Procedures. These documents can be found by browsing the graduate school webpage. http://www.uab.edu/graduate/ 2 TABLE OF CONTENTS Page Contents PURPOSE OF THE Ph.D. PROGRAM ...................................................................................... 3 UNIVERSITY OF ALABAMA AT BIRMINGHAM ................................................................. 3 SCHOOL OF EDUCATION ....................................................................................................... 3 CONCEPTUAL OVERVIEW OF Ph.D. PROGRAM ................................................................. 4 STEPS FOR COMPLETION OF DOCTOR OF PHILOSOPHY DEGREE................................. 5 Benchmark Requirements ........................................................................................................ 6 COURSE OF STUDY................................................................................................................. 7 Prerequisite Courses ...............................................................................................................
    [Show full text]
  • 1. List of Active Partners by Country
    The University of Victoria holds 288 agreements with 224 partnership institutions and organizations based in 54 countries as of September 2020. This document includes: List of active partners by country Partners by region and agreement type 1. List of Active Partners by Country Australia Australian National University Deakin University Griffith University James Cook University Macquarie University Murdoch University Royal Melbourne Institute of Technology University of Adelaide University of New South Wales University of Newcastle University of South Australia University of Sydney University of Wollongong Austria FH JOANNEUM - University of Applied Sciences Johannes-Kepler-Universität Linz Wirtschaftsuniversität Wien Belgium L'institut Superieur de Traducteurs et Interpretes de la Haute Ecole de Bruxelles (ISTI), - Université Libre de Bruxelles Louvain School of Management Thomas More Mechelen-Antwerpen Bhutan Jigme Singye Wangchuck School of Law Page 1 Updated Sept 2020 Brazil Fundação de Amparo à Pesquisa do Estado de São Paulo Fundação Getulio Vargas - Escola de Administracão de Empresas de São Paulo Pontificia Universidade Católica do Rio de Janeiro Universidade de São Paulo Universidade Estadual Paulista 'Júlio de Mesquita Filho' (UNESP) Universidade Federal de Santa Catarina Canada Camosun College IC-IMPACTS Canada-India Research Centre of Excellence Université de Montréal University of Ottawa University of Waterloo Chile Pontificia Universidad Católica de Valparaíso Universidad Adolfo Ibáñez Universidad del Desarrollo China Beihang
    [Show full text]
  • Hohonu Volume 5 (PDF)
    HOHONU 2007 VOLUME 5 A JOURNAL OF ACADEMIC WRITING This publication is available in alternate format upon request. TheUniversity of Hawai‘i is an Equal Opportunity Affirmative Action Institution. VOLUME 5 Hohonu 2 0 0 7 Academic Journal University of Hawai‘i at Hilo • Hawai‘i Community College Hohonu is publication funded by University of Hawai‘i at Hilo and Hawai‘i Community College student fees. All production and printing costs are administered by: University of Hawai‘i at Hilo/Hawai‘i Community College Board of Student Publications 200 W. Kawili Street Hilo, Hawai‘i 96720-4091 Phone: (808) 933-8823 Web: www.uhh.hawaii.edu/campuscenter/bosp All rights revert to the witers upon publication. All requests for reproduction and other propositions should be directed to writers. ii d d d d d d d d d d d d d d d d d d d d d d Table of Contents 1............................ A Fish in the Hand is Worth Two on the Net: Don’t Make me Think…different, by Piper Seldon 4..............................................................................................Abortion: Murder-Or Removal of Tissue?, by Dane Inouye 9...............................An Etymology of Four English Words, with Reference to both Grimm’s Law and Verner’s Law by Piper Seldon 11................................Artifacts and Native Burial Rights: Where do We Draw the Line?, by Jacqueline Van Blarcon 14..........................................................................................Ayahuasca: Earth’s Wisdom Revealed, by Jennifer Francisco 16......................................Beak of the Fish: What Cichlid Flocks Reveal About Speciation Processes, by Holly Jessop 26................................................................................. Climatic Effects of the 1815 Eruption of Tambora, by Jacob Smith 33...........................Columnar Joints: An Examination of Features, Formation and Cooling Models, by Mary Mathis 36....................
    [Show full text]
  • Firm Background Information
    1215 Hamilton Lane, Suite 200 Naperville, IL 60540 Moran Technology Consulting (MTC) is an experienced and proven provider of consulting services to the Higher Education, K-12 and public-sector industries. MTC offers a full range of IT and management consulting services to our clients. Our consultants have worked with over 240 institutions and have conducted over 590 projects. We work hard for our clients. We have focused our resources in several key areas: • ERP Transformation, Planning and Oversight: We have led projects to help clients plan for the impact that a new ERP system can have on an institution (organization, technology, processes, and culture). We approach these projects as a multi-phased effort: Establish Transformation Guidelines to define how the school wants to run its business processes in the future; Utilize Process Transformation / Improvement to provide the details on how the processes should be performed; Develop a Product Deployment strategy and support; and Plan for Post-Installation support. These same tools have also proven highly successful in helping institutions drive services improvements within existing ERP environments. • Product/Package Selection and Acquisition Support: We have led projects for clients in all phases of selecting and acquiring a new product or software package and the associated consulting services. We have done engagements for many products/technologies, including: VoIP, ERP, SIS, Finance, HCM, LMS, CRM, SaaS based and on-premises based and many others. We approach these projects as a multi-phased effort: Requirement Definition to define the RFP requirements to meet the institutions needs and to support the new business processes; RFP Development to help clients write the detailed RFP specification needed to select a vendor; and RFP Support to help clients through the vendor selection and contract negotiations processes.
    [Show full text]
  • 2007 Tuskegee Symposium Program
    HBCU Faculty Development Network Conference Program http://hbcufdn.org Fourteenth National HBCU Faculty Development Symposium “Enhancing Quality through Engaged Assessment & Research” October 18-20, 2007 Kellogg Hotel and Conference Center Tuskegee University Tuskegee, Alabama ♦ Sponsored by HBCU Faculty Development Network ♦ Co-hosted by Tuskegee University & Alabama State University ♦ Fourteenth National HBCU Faculty Development Symposium “Enhancing Quality through Engaged Assessment & Research” October 18-20, 2007 Kellogg Hotel and Conference Center Tuskegee University Tuskegee, Alabama ♦ October 18, 2007 STEERING COMMITTEE Hasan Crockett Dear Colleague: Morehouse College This Fourteenth National HBCU Faculty Development Symposium on Phyllis Worthy Dawkins Johnson C. Smith University “Enhancing Quality through Engaged Assessment & Research” places focus on the importance of examining the outcomes of our instructional strategies to Henry J. Findlay Tuskegee University develop the most effective approaches for enhancing teaching and learning, and also for meeting the growing demands of accreditation organizations and grant Laurette B. Foster Prairie View A&M University funders. Eugene Hermitte Bringing the HBCU Faculty Development Symposium to Tuskegee gives us Johnson C. Smith University the opportunity to visit an institution that is rich in history and that serves as a M. Shelly Hunter symbol of the ongoing struggle for equal rights and justice. We will also be Norfolk State University focusing on nearby Montgomery with our visit to Alabama State University and Stephen L. Rozman the showing of a documentary film on the women behind the Montgomery Bus Tougaloo College Boycott, followed by a panel discussion. Emeritus We welcome as keynote speaker Dr. Vincent Tinto, a national leader in the Joyce P. Peoples Atlanta Metropolitan College use of learning communities and collaborative pedagogies to enhance student learning and retention.
    [Show full text]
  • How America Pays for Graduate School
    Sallie Mae | Ipsos 1 How America Pays for Graduate School Sallie Mae’s national study of graduate school students Conducted by Ipsos Public Affairs 2017 How America Pays for Graduate School 2017 Sallie Mae | Ipsos About Sallie Mae® About Ipsos Sallie Mae is the nation’s saving, planning, and Ipsos is a global independent market research paying for college company. company ranking third worldwide among research firms. We’re proud to offer products and services that promote responsible personal finance and help students and families At Ipsos, we are passionately curious about people, make college happen, including markets, brands, and society. • A range of FDIC-insured savings products, including SmartyPig® We make our changing world easier and faster to navigate, and and other goal-based savings accounts, money market inspire clients to make smarter decisions. We deliver research accounts, and certificates of deposit.* In addition, Upromise® by with security, speed, simplicity, and substance. We believe it’s Sallie Mae provides financial rewards on everyday purchases to time to change the game—it’s time for Game Changers! help families save for college. • A variety of free online tips, tools, and resources that help Our commitment to driving the industry with innovative, best families plan for college and graduate school, including in class research techniques that are meaningful in today’s Scholarship Search, which offers free access to 5 million connected society is our primary goal. scholarships worth up to $24 billion, the College Planning Focusing on six research specializations, our broad range of CalculatorSM, and the College AheadSM mobile app.
    [Show full text]
  • Graduate Enrollment and Degrees: 2006 to 2016 Graduate Enrollment and Degrees: 2006 to 2016 Hironao Okahana Enyu Zhou
    Graduate Enrollment and Degrees: 2006 to 2016 Graduate Enrollment and Degrees: 2006 to 2016 Hironao Okahana Enyu Zhou September 2017 The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by: The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by the Council of Graduate Schools (CGS) and the Graduate Record Examinations (GRE) Board. For more information about the survey or the survey reports, please contact: Council of Graduate Schools Graduate Record Examinations Program One Dupont Circle NW, Suite 230 Educational Testing Service Washington, DC 20036-1146 Rosedale Road www.cgsnet.org Princeton, NJ 08541-6000 www.ets.org/gre Hironao Okahana (202) 696-1560 Carol A. Hawkes [email protected] (609) 683-2237 [email protected] Suggested citation: Okahana, H., & Zhou, E. (2017). Graduate enrollment and degrees: 2006 to 2016. Washington, DC: Council of Graduate Schools. Copyright © 2017 Council of Graduate Schools, Washington, DC ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or used in any form by any means—graphic, electronic, or mechanical including photocopying, recording, taping, Web distribution, or information storage and retrieval systems—without the written permission of the Council of Graduate Schools, One Dupont Circle NW, Suite 230, Washington, DC 20036-1146. Printed in the United States 2 Council of Graduate Schools Quick Takes The CGS/GRE Survey of Graduate Enrollment and Degrees is the comprehensive source of information for master’s and doctoral program applications, enrollment, and degrees in the United States. This report highlights findings from Fall 2016 with detailed data tables.
    [Show full text]
  • Idaho School for the Deaf and the Blind
    Idaho School for the Deaf and the Blind Evaluation Report October 2005 Office of Performance Evaluations Idaho Legislature Report 05-03 Created in 1994, the Legislative Office of Performance Evaluations operates under the authority of Idaho Code § 67-457 through 67-464. Its mission is to promote confidence and accountability in state government through professional and independent assessment of state agencies and activities, consistent with Legislative intent. The eight-member, bipartisan Joint Legislative Oversight Committee approves evaluation topics and receives completed reports. Evaluations are conducted by Office of Performance Evaluations staff. The findings, conclusions, and recommendations in the reports do not necessarily reflect the views of the committee or its individual members. Joint Legislative Oversight Committee Senate House of Representatives Shawn Keough, Co-chair Margaret Henbest, Co-chair John C. Andreason Maxine T. Bell Bert C. Marley Debbie S. Field Kate Kelly Donna Boe Rakesh Mohan, Director Office of Performance Evaluations Idaho School for the Deaf and the Blind October 2005 Report 05-03 Office of Performance Evaluations 700 W. State Street, Lower Level, Suite 10 P.O. Box 83720, Boise, Idaho 83720-0055 Office of Performance Evaluations ii Office of Performance Evaluations iv Idaho School for the Deaf and the Blind Table of Contents Page Executive Summary............................................................................................................ ix Chapter 1 Introduction ...................................................................................................
    [Show full text]
  • Introduction: Postgraduate Studies/ Postgraduate Pedagogy? Alison Lee and Bill Green University of Technology, Sydney and Deakin University
    Feature: Postgraduate studies/postgraduate pedagogy Introduction: postgraduate studies/ postgraduate pedagogy? Alison Lee and Bill Green University of Technology, Sydney and Deakin University In recent years, the nature and quality of postgraduate studies in collecting information about postgraduate research students’ experi- higher education has become a matter of increasing interest and ences that can inform guidelines about good supervisory practices (eg concern. This has been partly produced out of the collapse of the binary Parry and Hayden 1994; Powles, 1993), as well as on across-Faculty system in the mid eighties and the subsequent restructuring and re- understandings and practices regarding postgraduate research super- positioning of the higher education sector, following the interventions vision and study (eg Whittle, 1994), with the Zuber-Skerritt and Ryan and decisions of the then Minister for Education in the Federal Labor 1994 collection on ‘quality’ in postgraduate education being a signifi- Government, in direct relation to new and changing economic impera- cant and representative text in this regard. The indications are that such tives. What has emerged on the scene is a greatly expanded number of orientations and regimes in research are likely to be further institution- universities, within an across the board re-assessment and re-organi- alised if rational ‘science’ models of research and supervision are sation of the academic-institutional agenda to take more explicitly and adopted uncritically as normative across the academic-institutional formally into account notions of accountability, efficiency, spectrum, as seems to be the trend, in accordance with new bureau- performativity, professionalisation and vocationalism. More broadly, cratic logics of funding and accountability.
    [Show full text]
  • Administration
    Smart & Sustainable Campuses Conference 2008 Organizations that sent attendees AASHE Academic Privatization, LLC /AP Management Company, LLC Affiliated Engineers, Inc. Amenta/Emma Architects Amherst College APPA Appalachian State University Aquinas College ARAMARK Higher Education Arcadia University Archibus Arizona State University ASG, Inc. Association for the Advancement of Sustainability in Higher Education Atlantic Information Services Ayers Saint Gross, Architects & Planners Barton Malow Company Bentley University Berea College Biohabitats, Inc. BLT Architects Bowie State University Brown University Bucknell University Burt Hill Kosar Rittelmann Associates California State University, East Bay California State University, Fresno California State University, Monterey Bay Campus Consortium for Environmental Excellence Cannon Design Case Western Reserve University Castleton State College Cedar Valley College Central Michigan University Chatham University Chesapeake Climate Action Network Chestnut Hill College Chevron Energy Solutions Christchurch School Clark University Clean Air-Cool Planet College of William and Mary Colorado Academy Colorado College Community Energy, Inc Connecticut College Coppin State University Creative Artists Agency Cubellis Culver Academies Cunningham + Quill Architects, PLLC CUNY Herbert H. Lehman College Smart & Sustainable Campuses Conference 2008 Organizations that sent attendees CUNY The City College of New York Davidson County Community College Design Collective, Inc. Dickinson College Dining Services
    [Show full text]
  • FICE Code List for Colleges and Universities (X0011)
    FICE Code List For Colleges And Universities ALABAMA ALASKA 001002 ALABAMA A & M 001061 ALASKA PACIFIC UNIVERSITY 001005 ALABAMA STATE UNIVERSITY 066659 PRINCE WILLIAM SOUND C.C. 001008 ATHENS STATE UNIVERSITY 011462 U OF ALASKA ANCHORAGE 008310 AUBURN U-MONTGOMERY 001063 U OF ALASKA FAIRBANKS 001009 AUBURN UNIVERSITY MAIN 001065 UNIV OF ALASKA SOUTHEAST 005733 BEVILL STATE C.C. 001012 BIRMINGHAM SOUTHERN COLL ARIZONA 001030 BISHOP STATE COMM COLLEGE 001081 ARIZONA STATE UNIV MAIN 001013 CALHOUN COMMUNITY COLLEGE 066935 ARIZONA STATE UNIV WEST 001007 CENTRAL ALABAMA COMM COLL 001071 ARIZONA WESTERN COLLEGE 002602 CHATTAHOOCHEE VALLEY 001072 COCHISE COLLEGE 012182 CHATTAHOOCHEE VALLEY 031004 COCONINO COUNTY COMM COLL 012308 COMM COLLEGE OF THE A.F. 008322 DEVRY UNIVERSITY 001015 ENTERPRISE STATE JR COLL 008246 DINE COLLEGE 001003 FAULKNER UNIVERSITY 008303 GATEWAY COMMUNITY COLLEGE 005699 G.WALLACE ST CC-SELMA 001076 GLENDALE COMMUNITY COLL 001017 GADSDEN STATE COMM COLL 001074 GRAND CANYON UNIVERSITY 001019 HUNTINGDON COLLEGE 001077 MESA COMMUNITY COLLEGE 001020 JACKSONVILLE STATE UNIV 011864 MOHAVE COMMUNITY COLLEGE 001021 JEFFERSON DAVIS COMM COLL 001082 NORTHERN ARIZONA UNIV 001022 JEFFERSON STATE COMM COLL 011862 NORTHLAND PIONEER COLLEGE 001023 JUDSON COLLEGE 026236 PARADISE VALLEY COMM COLL 001059 LAWSON STATE COMM COLLEGE 001078 PHOENIX COLLEGE 001026 MARION MILITARY INSTITUTE 007266 PIMA COUNTY COMMUNITY COL 001028 MILES COLLEGE 020653 PRESCOTT COLLEGE 001031 NORTHEAST ALABAMA COMM CO 021775 RIO SALADO COMMUNITY COLL 005697 NORTHWEST
    [Show full text]