University of Mazandaran Student Prospectus A GGUIDEUIDE FFOROR IINTERNATIONALNTERNATIONAL STUDENTSSTUDENTS February, 2016 www.umz.ac.ir int-offi[email protected] University of Mazandaran A GUIDE FOR INTERNATIONAL STUDENTS Study in Mazandaran, Iran A GUIDE FOR INTERNATIONAL STUDENTS is produced by the Office of International and Scientific Cooperation (OISC) The information given in this publication is supposed to provide information to people who wish to get an admission from the University of Mazandaran. The University of Mazandaran is not responsible and shall not be bound by errors in, or omissions from this publication It also reserves the right to revise, amend, alter or delete programs of study and academic regulations at any time by giving such notice as may be determined by the Office of International and Scientif- ic Cooperation (OISC). * Director of Office of International and Scientific Cooperation (OISC): Dr. Mahmoud Azizi * Office manager: Ms. Goltaj Sadeghi * Editor: Dr. Baqer Yaqubi, Department of English * Design: Mohammad Amin Monfared * Address: University of Mazandaran, Office of International and Scientific Cooperation (OISC), Pasdaran St. Babolsar, Mazandaran, Islamic Republic of Iran * Webite: www.umz.ac.ir * E-mail: int-offi[email protected] * Office phone numbers: +98 (11) 35303130 and +98 (11) 35303132 PPrefacereface In recent years, the world has witnessed tremendous changes and break- throughs in the realms of science and technology. Iranian research and educational system has also been endeavoring to keep abreast of the latest scientific developments in order to implement policies and prac- tices which can help enhance both national development and scientific growth. Such policies and practices are set to cater for social needs and help increase access to higher education and provide life-long educa- tion and opportunities for Iranian as well as non-Iranian students. Such policies are complemented with strategies that can prove useful in in- creasing social commitment, encouraging private-sector participation, disseminating information and scientific knowledge, and encouraging the involvement of higher education communities in social affairs. This prospectus aims to introduce different programs that are avail- able to non-Iranian applicants who wish to study at the University of Mazandaran. Overall, one of the major priorities of our university has been fortifying its scientific infrastructure and potentials and thus pre- paring the grounds for recruiting students from other countries. And in order to realize its aspiration to become an internationally active univer- sity, it has increased its cooperation with other educational institutions on a regional as well as global scale. We all hope that all these initiatives can serve as a proper step toward the realization of the university’s long- term objectives of becoming one of the major destinations of foreign students and an outstanding center in disseminating knowledge. TTableable ooff CContentsontents * Introduction * Greetings from the President of the University of Mazandaran / 7 * Message from the Director of the Office of International and Scientific Cooperation / 9 * About Iran / 11 * About Mazandaran / 15 * About Babolsar / 16 * Brief History of the University of Mazandaran / 18 * Office of the President / 20 * The University Council / 21 * Board of Auditors / 22 * Office of the Recruitment of Faculty Members / 23 * Office of Public Relations / 25 * Vice-president for Education / 28 * Vice-president for Research & Technology / 31 * Vice-president for Student Affairs / 33 * Vice-president for Financial and Administrative Affairs / 35 * Vice-president for Cultural Affairs / 36 * Entrepreneurship Center / 38 * Main Campus of the University: (Pardis Complex) / 41 * The Library of the University / 42 * Publication Center / 44 * Information and Technology Center / 46 * Physical Training Management / 49 * Health Center / 51 * Faculty of Law and Political Sciences / 53 * Faculty of Arts and Architecture / 56 * Faculty of Chemistry / 60 * Faculty of Basic Sciences / 67 * Faculty of Humanities and Social Sciences / 73 * Faculty of Economics and Administrative Sciences / 76 * Faculty of Engineering and Technology / 84 * Faculty of Theological Sciences / 86 * Faculty of Mathematics Sciences / 91 * Faculty of Physical Education and Sports Sciences / 94 * Faculty of Environmental and Marine Sciences / 99 * Faculty of Cultural Heritage, Handicrafts and Tourism / 103 IIntroductionntroduction The institution of education is an important social foundation in any coun- try. And there is no society which is independent of education in its pur- suance of growth and development. The society in which we are living is continuously changing and so are its requirements. In Iran, educational era is divided in to two different periods; namely, Pre-Islamic era and Islamic era. Each era had its own educational sys- tems. Both pre-Islamic and Islamic civilizations formed our present day character and identity which make us distinct from other nations. There are many credible documents suggesting that there were advanced edu- cational institutes in our country for thousands of years but with differ- ent goals and contents. Until the arrival of Islam, Iran had experienced class-concessions in every monarchial dynasty, but there were differences between Achamenian and Ashkanian dynasties in the field of education. During the Achamenian dynasty, for instance, the Iranian community was divided into three classes: clergymen, militants and farmers. Craftsmen were added as the forth class. Aria, the original Iranian race, considered craftsmanship as an inferior vocation reserved for non-Iranians. The new Sassanid dynasty enjoyed four classes of farmers, craftsmen, clerks and the military. Children were fostered in the family, fire-temple or royal court. It was during the Sassanid dynasty that the first universities were introduced. Al- though the Iranian kings paid special attention to education, common people were not allowed to attend schools and universities for centuries and official edu- cation was the monopoly of aristocrats, nobles and their affiliates. 1851-1934 Abdul Latif Shushtari’s Travel Diary is considered as a modern writing in Persian language in which the writer explains modern teaching and its functions to the Persian speaking people. This book provided the grounds for the enlightenment that gradually became popular with the Iranian intellectuals who came to the conclusion that in order to develop the country modern educational institutions should be established and new methods of teaching should be adopted. Their suggestions were well received and supported by the officials of the time, and eventually and after long negotiations several measures such as sending students abroad, attracting foreigner instructors, and establishing modern educational in- stitutions were adopted and encouraged. Sending students overseas dates back to 1811 when two Iranian students were admitted to some British universities. A 1911 law provided immediate dispatch of 30 students to Europe. In 1922, National Consultative Assembly (Parliament) approved the dispatch of a number of students to study at foreign countries at the government’s expense. In 1928, the government allocated a budget for College of Commerce (1926), Teacher Training College (1928), College of Agri- culture (1930), School of Dentistry (1930), School of Midwifery (1932), and other boys and girls colleges (1933). In general, the institutionalization of the higher education up to 1934 was restricted to the support and establishment of limited centers of higher learning. But a broader and a more modern perspective of high- er education was shaped in 1934. 1934- 1979 University of Tehran was established in 1934 and the National Consultative As- sembly approved its charter. The charter advocated a collegial model of govern- ance and indicated that councils of colleges and universities should govern the university. Many institutions of higher education such as University of War (1935), Abadan College of Petroleum (1940) and Institute for Teaching Communication (1940) were established after the University of Tehran. In 1943, student enrolment in- creased to 1857 from 1043 in 1940. By this time, the proportion of college stu- dents’ enrolment to every 100/000 population was 12.7. In 1940, the number of faculty members reached 329 from 120 in 1934. In 1940, University of Tehran gained more autonomy and the faculty matters were left to the elected University Council. The Council had the basic responsibil- ity for the welfare of the university and its special obligations were policymaking, dispatching students to foreign countries. During 1928 to 1933, about 640 planning, organizing, and evaluation. students were sent abroad under the provision of this law. The number of universities and institutions of higher education rose to 47 in 1961. In 1851, the Dar al-Fonun, or “gate of knowledge” was founded in Tehran. Sixty nine percent of these students were enrolled at universities in Tehran while Amir Kabir was the founder and the main force behind the establishment of this institution. The employment of foreign instructors was another step tak- en for development and strengthening higher education in Iran. During this period, the Ministry of Science and Public Schools was estab- lished in Tehran. After Constitutional Revolution, the name of the Ministry of Science and Public Schools was changed to the Ministry of Education. The charter of Ministry