Tag: College

Early Childhood Education – Definition, Description #college #for #early #childhood #education


Early childhood education


Early childhood education (ECE) programs include any type of educational program that serves children in the preschool years and is designed to improve later school performance. In the second half of the twentieth century, the early education system in the United States grew substantially. This trend allowed the majority of American children to have access to some form of early childhood education.

There are several types of programs that represent early childhood education. They are also known by a variety of names, including preschool and pre-kindergarten (pre-K). One of the first early childhood education initiatives in the United States was the Head Start program, started in 1965. Head Start is a federal government education initiative that has provided children from low-income families free access to early education. It targets children of low socioeconomic status or those who qualify in some at-risk category. Head Start programs are funded by the federal Department of Health and Human Services.

Many early childhood education programs operate under the auspices of Title I of the Elementary and Secondary Education Act. Under Title I, local educational agencies apply to state agencies for approval of their program, and when approved, the programs are then funded with federal money. The No Child Left Behind Act (NCLB) of 2001 encourages the use of Title I, Part A funds for preschool programs, recognizing the importance of preparing children for entering school with the language, cognitive, and early reading skills that help them meet later academic challenges. In the school year of 2001 2002 approximately 300,000 children benefiting from Title I services were enrolled in preschool.

Other early childhood education programs may be run by private for-profit companies, churches, or as part of a private school curriculum. These programs are normally tuition-based.

Since the early 1990s, many states have developed options for children from middle- and upper-income families for receiving free preschool education. Georgia introduced the first statewide universal pre-K program, offering free early childhood education to all four-year-old children. New York and Oklahoma have also developed universal pre-K programs, and Florida voters have approved a constitutional amendment for a free pre-school program to be available for all four-year-olds by 2005.

Nearly three-fourths of young children in the United States are involved in some sort of early childhood education. Some groups of children have higher rates of participation in early childhood education programs than others. Children living in low-income households are less likely to be enrolled in ECE than those children in families living above the poverty line. Black and white children enroll in these programs in higher numbers than Hispanic American children. Children with better-educated mothers are more likely than other children to participate.

Benefits of early childhood education

Early childhood education can produce significant gains in children s learning and development. High quality early childhood education assists many at-risk children in avoiding poor outcomes, such as dropping out of school. Although the benefits seem to cross all economic and social lines, the most significant gains are almost always noted among children from families with the lowest income levels and the least amount of formal education. However, whether these benefits are long lasting is disputed. Some studies focused on the IQ score gains of disadvantaged children in Head Start programs, but these gains seemed to be short-term. However, studies also indicate that ECE produces persistent gains on achievement test scores, along with fewer occurrences of being held back a grade and being placed in special education programs. Other long-term benefits include decreased crime and delinquency rates and increased high school graduation. One extensive study found that people who participated in ECE were less likely to be on welfare as adults compared to those who had not received any early childhood education.

All programs in early childhood education are not equally effective in promoting the learning and development of young children. Long-term benefits are usually seen only in high-quality early childhood education programs. A significant problem with early childhood education is that most programs available cannot be considered high quality. In addition, the most effective ones are unaffordable for most American families. The overall effectiveness of an early childhood program is dependent upon several factors: quality staff, an appropriate environment, proper grouping practices, consistent scheduling, and parental involvement. According to the U.S. Department of Education, some additional characteristics of a high-quality early education program are as follows:

  • Children have a safe, nurturing and stimulating environment, with the supervision and guidance of competent, caring adults.
  • Teachers plan a balanced schedule in which the children do not feel rushed or fatigued.
  • The school provides nutritious meals and snacks.
  • The program includes a strong foundation in language development . early literacy, and early math.
  • The program contains a clear statement of goals and philosophy that is comprehensive and addresses all areas of child development.
  • The program engages children in purposeful learning activities and play . instructed by teachers who work from lesson and activity plans.
  • Balance exists between individual, small-group, and large-group activities.
  • Teachers frequently check children s progress.
  • The staff regularly communicate with parents and caregivers so that caregivers are active participants in their children s education.
  • Preschools that operate for a full day on a year-round basis, thus providing children with two years of pre-school, achieve better results than those that offer less intense services.

In high-quality preschool programs, observers should see children working on the following:

  • learning the letters of the alphabet
  • learning to hear the individual sounds in words
  • learning new words and how to use them
  • learning early writing skills
  • learning about written language by looking at books and by listening to stories
  • becoming familiar with math and science

Because of the potential benefits to children, some people support the idea of government-sponsored universal early childhood education programs. Those who support this movement do so for the following reasons:

  • The private and social costs of failing children early in their lives can be high. The lifetime social costs associated with one high school dropout may be as high as $350,000. Even modest improvements may justify the costs of ECE.
  • Some studies show that for every dollar invested in quality ECE citizens save about $7 or more on investment later on.
  • There is a potential for less reliance on welfare and other social services. Government receives more tax revenue because there are more taxpaying adults.
  • People should rethink the value of early childhood education because of increasing needs for a more highly educated workforce in the twenty-first century.
  • Early intervention may prevent intergenerational poverty.

Opponents of universal government early childhood education give the following reasons for objecting to it:

  • Evidence indicates that the positive effects from the fairly expensive and intensive pre-K programs tend to be short-term.
  • The public schools are already fraught with problems, and providing a downward extension to three- and four-year-olds is ill conceived.
  • Some studies show that premature schooling may potentially slow or reduce a child s overall development by reducing valuable play time.
  • Additional studies show that quality early education could as of 2004 cost more than $5,800 per year. The government would be taxing many people who may not wish to pay for preschool for another family s children.

In spite of the controversies, demographic trends in the early 2000s indicate that early childhood education has become, and will continue to be, an important aspect of the U.S. educational system.

Parental concerns

Parents are often understandably concerned about the quality of the early childhood education programs available to them. By taking the time to investigate several schools, most parents find a program with which they and their child are comfortable.


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Manchester Community College – Acalog ACMS™, utica college mba.#Utica #college #mba


2012-13 Catalog

Manchester Community College advances academic, economic, civic, personal and cultural growth by providing comprehensive, innovative and affordable learning opportunities to diverse populations. We are a learning- centered community committed to access, excellence and relevance.

Shared Understanding Shared Responsibility Shared Leadership

Utica college mba

MCC Facts

College founded in 1963. Great Path Academy middle college high school opened Fall 2009.


  • MCC serves over 15,000 students a year.
  • 51% percent of the credit students come from the primary service area of Andover, Bolton, Columbia, Coventry, East Hartford, Glastonbury, Hebron, Manchester, Mansfield/Storrs, Marlborough, South Windsor, Tolland, Union, Vernon/Rockville and Willington.
  • Spring 2012: 7,095students (credit only); 4,074 (full-time equivalent).
  • Fall 2011: 7,499 students (credit only); 4,460 (full-time equivalent).
  • Average age: 26; 54 percent women; 33 percent full time (system average, 39 percent).
  • MCC serves returning students with associate, bachelor s, master s and doctoral degrees.
  • Approximately 33 percent of the credit students are from under-represented racial and ethnic groups.
  • The Continuing Education division serves over 6,000 credit-free and 2,500 credit extension students each year.
  • 260 students in inter-district magnet school, Great Path Academy, in grades 10, 11 and 12.


  • MCC has 449 teaching faculty.
  • Faculty earned degrees from over 100 institutions, including MCC.
  • 39 full-time faculty and staff are graduates of MCC.

Degrees and Certificates

  • MCC offers associate in art and associate in science degrees in over 40 disciplines. Broad areas of study include: accounting, business, business office technology, computer information systems, computer science and technology, engineering science and industrial technology, general studies, health careers, hospitality management and culinary arts, human services, humanities and the liberal arts and sciences.
  • MCC also offers programs of a shorter duration in each of the areas listed above, resulting in the awarding of a certificate. The certificate programs range from 6 to 30 credits, and some may be completed in as little as one year.
  • Through its Continuing Education division, MCC also offers a wide variety of credit-free certificate programs. Examples include Certified Nurse-Aide, Complete Microsoft Office, Emergency Medical Technician, Oracle Database Administrator, Personal Trainer, Pharmacy Technician, Phlebotomist, Precision Machining, Principles and Practices of Real Estate, Veterinary Assistant, and many more.


  • MCC graduates are guaranteed admission to the Connecticut State Universities (CSUs). The transfer compact between MCC and the CSUs provides special opportunities for MCC students to complete an associate degree in a program designed for transfer.
  • Incoming students who have fewer than 16 college credits may enroll in the Guaranteed Admissions Program (GAP), a collaborative program with the community colleges and the University of Connecticut, provided they maintain at least a 3.0 GPA and graduate with an associate degree. The GAP provides MCC students access to more than 60 majors in UConn s College of Liberal Arts and Sciences, the College of Agriculture and Natural Resources, or the School of Business.
  • MCC also partners with Eastern Connecticut State University to offer a bachelor of general studies degree completion program in which MCC graduates can continue their studies seamlessly at ECSU.
  • MCC graduates have successfully transferred to over 100 public and private universities, in Connecticut and throughout the country.


  • Annual budget: $53 million.
  • Tuition and fees: $1,799 for full-time, in-state student per semester.

Facilities, Programs, Special Events and Community Activities

  • Library open to the public, SBM Charitable Foundation Auditorium, Follett bookstore, Cougar Cave cafeteria, Tower Caf , Child Development Center, College Career Pathways, career and counseling services, cooperative education, Academic Support Center, Alumni Association, MCC Foundation, transitional programs, intercollegiate athletics for women and men, customized training for businesses, Excursions in Learning youth and family programs, credit-free courses, Organization of Active Adults, Hans Weiss Newspace Gallery, athletic fields, fitness center, Bicentennial Band Shell, MCC on Main, and numerous student organizations.
  • MCC hosts various seminars, workshops, exhibitions and guest speakers each year.

Accreditations and Memberships

Manchester Community College is accredited by the Board of Regents and by the New England Association of Schools and Colleges, Inc., which accredits schools and colleges in the six New England states. Accreditation by the Association indicates that the institution has been carefully evaluated and found to meet standards agreed upon by qualified educators.

Seven programs of study offered by Manchester Community College have been awarded national accreditation. The Occupational Therapy Assistant program has been accredited by the Accreditation Council for Occupational Therapy Education. The Physical Therapist Assistant program has been accredited by the Commission on Accreditation in Physical Therapy Education of the American Physical Therapy Association. The Respiratory Care and Surgical Technology programs have been accredited by the Commission on Accreditation of Allied Health Education Programs. The Paralegal program has been approved by the American Bar Association. The Foodservice Management and Culinary Arts programs have been accredited by the American Culinary Federation Educational Institute Accrediting Commission.

The college is a member of the American Association of Community Colleges, the American Council on Education, the Association of American Colleges and Universities, the American College and University President Climate Commitment, The College Board, League for Innovation in the Community College, several chambers of commerce, Campus Compact, the Council for Resource Development, the National Council on Student Development, the National Junior College Athletic Association, the New England College Council and several other organizations.

This catalog of Manchester Community College is provided as a source of information for prospective students and does not constitute a contract. It is prepared in advance of the academic period during which it is to be in effect; therefore, the college reserves the right to make necessary changes in any of the information appearing in the catalog.

Continuing Notice of Nondiscrimination

Manchester Community College does not discriminate on the basis of race, color, religious creed, age, gender, gender identity or expression, national origin, marital status, ancestry, present or past history of mental disorder, learning disability or physical disability, political belief, veteran status, sexual orientation, genetic information or criminal record. The following person has been designated to handle inquiries regarding the non-discrimination policies: Affirmative Action and Staff Development Coordinator (Title IX and Section 504/ADA Coordinator), Manchester Community College; Great Path; MS#2; Manchester, CT 06040; Lowe Student Services Center L-134c; 860-512-3107.

Manchester Community College is committed to access and equal opportunity. Should you require accommodations in order to participate in any of the programs offered, please contact Services for Students with Disabilities at 860-512-3332. Alternative formats of this material may be provided upon request.

Photo and Videotape Policy

The Manchester Community College Marketing and Public Relations department often takes or commissions photos and videotapes of students, faculty and staff, and campus visitors. These images are taken in classrooms and labs, in the library and other study areas, at college events and elsewhere around campus. MCC reserves the right to use these photographs/video clips as a part of its publicity and marketing efforts. Students who enroll at MCC do so with the understanding that these images might include them and might be used in college publications, both printed and electronic, and for publicity.

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PhD in Clinical Psychology #fordham #university, #rams, #undergraduate, #graduate, #college, #school, #higher #education, #bachelor,


PhD in Clinical Psychology


The program is accredited by the Commission on Accreditation of the American Psychological Association (APA). Questions related to the program s accreditation status should be directed to the Commission on Accreditation:

Recent Achievements

Dr. Keith Cruise is co-principal investigator for a new grant to improve practices and outcomes for youth in the juvenile justice system at risk of negative after-effects from trauma. The Office of Juvenile Justice and Delinquency Prevention funded this collaborative effort under the direction of staff at the National Center for Mental Health and Juvenile Justice. Center for Trauma Recovery and Juvenile Justice. as well as various state and county level justice departments.

Congratulations to four of our CPDP faculty who have have been awarded six new research grants (5 of which are federally-funded, and 5 multi-year) that total almost $1-million in total direct costs. All of these grants focus on cross-cultural and/or vulnerable, underrepresented minority (URM) populations.

School settings URM youth

Our new research projects add to our CPDP faculty s multi-million dollar research portfolio across numerous faculty. These new projects also bolster our existing strengths in each of our core training areas. As detailed in the last column of the table above, each of the new projects contributes to our training in:

  • Biomedical, Psychosocial, Sociocultural aspects of Clinical Psychology
  • Our rigorous cross-cutting Training Priorities (i.e. Research Methodology, Research Ethics Forensic Issues, Assessment Techniques, and Advanced Analytics)
  • Our four core training settings and the vulnerable populations in these settings (i.e. School, Healthcare, Forensic Mental Health, and Community Engaged Ethics Research; children, adolescents, older adults; and vulnerable and understudied populations such as HIV, refugees, low SES, etc.)

Overview of newly funded research projects

  • Dr. Cruise has two new projects. The first is funded by the National Center for Mental Health and Juvenile Justice. This project will implement a new screening tool for juvenile justice community diversion centers. The second project is funded by SAMHSA and provides trauma support for youths who are at risk of, or already involved with the juvenile justice system. Both projects focus on Forensic Mental Health Settings vulnerable, low-income URM youth.
  • Dr. Rivera Mindt has a new project funded by the Alzheimer s Association that examines how genetic (APOE 4) and nongenetic (cerebrovascular, sociocultural) risk factors contribute to cognitive neural abnormalities in aging HIV+ Latinas/os. Trainees will collect and analyze data using novel Research Methodologies (i.e. genetics, neuroimaging, sociocultural), and this project incorporates Biomedical and Sociocultural training within a Healthcare setting with vulnerable, low-income URM older adults.
  • Dr. Rosenfeld received support from a Health Disparities/Equities Research Supplement to his NCI-funded R21 grant and contributes to our Research Ethics Forensic Issues training. This project focuses on health disparities by adding a sample of Latina/o cancer patients to an on-going study to validate a new measure of prognostic understanding. This project occurs in a Healthcare setting and involves research with Latina/o cancer patients.
  • Dr. Yip has a new project funded by the National Institute of Minority Health and Health Disparities and contributes to our Sociocultural training. This project adds a sample of Chinese adolescents to a study of ethnic/racial discrimination, sleep disturbance and health to an on-going study exploring the same associations among Black and Hispanic youth funded by the NSF. This project takes place in public School settings and involves ethnically diverse youth.

Associated Faculty

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Calculate Your GPA #good #college #gpa


How to Calculate Your Grade Point Average (GPA)

Your grade point average (GPA) is calculated by dividing the total amount of grade points earned by the total amount of credit hours attempted. Your grade point average may range from 0.0 to a 4.0.

A = 4.00 grade points
A- = 3.70 grade points
B+ = 3.33 grade points
B = 3.00 grade points
B- = 2.70 grade points
C+ = 2.30 grade points
C = 2.00 grade points
C- = 1.70 grade points
D+ = 1.30 grade points
D = 1.00 grade points
D- = 0.70 grade points

WF/F=0 grade points

P/NP (Pass/No Pass) courses are not factored in the student’s GPA
I (Incompletes) and W (Withdrawals) do not receive grade points and do not have an effect on the GPA

Example Student Transcript

10 Total Credit Hours Attempted

21 Total Grade Points

To get the example student’s GPA, the total grade points are divided by the total credit hours attempted.

Total Grade Points

Total Credit Hours Attempted

You can total your current semester courses and credits with our online GPA Calculator (above).

To calculate AP or Honors courses. When taking AP (advanced placement) or honors courses, grade points are generally weighted. For example, a half point (.50) is added for honors courses, and a whole point (1.0) is added for AP courses (A then equals 4.50 for an Honors class, or 5.00 for an Advanced Placement class). As schools may differ when assigning point value, contact your college for their grading system.)

To calculate your cumulative G.P.A. total the credit hours and then the grade points from all semesters. Divide the total grade points by the total credit hours. You can also use this online tool.

If you want to raise your GPA, an additional calculator helps you determine how many credit hours and what grade average you will need to raise your current GPA.

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Operator Training Courses #college #correspondence


Coming Soon!

e-book access included with purchase

Operator Training Courses

The Office of Water Programs (OWP) is a nonprofit organization operating under University Enterprises, Inc. California State University, Sacramento, to provide distance learning training programs for individuals interested in the operation and maintenance of drinking water and wastewater facilities. Our training programs are developed and updated in collaboration with experienced industry professionals who have extensive knowledge of how to successfully operate and maintain all types of facilities. The university, fully accredited by the Western Association of Schools and Colleges, administers and monitors these training programs, under the direction of Dr. Ramzi J. Mahmood .

Correspondence Courses and Manuals

If you are purchasing an enrollment, you must use the most recent edition of the manual, CD, or video that accompanies that course. Courses that have been successfully completed may only be repeated when a revised edition becomes available. See Current Editions. Be sure to also check the course completion time limits. Manuals, CDs, and videos may also be purchased without enrollments.
Order products and enrollments below:
Drinking Water

The Office of Water Programs offers online courses designed for operators wishing to satisfy continuing education requirements to renew their licenses. Students finishing each course will receive Continuing Education Units (CEUs) based on the number of contact hours. Be sure to also check the course completion time limits .
Enroll for online courses
Drinking Water Online Courses
Wastewater and Stormwater Online Courses

Specialist Certificate Programs

Two separate Treatment Plant Operation Specialist Certificates
offer operators an opportunity to earn a Certificate of Academic Achievement and academic credit by completing a series of three courses. Specialist Certificates are offered in two different concentrations:
Water Treatment Specialist Certificate Program
Wastewater Treatment Specialist Certificate Program

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Online Learning #lansing #community #college #online #courses


Online Learning

Community College of Philadelphia provides a variety of courses and degree programs online and in hybrid (classroom/online) environments. Online courses are just as rigorous and demanding as our classroom courses.

Online Courses

Online courses, delivered through a course management system allowing 24/7 access, do not require students to be online at specific times; instead, students log in regularly at their convenience to keep up with course requirements, due dates, etc.

Hybrid Courses

Hybrid courses, combining both classroom and online teaching, meet in the classroom regularly and are supplemented with online lessons throughout the week. Classroom attendance is mandatory for all hybrid courses.

How to Apply

The admission process is the same for online learning students as it is for students attending classes at the College. To get started, apply online today .

For some students, taking courses online is a rewarding experience and a convenient way for them to fit education into their already busy lifestyle. But some students achieve better results when learning in a classroom environment. Is online learning right for you? Take our short self-assessment quiz to find out.

Our online course offerings continue to grow. We offer online courses in accounting, biology, business, chemistry, computer studies, English, history, justice, mathematics, nutrition, psychology, sociology and much, much more. In addition to our online course offerings, we now offer several degree programs that you can complete entirely or almost entirely online.

Questions? Contact Online Learning staff for assistance.

Different states have various authorization requirements for outside institutions to offer education to their residents. Because of this, Community College of Philadelphia is currently unable to accept enrollment in online classes from students living in: Alabama, Alaska, Arkansas, District of Columbia, Indiana, Kansas, Maryland, Minnesota, and South Dakota.

Community College of Philadelphia

Community College of Philadelphia with more than 70 associate’s degree, certificate and continuing education programs is your path to possibilities.

1700 Spring Garden Street. Philadelphia. PA 19130 215-751-8000

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Online College – Trident Technical College #academic. #online, #college


TTC Online College offers a totally online educational experience. You can apply to college, register and take advantage of academic and student support services online as well as take classes and earn college credit toward an associate degree, diploma or certificate.

Why take classes online?

  1. Flexibility and Convenience Maximize and prioritize your time. You choose when it is best to work on assignments and other course activities. Since you don t have to travel to campus, you save time and money. You don t even need to live in the area to attend TTC.
  2. Quality Instruction Online courses cover the same topics as classroom courses but have been carefully adapted for online instruction.
  3. Interaction You may not be in a classroom, but you have many opportunities to interact with your instructors and classmates. Some students find they feel more comfortable sharing ideas in the online format.

Are you ready for Online Learning?

Communication and the Student Portal

TTC will communicate with you using the student portal, my.tridenttech.edu. Here you will manage your TTC life, and receive various communications and news via student email, TTC Express and D2L.

What to Expect

As an online college student you should expect:

  • A challenge Online courses require students to take responsibility for their own learning. Successful online students are organized, goal-oriented, and take the initiative to log in to their courses several times each week to participate.
  • An emphasis on communication Students will be required to communicate with instructors and other students in various ways. Successful online students write with ease to express their thoughts and ask questions.
  • A quality academic experience Online courses at TTC cover the same topics, use the same faculty, and expect students to master the same competencies as face-to-face sections of the same courses. Faculty members have extensive training and are experienced in adapting their courses to online instruction. In addition, students have online access to many academic resources and student support services related to distance education.


TTC Online College’s affordable tuition and fees are less than half of most other colleges and universities. There are no additional fees for attending TTC Online College courses.

More than 70 percent of all students enrolled at TTC receive some kind of financial aid to help with college costs. A variety of financial assistance is available. TTC’s Financial Aid department helps prospective and current students and their families by providing information about financial resources and the application process.

Visit Pay for College for more information.

Military Services

TTC Online College is a wise choice for military personnel and their dependents. Click here to learn more about our military services.

Student Services

Learn more about our impressive network of student services in Student Resources .

Learning Assistance

The Learning Center offers tutoring assistance free of charge. Learn more .

CHE serves as the state’s portal agency for SARA and is the final authority for SARA-related complaints. If an out-of-state student enrolled in an SC institution via distance education wishes to file a complaint, he or she may complete and submit the CHE Student Complaint and Procedures form.

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Curriculum, Supervision, Educational Leadership #central, #washington, #university, #main, #home, #homepage, #ellensburg, #eburg, #primary, #cwu,


Program Overview

The Master of Education, Higher Education program is designed for candidates with an interest in working in administrative positions in institutions of higher education, civic organizations, non-profit organizations, national government organizations, or the social sector. Program coursework provides students with a strong grounding in leadership / management / organizational development with particular attention to the higher education context.

Addressing the growing demand for higher education professionals, the curriculum emphasizes theory, research methods and data analysis, as well as substantive knowledge and skills development in organizational leadership, particularly as it pertains to higher education. Delivered in a convenient online format the M.Ed. Higher Education provides students with a well- rounded foundation in higher education administration, and the ability to personalize the curriculum to meet their needs through elective courses and project / internship experiences.

The M.Ed. Higher Education program is 45 credit hour program that consists of 10 core courses, two electives courses, an Internship or Capstone Project, and Master’s examination. The M.Ed. Higher Education program is offered fully online.

The M.Ed. Higher Education faculty is comprised of professors from multiple fields; several professors currently work in higher education administration and can provide first-hand experience education.

The M.Ed Higher Education Program welcomes graduate candidates interested in working in higher education and similar fields.

In the pursuit of the M.Ed. Higher Education degree, students complete coursework, work on their internship/project, and prepare for graduation.

Take the Next Step to Becoming a Wildcat.

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SAIC – School of the Art Institute of Chicago, is the art institute a


Is the art institute a collegeTHE CAMPAIGN FOR SAIC

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SAIC Recognized again for Excellence in Diversity

Learn about our efforts toward supporting and building a diverse community .

  • Post-Baccalaureate

Is the art institute a college

SAIC s new faculty members represent a diverse range of practices, media, and methodologies and exemplify SAIC s focus on interdisciplinary studies. Read more.

Is the art institute a college

Is the art institute a college

SAIC’s suggested FAFSA priority deadline for each upcoming academic year is December 1 for Undergraduate Illinois Residents, January 1 for All Others. More info.

Is the art institute a college

Students have many options when it comes to getting involved in the SAIC community. Learn more.

Is the art institute a collegeTHE CAMPAIGN FOR SAIC

  • Future Students
    • Undergraduate
    • Graduate
  • Current Students
  • Alumni
  • Parents
  • Employers
  • Faculty
  • Staff

  • Is the art institute a college

SAIC at the Venice Biennale

SAIC was named a co-commissioner of the United States Pavilion at the 2018 Venice Architecture Biennale.

  • Is the art institute a college

    Join Us for Graduate Events

    Meet with faculty from our graduate programs at events across the country and in Chicago.

  • Is the art institute a college

    Meet Us in a City near You

    Meet with faculty, learn more about SAIC and our curriculum, get feedback on your work, and get a better sense of what it is like to be a SAIC student.

  • Is the art institute a college

    Discover Your Creativity

    Fall registration for our adult and youth Continuing Studies courses is now open.

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  • Howard College, garrett college.#Garrett #college


    garrett college

    1001 Birdwell Lane

    Big Spring, TX 79720

    Phone: (432) 264-5000

    Garrett college

    Lamesa Campus

    1810 Lubbock Hwy

    Lamesa, TX 79331

    Phone: (806) 872-2223

    Garrett college

    San Angelo Campus

    3501 N. US Highway 67

    San Angelo, TX 76905

    Phone: (325) 481-8300

    Garrett college

    SWCID Campus

    Big Spring, TX 79720

    Phone: (432) 264-3700

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