REGENTS PARK COLAGES OXFORD

The story of Regent’s Park College began with the creation of the London Baptist Education Society in 1752, a venture which developed into the Stepney Academy in East London in 1810. In 1856 it moved six or seven miles across London to the then rural Regent’s Park, and adopted its current name.


In the nineteenth century the College had a broad mission. From the eighteenth century until the 1870s students who were not members of Church of England were unable to study at the great seats of learning in the UK, and Regent’s offered an opportunity for these students to be equipped for their careers and to broaden their horizons by offering a University-level education in the Arts and Law.  During this time the college educated a number of famous individuals, such as the classical scholar W.H.D. Rouse and the first-class cricketer and Liberal politician Sir Joseph Francis Leese.  The college also prepared candidates for the ordained ministry in Baptist churches in Britain and overseas.

Some of the individuals involved in the College’s life at this stage were involved in the founding of University College London, and Regent’s Park College was itself affiliated to the newly-formed University of London as early as 1841. In 1927, after concluding that the College could best pursue its mission away from London, the College moved fifty miles to its third, current, and final site in Oxford. In 1957 it became a ‘Permanent Private Hall’ (PPH) of the University of Oxford.

Located in the heart of the city and University, Regent’s Park College is famed for its friendly atmosphere and the outstanding achievements of its undergraduates and postgraduates, both within and beyond academia. Regent’s encourages students to achieve their potential both academically and socially and provides them with the chance to make the most of their time at Oxford.

All men and women admitted to the College to read for degrees at Oxford are matriculated as members of the University and have full access to its rich resources. The Principal, Tutorial Fellows and Lecturers are teaching members of the University Faculties. The College offers places to read for undergraduate degrees in a wide range of arts subjects, with a specialization humanities and social sciences and particularly in Theology, Philosophy with Theology and English. Regent’s also continues to prepare men and women for ordained Baptist ministry and is in membership with the Baptist Union of Great Britain.

The college has two important research centres: The Oxford Centre for Christianity and Culture explores the relationship of theology and faith to the arts, the law and social issues and the Oxford Centre for Baptist History and Heritage focuses on research and study in Baptist and non-conformist history.

Regent’s is home to the internationally important and unique Angus Library and Archive which comprises over 70,000 printed books, pamphlets, journals and other artefacts. The collection relates to the life and history of Baptists and nonconformists in Britain and the wider world from the late fifteenth century to the present day. Alongside this unique collection, Regent’s also houses the David Nicholls Memorial Collection. Based on the private collection of Britain’s foremost expert on the politics and history of Haiti, it has works which deal specifically with Haiti, the Dominican Republic and other Caribbean territories.

YOUNG HARRIS COLLAGES

Young Harris College was started in 1886 as the McTyeire Institute with the purpose of providing the first and only educational opportunities to the residents of the isolated area in the Blue Ridge Mountains.  The Reverend Artemas Lester secured support for the idea of a school and secured the services of Rev. Marcus Edwards as the first principal.  Classes were held in a vacant storefront beginning in January 1886.
The school grew rapidly, and by 1888 had a Board of Trustees who were granted a charter from Towns County as a legal entity entitled to “procure, exact and maintain a place for Divine worship, and for school and parsonage purposes under the direction of the Methodist Episcopal Church South…” Ten acres of land had been secured from Mrs. N.L. Robertson and the attention of the Athens philanthropist – Young L.G. Harris, had resulted in contribution of enough money that by 1888 there were 11 buildings (mostly boarding houses), a classroom building, president’s residence, bell tower and laundry.  There were three grade levels that granted certificates of proficiency rather than diplomas or grades.  Tuition was $1 per month, with an additional 10 cents for incidental fees.  The name was changed in 1888 from McTyeire Institute to Young Harris Institute in appreciation of Judge Harris’ support of the school.
In 1889 the Board of Trustees was faced with several challenges to move the growing school.  While enrollment was phenomenal, the isolation of the area made securing goods and teachers very difficult.  In their June meeting, the Board of Trustees discussed moving the school to Blairsville – going so far as to agree to it if Judge Harris approved.  At the same time they rejected a move to unite with Hayesville College as the “plan was impracticable”.   Why they didn’t move is lost to time – perhaps Judge Harris did not approve the plan, and so they stayed in Young Harris.
By 1891 the name of the school was officially changed to Young L.G. Harris College.  The school petitioned the post office to change its name as well.  The school was perpetually in debt, and its benefactor – Judge Harris – died in 1894.  While he had made a generous provision for the school in his will, over 40 members of his family went to court to contest it, and the litigation held up the money for several years.  During this time there was again a concerted effort to move the school to a more accessible location – this time to Demorest.
By 1897 the litigation over Young L.G. Harris’ will was resolved by the Georgia Supreme Court, and the College received $16,000 from his estate.  M.J. Cofer, Chairman of the Board of Trustees, is quoted as saying “on the whole, we consider the outlook for the College is promising of great good.”  (BOT Minutes-1898)
The College discontinued offering primary school education in the 1918 catalog and by the 1919 Catalog the College was no longer offering baccalaureate degrees.  From 1918 until 1938, Young Harris College offered four years of high school (The Academy) and two years of college.  In 1938 the first two years of high school were dropped, and so Young Harris College offered two years of high school and two years of college until The Academy was phased out in 1958.
In 1931 Young Harris College was accepted for accreditation by SACSCOC – the Southern Association of Colleges and Schools Commission on Colleges.  However, almost immediately upon accreditation, YHC was placed on probation by SACS because of its lack of substantial endowment.  SACS was also concerned about low salaries for the teachers, with a too high workload and would not allow for the production taken from the College farm to be counted as income or endowment – resulting in a deficit on paper where none existed.  Finally, due to concerted fundraising by the Board of Trustees, particularly Scott Appleby, the endowment was considered large enough and the probation lifted in 1951.
During its time as a junior college, many academic programs were started and dropped at Young Harris College.  The first Summer School program was designed to serve local public school teachers, resulting in many local teachers receiving diplomas in education beyond the provisional certification level.  In 1941 the College offered both a terminal college diploma and a college prep diploma for those planning to continue at the baccalaureate level. During the World War II years and beyond, ROTC programs were offered.  The College offered one and two year terminal programs in clerical and stenographic studies into the 1960s.  There was a home economics program, agriculture classes and summer courses in forestry management.  There has been a program in Hospitality Management in the recent past.  All of these programs were replaced by others as the needs of potential students changed.
Throughout the years, the College has survived by being flexible.  At the beginning of World War II, then President T.J. Lance stated “prospects for the remainder of the year are a dark secret known to Providence and the Draft Boards.”  During that time, because of a lack of students for the college, the program was shifted and the high school schedule and courses more closely allied with the College.  “…[W]e are offering courses which can be taken by students in the 8th grade. That way we hope to offset the loss of students from the higher age brackets.” (President’s Report to the Board of Trustees – November 1942).  When the war was over, the College returned to its previous structure.
Many times the Trustees and administration of the College have considered the viability of the junior college model.  In 1945, President J. Worth Sharp wrote “problems of maintaining an adequate educational service on the Junior College level become more and more complex with each passing year.”  In 1952 a joint committee of the North Georgia Annual Conference and the YHC Board of Trustees adopted a resolution “that it is both possible and feasible for Young Harris College to become a four-year college”.   In the 1961 Self-Study the Committee writes “although many have suggested that Young Harris College be changed to a four-year college, the Board has decided that is should remain a two year college.” (p.25) In 1996 Dr. Thomas Yow reaffirmed the College’s commitment to being the best two year school possible.  The current discussion is certainly the continuation of a long dialog on the best way for Young Harris College to serve its students.
In April 2007, the Board of Trustees charged incoming president Cathy Cox to grow the College to four-year status.
In December 2008, Young Harris College received accreditation as a baccalaureate-granting institution and the first junior class of the modern era was enrolled in the Fall of 2009. The first four majors were Biology, Business/Public Policy, English and Music.
While the story of Young Harris College is full of times both good and bad, these are just a few highlights to help orient interested persons to the evolving and changing nature of what is now, and will continue to be, YHC.

ALVENO COLLAGE

To study history is to ask important questions about how our past influences who we are today. At Alverno, we teach history as a way of knowing, a way of thinking about and encountering the world. We believe this is best accomplished when our students experience a wide variety of historical times and regions, including the histories of the United States, Latin America, Europe, Asia, Gender, and Native Peoples from ancient to modern times.

As a student of history you will participate in lively classroom discussions with fellow students and engage in hands-on work with documents, ideas, and artifacts of the past. And as you progress in the program you will have a chance to put your learning to practice with an off-campus experience at one of the hundreds of internship opportunities available to you. Whether you want to teach, go on to graduate school, or step into one of the many private and public jobs available to history graduates, learning about the past will help you prepare for the future. As you explore our Web pages you will see some of our students “doing history.” We hope you will join them.

Alverno History Department Selected for National History Initiative

The Alverno College history department has been selected as one of 60 history departments from across the country to participate in the American Historical Association's (AHA) History Tuning Project.  Over the next two years (2012-2014), the department will assist in creating a disciplinary core describing what history students should know and be able to do when they complete a history degree.

CASPER COLLAGE

The Casper College addictionology program trains students preparing to work in a variety of human service fields.
Certified Addiction Practitioners work under the supervision of licensed professionals in private and public sector organizations to provide diagnosis, assessment, education and treatment services to clients with alcohol, drug, and other addiction problems. In addition, addictionologists refer clients with addiction problems to other social services agencies.
The program is designed to update the skill and knowledge of individuals currently working in alcohol and drug counseling areas or those with master's degrees preparing to become Licensed Addiction Therapists. It also trains students preparing to work in counseling, psychiatry, psychology, nursing, social work, rehabilitation, criminal justice, community service, or related human service fields. Courses are also available for current addictions practitioners who meet course requirements.

Program prerequisites: While participating in the program, recovering students will agree to abstain from alcohol and other illicit drugs. All other students must agree not to abuse alcohol or use illicit drugs while in the program.

An associate of science (A.S.) degree is recommended for students planning to continue toward a bachelor's degree in social work (BSW), psychology, or other human services curriculum. Students completing the degree are prepared with a training that is in great demand for entry-level social workers.

A certificate program in addictionology is also available to students who have earned a degree in another major area.

THE ANTIOCH COLLEGE AND IT'S MISSION

“Be ashamed to die until you have won some victory for humanity.”

—Horace Mann, First President of Antioch College
Mission

The mission of Antioch College is to provide a rigorous liberal arts education on the belief that scholarship and life experience are strengthened when linked, that diversity in all its manifestations is a fundamental component of excellence in education, and that authentic social and community engagement is vital for those who strive to win victories for humanity.
Vision

Antioch College will be the place where new and better ways of living are discovered as a result of meaningful engagement with the world through intentional linkages between classroom and experiential education.
History

Horace Mann, first president of Antioch College, was an abolitionist and educational visionary. He was father of Antioch College and of the American public school. We celebrate his role in leading the College and for providing generations of Antiochians with the ethical direction to win victories for humanity.

In the spirit of Horace Mann, Antioch College believes a healthy democratic society requires institutions that act as catalysts for change and laboratories for invention. This is a role that Antioch College has played throughout its history; the effort to restore it is among the most significant and compelling opportunities in higher education today.

Antioch College has been a pioneering and values-driven secular institution since it was founded in 1852. The College was among the first nonsectarian educational institutions in the United States. It was the first co-educational college in the nation to offer the same educational opportunities to both men and women and it was the first to appoint a woman to its faculty and to its Board of Trustees. It was also among the first to offer African-Americans equal educational opportunities. Throughout the generations, Antioch College faculty, students, staff, and alumni have committed themselves to important causes. Consistent with its curriculum of study and work, Antioch College has always given equal weight to understanding theory, to engaging in practice and to taking action.

In the 20th century, Antioch College redefined liberal arts education by initiating an entrepreneurial and experiential curriculum through the development of its hallmark cooperative work program. Many of the now-common elements of today’s liberal arts education – self-designed majors, study abroad, interdisciplinary study, and portfolio evaluation – had an early start at Antioch College. The College was also among the first to make a commitment to community governance and the authentic participation of students in institutional decision-making.

ST JOHN'S COLLEGE:

 St John's was founded in 1511. Its foundation charter, dated 9 April that year, was sealed by the executors of the foundress, Lady Margaret Beaufort mother of King Henry VII, who had died in 1509 . She had begun the process of transforming the ancient hospital of St John the Evangelist, Cambridge (founded c. 1200), into a college for students in the liberal arts and theology. From a small nucleus of fellows and scholars subsisting in First Court (1511-16) on the College's endowments the numbers grew by 1545 to one hundred and fifty-two. Subsequently the admission of more undergraduates paying for their own board and tuition created pressure on existing accommodation. This led eventually to the building of Second Court 1599-1601, the first major expansion of the College. Other landmarks were the endowment of a new Library building by John Williams, Bishop of Lincoln and Keeper of the Great Seal to Charles I, in 1624-8, strikingly enlarged and complemented by  a modern technically-enhanced extension in 1990-3; the bridging of the river and building of New Court 1826-31; the great chapel, designed by George Gilbert Scott, in 1863-9; and the provision of extensive undergraduate accommodation in the Cripps Building, straddling Bin Brook, in 1964-7.

Successive codes of statutes  for the government of the College made by John Fisher, Bishop of Rochester and executor of the Foundress,  between 1516 and 1530 were superseded by those given by the Crown in 1545 and 1580, until the nineteeth-century Royal Commissions ushered in a period of frequent reform and reorganization. The College is now governed by statutes made in 1926-7, under powers given to the Universities Commission in 1923, as amended by  the Governing Body of the College and approved by the Privy Council, and as recently modified by Order of the University Commissioners in 1995.

Over the centuries the pattern of studies and undergraduate life has changed with the times. Originally a seminary focused chiefly on the liberal arts, theology, and the biblical languages, St John's became a centre also for the training of  the mind in classics and mathematics, and in the twentieth century for the latest developments in the full range of the humanities, medicine, and the experimental sciences. Alumni have included the classicist Roger Ascham, the social reformer William Wilberforce, the poet William Wordsworth, the physicist Paul Dirac, and the athlete Christopher Brasher. It has embraced all social classes, from the splendidly-robed nobles and fellow-commoners of the eighteenth century, to the recipients of sizarships and scholarships designed since early times to make it possible for those of academic merit but modest means to benefit from a university education.  Since 1998 this aim has been encouraged by The Eagle project, based in the borough of Lambeth, to help pupils in state schools
 to aim for university
- See more at: https://www.joh.cam.ac.uk/college-history#sthash.4jizgvKb.dpuf