What majors does St. Ambrose University offer. How many graduates are there in each program. Which programs are available online. How does St. Ambrose University rank nationally.
Diverse Academic Offerings at St. Ambrose University
St. Ambrose University, located in Davenport, Iowa, offers a wide array of majors and programs catering to various academic interests and career aspirations. The university’s curriculum spans across multiple disciplines, providing students with numerous options to pursue their educational goals.
To gain a comprehensive understanding of the academic landscape at St. Ambrose University, we’ll delve into the different fields of study, graduation rates, and program availability.
Fields of Study at St. Ambrose University
The university’s academic offerings can be categorized into several broad fields:
- Arts
- Business
- Education
- Health Professions
- Humanities
- Protective Services
- Science, Technology, and Math
- Trades and Personal Services
Within these fields, students can choose from a variety of specific majors and programs, each designed to provide a robust educational experience and prepare graduates for successful careers or further academic pursuits.
Popular Business Majors at St. Ambrose University
The Business department at St. Ambrose University offers several popular majors, attracting a significant number of students each year. Which business programs have the highest number of graduates?
- Marketing: 46 graduates
- Management Sciences and Information Systems: 35 graduates
- Accounting: 29 graduates
- Business: 20 graduates
- Sport and Fitness Management: 14 graduates
- Finance: 13 graduates
These numbers indicate a strong interest in business-related fields among St. Ambrose University students. The Marketing program, in particular, stands out with the highest number of graduates, suggesting its popularity and potential career opportunities in the field.
Emerging Business Programs
In addition to the well-established majors, St. Ambrose University offers several emerging or specialized business programs:
- International Business
- Merchandising and Buying Operations
- Organizational Behavior Studies
- Sales
These programs, while having fewer graduates, provide unique specializations that may cater to specific career paths or industry demands.
Education Programs: Shaping Future Teachers
St. Ambrose University has a strong focus on education, offering various programs to prepare students for teaching careers. Which education majors are most popular at the university?
- Elementary Education: 25 graduates
- Physical Education Teaching and Coaching: 21 graduates
- Early Childhood Education: 7 graduates
The Elementary Education program leads with the highest number of graduates, indicating a strong demand for teachers at the primary school level. Physical Education Teaching and Coaching also shows significant popularity among students interested in sports and fitness education.
Specialized Education Programs
St. Ambrose University offers several specialized education programs, catering to various subject areas:
- Art Teacher Education
- Business Teacher Education
- English and Speech Teacher Education
- Foreign Language Teacher Education
- History Teacher Education
- Mathematics Teacher Education
- Music Teacher Education
- Science Teacher Education
- Social Studies Teacher Education
These specialized programs allow students to combine their passion for a specific subject with their desire to teach, creating well-rounded educators in various fields.
Humanities and Social Sciences: Cultivating Critical Thinkers
The Humanities and Social Sciences departments at St. Ambrose University offer a diverse range of majors, fostering critical thinking and communication skills. Which programs in these fields have the highest enrollment?
- Psychology: 72 graduates
- Communications: 12 graduates
- English: 10 graduates
- Sociology: 9 graduates
- Radio and Television: 8 graduates
- History: 6 graduates
- Political Science and Government: 6 graduates
Psychology stands out as the most popular major in this category, with a significantly higher number of graduates compared to other programs. This suggests a strong interest in understanding human behavior and mental processes among St. Ambrose University students.
Interdisciplinary and Specialized Humanities Programs
St. Ambrose University offers several interdisciplinary and specialized programs within the Humanities and Social Sciences:
- Global Studies
- European and Russian Studies
- Latin American Studies
- Women’s Studies
- Theological and Ministerial Studies
These programs provide students with unique perspectives and specialized knowledge, preparing them for diverse career paths or advanced studies in their chosen fields.
Science, Technology, and Math: Driving Innovation
St. Ambrose University’s Science, Technology, and Math departments offer programs that prepare students for careers in rapidly evolving fields. Which STEM majors are most popular at the university?
- Biology: 29 graduates
- Industrial Engineering: 22 graduates
- Mechanical Engineering: 13 graduates
- Computer Science: 10 graduates
- Computer and Information Systems Security: 9 graduates
Biology leads the STEM majors with the highest number of graduates, followed closely by engineering programs. This distribution reflects the growing demand for professionals in life sciences and engineering fields.
Emerging STEM Programs
St. Ambrose University also offers several emerging or specialized STEM programs:
- Neuroscience and Neurobiology
- Computer Systems Analysis
- Network, Database, and System Administration
- Information Technology
These programs cater to students interested in cutting-edge fields and emerging technologies, preparing them for careers at the forefront of scientific and technological innovation.
Online Program Availability at St. Ambrose University
In today’s digital age, online education has become increasingly popular. How does St. Ambrose University accommodate students seeking online learning opportunities?
Interestingly, the data indicates that St. Ambrose University does not currently offer online versions of its undergraduate programs. All majors mentioned in the provided information are listed as having “No Online” availability.
This approach suggests that St. Ambrose University prioritizes on-campus, in-person learning experiences for its undergraduate students. The absence of online options may reflect the university’s commitment to fostering a traditional college environment, emphasizing face-to-face interactions between students and faculty.
Implications of No Online Offerings
The lack of online undergraduate programs at St. Ambrose University has several implications:
- Focus on campus community: It encourages students to be physically present on campus, fostering a strong sense of community and enhancing the overall college experience.
- Hands-on learning: Many programs, especially in STEM fields, may benefit from in-person lab work and practical experiences that are challenging to replicate in an online environment.
- Limited flexibility: It may pose challenges for non-traditional students or those requiring more flexible schedules due to work or family commitments.
- Geographical constraints: Prospective students from distant locations may find it more challenging to enroll in St. Ambrose University programs.
While the absence of online undergraduate programs may limit certain opportunities, it also underscores St. Ambrose University’s commitment to providing a traditional, immersive college experience.
St. Ambrose University Rankings and Quality of Education
When choosing a university, many students and parents consider rankings as an indicator of educational quality. How does St. Ambrose University fare in national rankings?
According to College Factual’s 2022 rankings, St. Ambrose University was awarded 38 badges across various categories. The university’s highest-ranked major is in allied health professions, indicating a strong program in this field.
In terms of overall quality, St. Ambrose University secured the #679 spot in College Factual’s 2022 ranking of best overall colleges. This ranking places the university in the top half of higher education institutions nationwide, suggesting a solid academic foundation and educational experience.
Understanding University Rankings
While rankings provide a quick snapshot of a university’s standing, it’s essential to consider various factors when interpreting these numbers:
- Methodology: Different ranking systems use various criteria and weightings, which can lead to variations in results.
- Specific strengths: A university may excel in particular programs or departments, even if its overall ranking is not in the top tier.
- Student fit: Rankings don’t account for individual student needs, preferences, or career goals.
- Recent improvements: Rankings may not immediately reflect recent enhancements in facilities, faculty, or programs.
Therefore, while St. Ambrose University’s ranking provides a general indication of its quality, prospective students should consider multiple factors, including specific program strengths, campus culture, and personal fit, when making their college decision.
Graduation Rates and Program Popularity
Graduation rates can provide insight into the success of students within specific programs. Which majors at St. Ambrose University have the highest number of graduates?
- Psychology: 72 graduates
- Marketing: 46 graduates
- Management Sciences and Information Systems: 35 graduates
- Accounting: 29 graduates
- Biology: 29 graduates
- Elementary Education: 25 graduates
These numbers indicate strong student interest and success in fields such as psychology, business, and education. The high graduation rates in these programs suggest that St. Ambrose University provides effective support and resources for students in these majors.
Programs with Lower Graduation Rates
Several programs at St. Ambrose University show lower graduation rates or no graduates for the reported period:
- Organizational Behavior Studies
- Parks, Recreation and Leisure Studies
- Education (general)
- Art Teacher Education
- Health Teacher Education
- Mathematics Teacher Education
- Social Studies Teacher Education
The absence of graduates in these programs could indicate several factors, such as recent program introduction, low enrollment, or program restructuring. It’s important to note that low graduation numbers don’t necessarily reflect on the quality of these programs, as they may cater to niche interests or be newly established.
St. Ambrose University Majors – Niche
All Majors
Discover the majors and programs offered by St. Ambrose University and the types of degrees awarded.
ArtsBusinessEducationHealth ProfessionsHumanitiesProtective ServicesScience, Technology, and MathTrades and Personal Services
Accounting
Bachelors
29 Graduates
No Online
Business
Bachelors
20 Graduates
No Online
Finance
Bachelors
13 Graduates
No Online
International Business
Bachelors
2 Graduates
No Online
Management Sciences and Information Systems
Bachelors
35 Graduates
No Online
Marketing
Bachelors
46 Graduates
No Online
Merchandising and Buying Operations
Bachelors
10 Graduates
No Online
Organizational Behavior Studies
Bachelors
0 Graduates
No Online
Parks, Recreation and Leisure Studies
Bachelors
0 Graduates
No Online
Sales
Bachelors
2 Graduates
No Online
Sport and Fitness Management
Bachelors
14 Graduates
No Online
Art Teacher Education
Bachelors
0 Graduates
No Online
Business Teacher Education
Bachelors
1 Graduate
No Online
Early Childhood Education
Bachelors
7 Graduates
No Online
Education
Bachelors
0 Graduates
No Online
Elementary Education
Bachelors
25 Graduates
No Online
English and Speech Teacher Education
Bachelors
2 Graduates
No Online
Foreign Language Teacher Education
Bachelors
1 Graduate
No Online
Health Teacher Education
Bachelors
0 Graduates
No Online
History Teacher Education
Bachelors
2 Graduates
No Online
Mathematics Teacher Education
Bachelors
0 Graduates
No Online
Music Teacher Education
Bachelors
1 Graduate
No Online
Physical Education Teaching and Coaching
Bachelors
21 Graduates
No Online
Science Teacher Education
Bachelors
1 Graduate
No Online
Social Studies Teacher Education
Bachelors
0 Graduates
No Online
Advertising
Bachelors
0 Graduates
No Online
Art History
Bachelors
5 Graduates
No Online
Broadcast Journalism
Bachelors
0 Graduates
No Online
Communications
Bachelors
12 Graduates
No Online
Corporate Communications
Bachelors
0 Graduates
No Online
Digital Communication and Media/Multimedia
Bachelors
0 Graduates
No Online
Economics
Bachelors
2 Graduates
No Online
English
Bachelors
10 Graduates
No Online
European and Russian Studies
Bachelors
0 Graduates
No Online
French Language and Literature
Bachelors
0 Graduates
No Online
German Language and Literature
Bachelors
0 Graduates
No Online
Global Studies
Bachelors
2 Graduates
No Online
History
Bachelors
6 Graduates
No Online
Journalism
Bachelors
5 Graduates
No Online
Latin American Studies
Bachelors
0 Graduates
No Online
Liberal Arts and Humanities
Bachelors
6 Graduates
No Online
Music History and Literature
Bachelors
0 Graduates
No Online
Philosophy
Bachelors
3 Graduates
No Online
Political Science and Government
Bachelors
6 Graduates
No Online
Professional and Technical Writing
Bachelors
2 Graduates
No Online
Psychology
Bachelors
72 Graduates
No Online
Public Administration
Bachelors
0 Graduates
No Online
Public Relations
Bachelors
0 Graduates
No Online
Radio and Television
Bachelors
8 Graduates
No Online
Sociology
Bachelors
9 Graduates
No Online
Spanish Language and Literature
Bachelors
1 Graduate
No Online
Theological and Ministerial Studies
Bachelors
2 Graduates
No Online
Women’s Studies
Bachelors
1 Graduate
No Online
Criminal Justice and Corrections
Bachelors
0 Graduates
No Online
Criminal Justice and Safety Studies
Bachelors
11 Graduates
No Online
Police and Criminal Science
Bachelors
0 Graduates
No Online
Biology
Bachelors
29 Graduates
No Online
Chemistry
Bachelors
4 Graduates
No Online
Computer and Information Systems Security
Bachelors
9 Graduates
No Online
Computer Science
Bachelors
10 Graduates
No Online
Computer Systems Analysis
Bachelors
6 Graduates
No Online
Computer Systems Networking and Telecommunications
Bachelors
0 Graduates
No Online
Industrial Engineering
Bachelors
22 Graduates
No Online
Information Technology
Bachelors
0 Graduates
No Online
Mathematics
Bachelors
6 Graduates
No Online
Mechanical Engineering
Bachelors
13 Graduates
No Online
Network, Database, and System Administration
Bachelors
0 Graduates
No Online
Neuroscience and Neurobiology
Bachelors
3 Graduates
No Online
Physics
Bachelors
0 Graduates
No Online
Saint Ambrose University Overview – College Factual
If you want to know more about Saint Ambrose University, such as what majors does it offer, how diverse it is, how well it ranks, and more, this is your one-stop resource.
Want to know more about a specific stat? Just click on its tile, and you’ll go to a page that goes more in-depth on that subject. You can also use the links below to go directly to any section on this page.
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How Well Is Saint Ambrose University Ranked?
2022 Rankings
In its yearly rankings, College Factual analyzes over 2,000 colleges and universities to determine which ones are the best in a variety of categories, such as overall value, quality, diversity, which schools are the best for each major, and much more.
Saint Ambrose University was awarded 38 badges in the 2022 rankings. The highest ranked major at the school is allied health professions.
Overall Quality
St. Ambrose University landed the #679 spot in College Factual’s 2022 ranking of best overall colleges in the United States. The higher ed experts analyzed 2,576 colleges and universities across the nation to determine this ranking.
St. Ambrose University is also ranked #15 out of 45 schools in Iowa.
See all of the rankings for Saint Ambrose University.
Is It Hard to Get Into St. Ambrose University?
Acceptance Rate
If you’re applying to Saint Ambrose University you’ll face some tough competition, since the school’s acceptance rate is only 61%. Definitely don’t wait until the last minute to submit your application, since applying early may be in your favor.
Average Test Scores
St. Ambrose University received ACT scores from 96% of accepted students. When looking at the 25th through the 75th percentile, ACT Composite scores ranged between 21 and 26.
ACT Composite Scores for Saint Ambrose University ( 21 to 26 )
Learn more about Saint Ambrose University admissions.
Saint Ambrose University Faculty
Student to Faculty Ratio
The student to faculty ratio is often used to measure the number of teaching resources that a college or university offers its students. The national average for this metric is 15 to 1, but at St.
Ambrose University it is much better at 11 to 1. That’s good news for students who want to interact more on a personal level with their teachers.
Percent of Full-Time Faculty
When estimating how much access students will have to their teachers, some people like to look at what percentage of faculty members are full time. This is because part-time teachers may not have as much time to spend on campus as their full-time counterparts.
The full-time faculty percentage at Saint Ambrose University is 100%. This is higher than the national average of 47%.
Full-Time Faculty Percent 100 out of 100
Retention and Graduation Rates at Saint Ambrose University
Freshmen Retention Rate
The freshmen retention rate of 76% tells us that most first-year, full-time students like Saint Ambrose University enough to come back for another year. This is a fair bit higher than the national average of 68%. That’s certainly something to check off in the good column about the school.
Freshmen Retention Rate 76 out of 100
Graduation Rate
Students are considered to have graduated on time if they finish their studies within four years. At St. Ambrose University the on-time graduation rate of first-time, full-time students is 51%. That is great when compared to the national average of 33.3%
On-Time Graduation Rate 51 out of 100
Find out more about the retention and graduation rates at Saint Ambrose University.
Saint Ambrose University Undergraduate Student Diversity
During the 2017-2018 academic year, there were 2,260 undergraduates at St. Ambrose University with 2,122 being full-time and 138 being part-time.
How Much Does Saint Ambrose University Cost?
The overall average net price of St. Ambrose University is $26,204. The affordability of the school largely depends on your financial need since net price varies by income group. See the table below for the net price for different income groups.
Net Price by Income Group for St. Ambrose University
| $0-30 K | $30K-48K | $48-75 | $75-110K | $110K + |
|---|---|---|---|---|
| $23,977 | $24,516 | $27,002 | $25,654 | $27,504 |
The net price is calculated by adding tuition, room, board and other costs and subtracting financial aid.Note that the net price is typically less than the published for a school. For more information on the sticker price of St. Ambrose University, see our tuition and fees and room and board pages.
Student Loan Debt
While almost two-thirds of students nationwide take out loans to pay for college, the percentage may be quite different for the school you plan on attending. At St. Ambrose University, approximately 74% of students took out student loans averaging $9,071 a year. That adds up to $36,284 over four years for those students.
The student loan default rate at St. Ambrose University is 5.
3%. This is significantly lower than the national default rate of 10.1%, which is a good sign that you’ll be able to pay back your student loans.
Get more details about paying for Saint Ambrose University.
How Much Money Do St. Ambrose University Graduates Make?
Yearly salaries vary depending on what you major in, but on average, bachelor’s degree recipients from St. Ambrose University make around $47,300 per year during the early years of their employment. This is good news for future St. Ambrose University graduates since it is 19% more than the average college graduate’s salary of $39,802 per year.
See which majors at Saint Ambrose University make the most money.
Location of Saint Ambrose University
Saint Ambrose University is a private not-for-profit institution located in Davenport, Iowa. The location of the school is great for students who enjoy the amenities of city life.
Get more details about the location of Saint Ambrose University.
Contact details for St.
Ambrose University are given below.
| Contact Details | |
|---|---|
| Address: | 518 W Locust St, Davenport, IA 52803-2898 |
| Phone: | 563-333-6000 |
| Website: | www.sau.edu/ |
Saint Ambrose University Majors
During the most recent year for which we have data, students from 63 majors graduated from Saint Ambrose University. Of these students, 561 received undergraduate degrees and 269 graduated with a master’s or doctor’s degree. The following table lists the most popular undergraduate majors along with the average salary graduates from those majors make.
Learn more about the majors offered at Saint Ambrose University along with which ones have the highest average starting salaries.
Online Learning at St. Ambrose University
Online courses area a great option for busy, working students as well as for those who have scheduling conflicts and want to study on their own time.
As time goes by, expect to see more and more online learning options become available.
In 2018-2019, 514 students took at least one online class at Saint Ambrose University. This is a decrease from the 544 students who took online classes the previous year.
| Year | Took at Least One Online Class | Took All Classes Online |
|---|---|---|
| 2018-2019 | 514 | 141 |
| 2017-2018 | 544 | 93 |
| 2016-2017 | 628 | 19 |
| 2015-2016 | 704 | 36 |
| 2013-2014 | 524 | 38 |
Learn more about online learning at Saint Ambrose University.
Find Out More About Saint Ambrose University
Notes and References
Footnotes
*The racial-ethnic minorities count is calculated by taking the total number of students and subtracting white students, international students, and students whose race/ethnicity was unknown.
This number is then divided by the total number of students at the school to obtain the racial-ethnic minorities percentage.
References
More about our data sources and methodologies.
St. Ambrose University
St. Ambrose University (SAU) is a private university with a residential campus located
in Davenport, Iowa. Below are links to information you will find helpful as you consider
and plan for transferring to St. Ambrose University.
Dual Admission
SAU offers a dual admission program in which you are immediately connected to a St.
Ambrose advisor and can receive updates each semester from St. Ambrose regarding your
progress. Additional benefits include free admission to SAU home athletic and fine
arts events plus access to the physical education center, the library and career development
services.
When you apply for the SAU/ Dual Admission program prior to completing
30 credits toward your Associate’s Degree, you will also be eligible for a $1,000
scholarship when you begin full-time studies at St. Ambrose.
How does the AA or AS degree from Eastern Iowa Community Colleges transfer to St.
Ambrose University?
Students who transfer to St. Ambrose with an AA or AS Degree earned from Eastern Iowa
Community Colleges will be admitted to SAU with junior status, provided the student
has earned at minimum a 2.00 Grade Point Average (GPA).
What about an AAS Degree?
Students who have earned an AAS (Associate in Applied Science) Degree are able to
transfer 60 hours to SAU’s Bachelor in Applied Management Technology degree.
For more
information about this degree, see the current St. Ambrose University catalog.
Have questions?
If you have not yet registered for classes at one of our colleges, an admissions representative
will be happy to answer your questions regarding transfer.
If you are a current student, contact your advisor or Academic Advising at your college:
- Clinton: 563-244-7001
- Muscatine: 563-288-6001
- Scott: 563-441-4181
To speak to an SAU Admissions representative, contact:
Brandi Ahlers, Transfer Counselor
800-383-2627
563-333-6310
SAU Links
Transfer and Course Guides Available for St.
Ambrose University
Questions? Call toll-free 1-888-336-3907, email [email protected] or contact the college
nearest you and ask to speak to an advisor.
- Clinton Community College, 563-244-7000
- Muscatine Community College, 563-288-6000
- Scott Community College, 563-441-4000
It is the policy of Eastern Iowa Community College District not to discriminate in
its programs, activities, or employment on the basis of race, color, national origin,
sex, disability, age, sexual orientation, gender identity, creed, religion, and actual
or potential family, parental or marital status, as required by the Iowa Code §§216.6
and 216.
9, Titles VI and VII of the Civil Rights Act of 1964 (42 U.S.C. §§ 2000d and
2000e), the Equal Pay Act of 1973 (29 U.S.C. § 206, et seq.), Title IX (Educational
Amendments, 20 U.S.C. §§ 1681-1688), Section 504 (Rehabilitation Act of 1973, 29 U.S.C.
§ 794), and Title II of the Americans with Disabilities Act (42 U.S.C. § 12101, et
seq.). If you have questions or complaints related to compliance with this policy,
please contact Debora J. Sullivan, Equal Employment Opportunity Officer/Equity Coordinator,
Eastern Iowa Community College District, 101 West Third Street, Davenport, Iowa 52801,
563-336-3487, [email protected] or the Director of the Office for Civil Rights,
U.S. Department of Education, Citigroup Center, 500 West Madison Street, Suite 1475,
Chicago, Illinois 60661-7204, phone number 312-730-1560, fax 312-730-1576, OCR.
[email protected].
Saint Ambrose University Rankings, Tuition, Acceptance Rate, etc.
77%
52%
2,968
11.0:1
$17,993
Average Undergraduate Students Aid
$31,812
In-State Tuition and Fees
$31,812
Out-of-State Tuition and Fees
= Average
Sector
Private not-for-profit, 4-year or above
Carnegie Classification
Master’s Colleges & Universities: Larger Programs
Religious Affiliation
Roman Catholic
St. Ambrose University is a small, private Catholic liberal arts institution in Davenport, IA. SAU’s beginnings date back to a seminary and business school for men founded in 1882 by the Diocese of Davenport, and was named for the patron saint of education and learning (who is traditionally pictured with a book and scroll in hand). Today, after more than a century of growth and development, SAU is a coed, highly respected private university, ranked by U.
S. News & World Report in the top 35 regional colleges for the Midwest, as well as a best college for veterans and a best value for their combination of academic excellence and affordable tuition.
Academic Programs
SAU remains dedicated to its traditional liberal arts heritage, grounding all of its curriculum in classical humanities and sciences that make up the model. As a Catholic institution, dedicated to the values of St. Ambrose, academic rigor is only the beginning; spiritual growth along Catholic values of fairness, responsibility, and service are also central to learning at St. Ambrose. While humanities and liberal arts remain at the heart of SAU’s curriculum, the university has also developed a strong reputation for pre-professional and professional programs, including specialized accreditations in areas like industrial engineering, nursing, and physical and occupational therapy.
SAU offers more than 40 undergraduate majors, more than a dozen master’s programs, and three doctorates – physical therapy, occupational therapy, and business administration.
With an 11:1 student:faculty ratio, students can trust that they will receive the kind of close, personal guidance and mentorship that private Catholic education is renowned for. St. Ambrose is also the only college in Iowa offering a doctorate of Occupational Therapy, while SAU students have a 97% pass rate for the National Physical Therapy Examination, making SAU one of the top institutions in the nation for physical and occupational therapy.
Student Life
St. Ambrose University’s student body numbers more than 3000, with more women than men (a surprising turn, since SAU did not admit women until 1969). Sixteen percent of students identify as an ethnic or racial minority, a high proportion for Iowa, where more than 90% of residents are white. This relative diversity keeps SAU in line with Catholic values, which emphasize inclusion and respect for all cultures. Students take part in many activities, many built on Catholic faith and identity, especially worship and service through Campus Ministry.
SAU has also been recognized by the President’s Higher Education Community Service Honor Roll for its high degree of participation in the community by students and faculty.
SAU’s mascot is the Fighting Bee, named for a legend about St. Ambrose, the school’s namesake (as an infant, a swarm of bees surrounded the baby and dropped honey into his mouth, symbolizing the eloquence that would make him a great missionary). With more than two dozen NAIA sports (and football, which competes in the NCAA Division II), St. Ambrose offers many opportunities for student athletes to compete, and for fans to cheer.
Information for High-School Counselors | Admissions & Aid
Also you will find a list of institutions that have committed to attending this year’s McLeod Center College Fair. This list will be updated as we receive RSVPs from colleges and universities. As in year’s past, we will be using the automated barcode system. More information will be coming in a separate email with instructions on how to register your students.
Allen College
ARMY ROTC
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Cornell College
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DMACC
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Gustavus Adolphus College
Hamline University
Hawkeye Community College
Indian Hills Community College
Iowa Air National Guard
Iowa Central Community College
Iowa College Access Network
Iowa Lakes Community College
Iowa State University
Iowa Wesleyan College
Kirkwood Community College
Loras College
Luther College
Marshalltown Community College
Mercy College of Health Sciences
Monmouth College
Morningside College
Mount Mercy University
NIACC
Northeast Iowa Community College
Northwest Iowa Community College
Northwestern College, IA
Palmer College of Chiropractic
PCI Academy
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Simpson College
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St.
Ambrose University
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The Salon Professional Academy – Iowa City
The University of South Dakota
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U.S. Army
University of Dubuque
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University of Northern Iowa
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Worldwide, the nitrogen cycle is off
When exposed to nitrogen fertilizer over a period of years, nitrogen-fixing bacteria called rhizobia evolve to become less beneficial to legumes – the plants they normally serve.
When exposed to nitrogen fertilizer over a period of years, nitrogen-fixing bacteria called rhizobia evolve to become less beneficial to legumes – the plants they normally serve.
These findings, reported in the journal Evolution, may be of little interest to farmers, who generally grow only one type of plant and can always add more fertilizer to boost plant growth. But in natural areas adjacent to farmland, where fertilizer runoff occurs, or in areas where nitrogen oxides from the burning of fossil fuels settle, a change in the quality of soil rhizobia could have far-reaching ecological and environmental consequences.
“The nitrogen that we apply to agricultural fields doesn’t stay on those fields, and atmospheric nitrogen deposition doesn’t stay by the power plant that generates it,” said University of Illinois plant biology professor Katy Heath, who led the study with Jennifer Lau, of Michigan State University. “So this work is not just about a fertilized soybean field.
Worldwide, the nitrogen cycle is off. We’ve changed it fundamentally.”
Not that long ago, before the advent of industrial fertilizers and the widespread use of fossil fuels, soil nitrogen was a scarce commodity. Some plants, the legumes, found a way to procure the precious nitrogen they needed – from rhizobia.
“The rhizobia fix nitrogen – from atmospheric nitrogen that we’re breathing in and out all the time – to plant-available forms,” Heath said. “Plants can’t just take it up from the atmosphere; they have to get it in the form of nitrate or ammonium.”
In return, legumes shelter the rhizobia in their roots and supply them with carbon. This partnership benefits the bacteria and gives legumes an advantage in nitrogen-poor soils.
Previous studies have shown that nitrogen fertilizers can affect the diversity of species that grow in natural areas, Heath said. In areas polluted with fertilizer runoff, for example, legumes decline while other plants become more common.
“Existing long-term experiments at MSU’s Kellogg Biological Station site provided us with a really powerful resource for testing long-standing theoretical predictions about the stability of mutualisms,” Lau said. “We know that nitrogen is responsible for the reduced cooperation we observed because the researchers that had the foresight to start these experiments more than two decades ago applied these nitrogen-addition and control treatments in a well-replicated manner.”
For the new experiments, the researchers isolated rhizobia from the nodules of legumes in fertilized and unfertilized plots. In a greenhouse experiment, they tested how these bacteria influenced legume growth and health. The researchers found that the plants grown with the nitrogen-exposed rhizobia produced 17 to 30 percent less biomass and significantly less chlorophyll than plants grown with rhizobia from the unfertilized plots.
A genetic analysis of the microbes revealed that the composition of the bacterial populations was similar between fertilized and unfertilized plots: The same families of rhizobia were present in each.
But rhizobia from the fertilized plots had evolved in a way that made them less useful to the legumes, Heath said.
“This study tells us something about mutualisms and how they evolved,” she said. “Mutualisms depend on this balance of trade between the partners, this special nitrogen-carbon economy in the soil, for example. And when the economy changes – say when nitrogen is no longer scarce – these mutualisms might go away.”
Additional researchers included Dylan Weese, of MSU and St. Ambrose University, and Bryn Dentinger, of the Royal Botanic Gardens (U.K.).
The National Science Foundation supported this research.
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Miley, O’Melia & DuBois, Generalist Social Work Practice: An Empowering Approach
Table of Contents
Brief Table of Contents
PART I: SOCIAL WORK PRACTICE PERSPECTIVES
1.
Generalist Social Work Practice
2. Human System Perspectives
3. Values and Multicultural Competence
4. Strengths and Empowerment
5. An Empowering Approach to Generalist Practice
PART II: ENGAGEMENT: THE DIALOGUE PHASE
6. Engagement: Forming Partnerships
7. Engagement: Articulating Situations
8. Engagement: Defining Directions
PART III: ASSESSMENT: THE DISCOVERY PHASE
9. Assessment: Identifying Strengths
10. Assessment: Assessing Resource Capabilities
11. Assessment: Framing Solutions
PART IV: INTERVENTION AND EVALUATION: THE DEVELOPMENT PHASE
12. Intervention: Activating Resources
13. Intervention: Creating Alliances
14. Intervention: Expanding Opportunities
15. Evaluation: Recognizing Success
16. Intervention: Integrating Gains
Detailed Table of Contents
PART I: SOCIAL WORK PRACTICE PERSPECTIVES
1.
Generalist Social Work Practice 1
Social Work Values and Purpose 3
Human Dignity and Worth 4
Social Justice 4
Defining Social Work 5
Achieving the Purpose of Social Work 6
Generalist Social Work 7
Levels of Intervention in Generalist Practice 8
Policy and Generalist Practice 10
Research in Generalist Practice 10
Advantages of a Multifaceted Approach 12
Social Work Functions and Roles 12
Consultancy 13
Resource Management 15
Education 16
Integrating Generalist Functions 18
Looking Forward 19
2. Human System Perspectives 20
Key Perspectives for Empowering Practice 20
Ecosystems 21
Social Constructionism 22
Feminist Perspective 23
Life Course Theory 24
Critical Theory 25
Biology and Behavior 26
Trauma-Informed Perspective 28
Applying Theory in Practice: A case example 29
Social Systems 33
System Defined 33
Dimensions of Systems 35
Ecosystems: Perspective and Framework 39
Ecosystems Perspective 39
Ecosystems Framework: As an Assessment Tool 42
Ecosystems Framework: As a Practice Model 45
Looking Forward 45
3.
Values and Multicultural Competence 47
Professional Values and Practice Principles 48
Acceptance 48
Individualization 48
Nonjudgmentalism 49
Objectivity 49
Self-Determination 50
Access to Resources 50
Confidentiality 51
Accountability 51
Value Conflicts in Practice 51
Personal Values and Resources 52
Frames of Reference 52
Use of Self in Social Work 53
Increasing Self-Awareness 54
Values and Principles in Action: A Practice Example 54
How Values Influence Practice 56
Values and Diversity 58
Multicultural Competence 58
Cultural Diversity and Social Work Practice 59
Cultural Competence 59
Cultural Sensitivity 60
Cultural Responsiveness 60
A Generalist View of Cultural Competence 60
Practitioner-Level Cultural Competence 62
Agency-Level Cultural Competence 65
Community-Level Cultural Competence 68
Looking Forward 68
4.
Strengths and Empowerment 69
Strengths Perspective 70
Practice Assumptions 71
Key Transitions 71
Applying a Strengths Perspective 73
Empowerment 74
Personal Dimensions of Empowerment 75
Interpersonal Dimensions of Empowerment 76
Sociopolitical Dimensions of Empowerment 76
Power 77
Empowerment Social Work and Oppression 79
Empowerment-Based Practice 79
The Paradox of an Empowering Process 80
Collaboration and Partnership 80
Ethical Preferences for Empowerment Social Work 83
Characteristics of Empowerment-Centered Social Workers 87
Empowerment-Oriented Strategies 89
Looking Forward 92
5. An Empowering Approach to Generalist Practice 93
Elements of an Empowering Generalist Approach 94
Infusing an Ecosystems Perspective 94
Reflecting a Social Justice Commitment 94
Applying a Strengths Orientation 95
Collaborating with Clients and Constituencies 95
Constructing an Empowering Reality 95
Phases and Processes of Empowering Practice 96
Engagement: The Dialogue Phase 96
Assessment: The Discovery Phase 98
Intervention and Evaluation: The Development Phase 99
The Recurring Nature of Dialogue, Discovery, and Development 101
From Solving Problems to Promoting Competence 103
Processes in Action: Practice Examples 103
An Example at the Microlevel 104
An Example at the Mezzolevel 107
An Example at the Macrolevel 112
Multilevel Practice in Generalist Social Work: An Integrative Case Example 114
Social Work Practice at the Microlevel 115
Social Work Practice at the Mezzolevel 117
Social Work Practice at the Macrolevel 120
Looking Forward 121
PART II: ENGAGEMENT: THE DIALOGUE PHASE
6.
Engagement: Forming Partnerships 123
Engaging with Clients 124
Collaboration and Partnership 124
Making Initial Contacts 126
Recognizing What Clients Bring 126
Beginning Steps: A Practice Example 127
Qualities of Professional Partnerships 131
Genuineness 132
Acceptance and Respect 132
Trustworthiness 134
Empathy 134
Cultural Sensitivity 135
Purposefulness 136
Constructing Empowering Relationships 137
Recognizing Rights 138
Taking Responsibilities 138
Avoiding Dual Relationships 139
Discussing Rights and Responsibilities 139
Augmenting Power 140
When Clients Feel Powerless 141
Collaborating with Oppressed Clients 142
Voluntary and Involuntary Clients 142
Partnerships with Larger Systems 143
Respecting Confidentiality 143
Absolute and Relative Confidentiality 144
Violations of Confidentiality 144
Informed Consent for Releasing Information 145
Privileged Communication 145
Balancing Accountability and Privacy 147
Looking Forward 148
7.
Engagement: Articulating
Situations 149
Empowering Dialogue 150
Active Listening and Proactive Responding 150
Proactive Responding: Describing the Current Situation 151
Proactive Responding: Orienting Toward Goals 152
Proactive Responding: Searching for Strengths and Resources 153
Accessing the Client’s Perspective 153
Applying Models of Communication 154
Verbal Communication 155
Nonverbal Communication 156
Influences on Communication Processes 157
Responding to What Clients Say 160
Allowing Space 161
Nonverbal Responses 161
Single-Word Responses 161
Restatement 162
Clarification 163
Summary Clarification 163
Requests to Continue 164
Questioning 165
Combining Responses 166
Practice Example 166
Special Issues in Responding 168
Responding to Feelings 168
Responding to Anger 170
Responding to Silence 171
Responding to Trauma 172
Responding to Questions 173
Responding to Feedback from Clients 173
Responding to Larger Client Systems 174
Looking Forward 175
8.
Engagement: Defining Directions 177
Transforming Challenges into Directions 179
Orienting Forward, Not Back 180
Framing the Search for Resources 181
Integrating Transactional Dimensions 181
Considering Client Motivation 182
Enhancing Client Motivation 182
Motivating Clients Who Have Given Up 183
Aligning Worker and Client Motivations 184
Collaborating with Clients Who Resist 185
Motivating Larger Systems 187
Cooperating with Mandated Clients 188
Constructing Workers’ Expectations 188
Structuring a Working Partnership 189
Defining a Motivating Direction 190
Taking Priority Actions 190
Responding to Trauma and Crises 190
Responding to Large-Scale Disasters 192
Responding to the Threat of Suicide 193
Responding to Threats Toward Others 196
Responding to Child Maltreatment 198
Responding to Elder Abuse 200
Responding to Intimate Partner Violence 200
Responding to Survival Needs 201
Responding to Signs of Addiction 201
Looking Forward 202
PART III: ASSESSMENT: THE DISCOVERY PHASE
9.
Assessment: Identifying Strengths 204
Infusing a Strengths Perspective 205
What Are Strengths? 205
Why Identify Strengths? 206
Balancing Strengths and Challenges 208
Highlighting Strengths 208
Solution-Focused Dialogue 211
Recognizing Cultural Strengths 215
The Challenge of Activating Cultural Strengths 215
A Closer Look at Cultural Identity 216
The Critical Use of Research About Cultural Groups 217
Ethnic Group Strengths 218
African Americans 218
Non-Hispanic White Americans 220
Latino Americans 221
Asian Americans 223
Native Americans 223
Strengths in Cultural Group Memberships 224
Women 225
Gay, Lesbian, Bisexual, and Transgender Individuals 226
Older Adults 227
Religious Affiliations and Spirituality 228
Persons with Disabilities 229
Clients as Resources for Understanding Cultures 230
Uncovering Strengths in Adversity 230
Surviving Oppression 230
Surviving Violence 232
Surviving Family Disruption 234
Looking Forward 235
10.
Assessment: Assessing Resource Capabilities 236
Exploring Resource Systems Through Assessment 237
Recognizing Environmental Resources 238
Turning Challenging Situations into Resources 238
Collaborating to Search for Resources 239
Adding Viewpoints 240
Assessing Through Observation 241
Organizing Assessment by Using a 5-Point Ecosystems Schema 243
Practice Example: Franklin Courts 245
Ecosystems Assessment Questions 247
Ecosystems Questions: Assessing Structures 247
Ecosystems Questions: Assessing Interactions 250
Ecosystems Questions: Assessing Thinking and Feeling 251
Ecosystems Questions: Assessing Cultural Influences 252
Ecosystems Questions: Assessing Spiritual Dimensions 253
Ecosystems Questions: Assessing Physical Environments 254
Using Assessment Tools 255
Social Histories 256
Genograms 257
Eco-Maps 259
Culturally Sensitive Assessment 259
Social Network Maps 261
Group Assessment 261
Organizational Assessment 262
Neighborhood and Community Assessment 263
Tools as Resources for Empowerment 265
Record-Keeping 266
Recording 266
Types of Recording Formats 267
Ethical and Legal Issues in Record-Keeping 270
Looking Forward 271
11.
Assessment: Framing Solutions 273
Collaborative Planning Processes 274
Client Expertise in Planning 274
Worker Expertise in Planning 275
Issues Affecting Collaborative Planning 275
Planning in Multiperson Systems 277
Goals and Objectives 278
Differentiating Goals and Objectives 278
Considering Goals 279
Translating Goals into Objectives 280
Constructing Action Plans 284
Clarifying Outcome Goals 284
Writing Effective Objectives 288
Prioritizing Objectives 289
Screening Generalist Intervention Strategies 289
Choosing Effective Strategies 293
Delineating Tasks and Responsibilities 295
Setting Reviews and Evaluations 296
Contracting 296
Looking Forward 298
PART IV: INTERVENTION AND EVALUATION: THE DEVELOPMENT PHASE
12. Intervention: Activating Resources 299
Maintaining Progress in Action Plans 301
Implementing Action Plans 302
Enhancing Interactions 303
Sustaining Motivation 306
Developing Power 307
Promoting Leadership 308
Facilitating Choices 308
Shaping Competence 309
Changing Perspectives 310
Offering Feedback 310
Creating New Concepts 311
Using Narrative Strategies 313
Trying Out New Behaviors 315
Managing Resources 318
Linking Clients with Resources 318
Client Advocacy 319
Maximizing Clients’ Rights 321
Fair Hearings and Appeals 321
Educating 322
Teaching 322
Sharing Information 324
Looking Forward 326
13.
Intervention: Creating Alliances 327
Developing Alliances Through Small Groups 328
Groups and Empowerment 330
Mutual Aid in Groups 331
Self-Help Groups 332
Social Action Through Group Work 334
Natural Support Alliances 334
Case Management: Client–Service Alliances 338
Overview of Case Management 338
The Purpose of Case Management 339
Case Management Activities with Clients 340
Case Management Activities Within the Delivery System 342
Case Management as Policy Practice 343
Workers’ Resources for Case Management 344
Case Management in Action: A Practice Example 344
Critical Issues and Ethical Dilemmas in Case Management 345
Organizational Alliances for Service Delivery 349
Participating in Nongovernmental Organizational Alliances 349
Building Interagency Coalitions 350
Working on Teams 350
Leading Effective Meetings 351
Professional Support Networks 352
Alliances Within Organizations 352
Antidotes to Burnout 354
Professional Memberships 356
Alliances Through Technology 357
Looking Forward 358
14.
Intervention: Expanding Opportunities 359
Opportunities: Keys to Empowerment 360
Empowerment and Opportunities 360
Empowerment in Groups and Communities 361
Identifying Resource Shortages 362
Mobilizing Resources 363
Educating the Public 363
Writing Grant Proposals 363
Community Change 365
Generalist Processes for Working with Communities 366
Working with Communities Through Organizing 366
Working with Communities Through Development 367
Social Work as a Political Profession 369
Policy Development 370
Policy Analysis and Change 370
Consumer Participation in Policy Development 371
Social Activism and Social Advocacy 372
A Heritage of Social Reform 373
Promoting Social Action 373
Advocacy Role 373
Legislative Advocacy 375
Looking Forward 378
15. Evaluation: Recognizing Success 379
Social Work Research and Evaluation 380
Integrating Research and Practice 381
Client Involvement in Research and Evaluation 382
Evidence-Based Practice 382
Steps for Evidence-Based Decision Making 383
Implications for Social Work Practice 385
Ethics in Research 385
Research-Informed Practice 386
The Research Process 386
Research Terminology 387
Client Outcome Evaluation 390
Client Outcome Assessment 391
Using Standardized Instruments in Practice Evaluation 392
Progress Evaluation 393
Monitoring and Evaluating Action Plans 393
Goal Attainment Scaling 394
Single-System Designs 395
Elements of Single-System Designs 396
Types of Single-System Designs 396
Limitations of Single-System Designs 402
Program Evaluation 402
Program Evaluation Design 403
Consumer Satisfaction Surveys 404
Empowerment Evaluation 406
Looking Forward 407
16.
Intervention: Integrating Gains 408
Social Work Endings 409
Completing Contracts 410
Preparing for Resolution 411
Discussing Readiness 412
Evaluating 412
Sharing Feelings 413
Generalizing Outcomes 414
Celebrations and Ritualized Endings 415
Looking to the Future 416
Following Up 416
Responding to Clients’ Discontinuation of Services 417
Closing with Referral 419
Acknowledging Limited Resources 419
Implementing Legal Mandates 421
Making Referrals 421
When Clients Die 423
Grief 423
End-of-Life Care 424
Grieving the Death of a Client 424
Resolving Relationships with Larger Systems 425
Small Group Endings 426
Resolving Intermember Relationships 428
Endings with Organizations and Communities 429
Endings Are Beginnings 431
Epilogue 432
References 434
Glossary 000
Name Index 000
Subject Index 000
University of St Andrews (St Andrews University in Scotland) – tuition fee
The University of St Andrews is one of the oldest universities in the UK with over 600 years of success history.
The leaders of British science are engaged in education at the university: authors of textbooks and experienced researchers. This is also important because the number of students here is relatively small, and there are about 12 students per teacher. This ratio makes an individual approach to learning possible.
The motto of the University of St Andrews is “Strive to be the best.”
University of St Andrews University is located in the east of Scotland right on the North Sea coast next to a hilly forest. The coolness of the local climate is compensated by breathtaking pictures of nature, which can only be seen on postcards and pages of guidebooks to the most picturesque corners of the planet. At the same time, you can get to Edinburgh Airport in just an hour. The university is part of an ancient city: spectacular historic buildings blend with the vibrant architecture of modern research buildings.
Why go to the University of St Andrews?
- One of the three oldest universities in the English-speaking world, the oldest university in Scotland.
- Ranked in the top 1% of universities in the world.
- 4th place in the Good University Guide ’16 rating of Great Britain universities, the total rating of the rating is 876/1000 points.
- 3rd place in the ranking in the specialty “business”.
- 4th place in the rating in the specialty “information technology”.
- 4th place in the ranking in the specialty “history”.
- 4th place in the ranking in the specialty “mathematics”.
- 82% of research work carried out at the university is research of international importance.
- Alma mater of the first persons of Great Britain and a number of famous scientists. The Duke of Cambridge, Prince William, his wife, Duchess Catherine Elizabeth, as well as 6 Nobel laureates, including the writer Rudyard Kipling, chemists Alan McDiarmid and Norman Hawors, graduated from the walls of the university.
- Opportunity is offered to spend a semester or a whole academic year studying on an exchange in the USA, Australia or Canada (University of California, Virginia, Melbourne and others).
- A very diverse student body: 47% of students are foreigners.
- One of the traditions of the university provides for close communication between students of different courses, for example, participating in parties and other extracurricular activities, which allows newcomers to socialize and feel more comfortable in a new environment.
- The university trains professional football and ice hockey teams, there are grounds for 50 disciplines, including weightlifting and fencing.
90,015 98% of graduates find work or continue their studies after graduation.
Main faculties
The university is divided into faculties of arts and sciences. The Faculty of Arts is represented by schools of English, world history, art history, film studies of international relations, management, a language school, as well as schools of philosophy and economics. The Faculty of Sciences consists of the schools of biology, chemistry, information technology, geography and geology, mathematics, physics and astronomy, psychology and neurobiology.
University of St Andrews Top Faculties:
- business;
- information technology;
- history;
- mathematics;
- chemistry.
Popular faculties
International relations and politics
The School of International Relations is the only one of its kind in Scotland and is recognized worldwide for the exceptional quality of its teaching and research activities.The faculty specializes in studies of Europe, Africa and the Middle East on foreign policy, international organizations and regimes, conflict studies, political theory, political violence and terrorism.
Natural sciences
The School of Physics and Astronomy conducts internationally recognized research in astrophysics, physics of matter and photonics. It is one of the UK’s leading physics departments. REF 2014 ranked the faculty third in the UK among physics schools in terms of research work.
Accommodation
Approximately 4000 rooms are offered, with and without meals, with private and shared bathroom. A very wide selection of rooms in terms of cost and configuration. Cost – from £ 5100 per year.
90,000 St. Ambrose University: SAT results, ACT results, costs
St. Ambrose University Admissions Survey:
Students applying to St Ambrose can apply through the school application or through the general application.Prospective students will also be required to submit official high school transcripts and grades from either the SAT or ACT. In 2016, the school was accepted 64%; Admission is not very selective and most students with average or better and standardized test scores that are at least average will have a good chance of being accepted.
Admission data (2016):
- Admission to St. Ambrose University: 64%
- Test Results – 25/75 Percentile
- SB Critical Read: – / –
- SAT Math: – / –
- Writing SAT: – / –
- Comparison of SAT scores for Iowa colleges
- ACT Composite: 20/25
- ACT English: 19/25
- ACT Mathematics: 19/25
- What these numbers mean ACT
- Comparison of ACT Grades for Iowa Colleges
Saint Ambrose University Description:
Founded in 1882 as a seminary and trade school for young people, St Ambrose is now a private, co-operative Roman Catholic university offering a wide range of undergraduate and graduate programs.
Among the 70+ majors, schools, business and health care are some of the most popular. Teachers receive support at a 10-to-1 student / faculty ratio and an average class size of 20. The school’s main campus is located in the residential area of Davenport, Iowa, and St Ambrose offers study abroad programs in more than 30 countries.
The college has better hostels than most and has more than 50 clubs and organizations in the student life.In athletics, wrestling St. Ambrose bees and queen bees compete at NAIA University in the Midwest in most sports. There are eleven men’s and eleven women’s sports in college.
Enrollment (2015):
90,014 90,015 Total number of students: 3,184 (2,404 undergraduate degrees) 90,016
90,015 Gender: 43% male / 57% female 90,016
90,012 Expenses (2016 – 17): 90,013
- Tuition Fee: US $ 29 150
- Room and board: $ 9,869
- Other expenses: $ 3,284USA
90,015 Books: $ 1,200 (why so much?)
90,015 Total Cost: $ 43,503
Financial Assistance from St.
Ambrose University (2015 – 16):
- Percentage of New Students Receiving Aid: 100%
- Percentage of New Students Receiving Aid
- Grants: 100%
- Loans: 72%
- Loans: 8,541 $
90,015 Average Aid 90,014 90,015 Grants: $ 17,665 90,016
Academic Programs:
- Most popular majors: Accounting, business administration, management science, marketing, nursing, psychology
Transfer, Hold and Issue Cost:
90,014 90,015 First-year student retention (full-time students): 79% 90,016
Intercollegiate sports programs:
- Sports for Men: Baseball, Bowling, Football, Lacrosse, Golf, Football, Track, Tennis, Volleyball, Cross Country, Basketball
- Women’s Sports: Softball, Track, Basketball, Volleyball, Tennis, Bowling, Dancing, Golf, Cross Country Running, Cheerleading
Data source:
National Center for Educational Statistics
If you like Saint Ambrose University you might also like these schools:
- Bradley University: Profile | Graph GPA-SAT-ACT
- University of Illinois: Profile | Graph GPA-SAT-ACT
- Iowa State University: Profile | Graph GPA-SAT-ACT
- Lewis University: Profile
- Monmouth College: Profile
- Wartburg College: Profile | Graph GPA-SAT-ACT
- Carroll University: Profile
- Eastern Illinois University: Profile
- University of Illinois – Urbana-Champaign: Profile | Graph GPA-SAT-ACT
- Clark University: Profile | Graph GPA-SAT-ACT
- University of Iowa: Profile | Graph GPA-SAT-ACT
- Drake University: Profile | Graph GPA-SAT-ACT
Mission of St.
Ambrose:
Mission Statement from http://www.sau.edu/About_SAU.html
St. Ambrose University – independent, diocesan and Catholic – enables its students to develop intellectually, spiritually, ethically, socially, artistically and physically in order to enrich their own lives and the lives of others.
90,000 faculties, admission – directions and faculties, tuition fees, features
Masarykova Univerzita
Masaryk University is the second largest university in the Czech Republic.
The University of Brno in the Czech Republic was founded in 1919. Today it provides training in a wide range of traditional and new specialties. Masaryk University is considered one of the fastest growing universities in Europe. Included in the list of the best universities in the world (QS World University Rankings). University website: www.muni.cz
www.muni.cz
- Masaryk University consists of 9 faculties, including more than 200 departments .
- Training is conducted in more than 1400 specialties .
- Masaryk University – the most popular among applicants in the Czech Republic . For several years in a row, the university has been leading in the number of applications submitted to it.
- There are 40 844 students studying at the university , of which 7021 are foreigners .
- On the basis of the university there are research institutes, for example, the International Institute of Political Science and the Central European Institute of Technology.
- Individual lectures and even entire courses at the university are taught by professors of prestigious European and American universities, heads of large enterprises, as well as high-ranking government officials, diplomats from around the world.
- Masaryk University can study two or more specialties at the same time .
Training takes place mainly in the Czech language, but every year the number of programs available for training in English (and in other foreign languages) is increasing. The Faculty of Law, the Faculty of Philosophy and the Faculty of Social Sciences are especially popular among applicants.
Applying
Upon admission after school (nostrification of a certificate is required) for a bachelor’s program (3 years of study) or a master’s program (5 years) – from November 1 to February 28.
Upon admission to a university field (nostrification of a bachelor’s / master’s degree is required) for a master’s program (2 years of study) – from February 1 to April 30.
Entrance examinations
For undergraduate (3 years) and graduate (5 years) programs for all faculties except the Faculty of Medicine and the Faculty of Social Sciences, the TSP Test is being written.
TSP learning prerequisite test
The Learning Prerequisite Test (TSP) is organized by Masaryk University.
The TSP test consists of 60 questions divided into 6 tests. Verbal abilities, critical, analytical, logical, spatial thinking, general knowledge in the field of culture are tested. In the test that checks critical thinking, 6 questions are asked in a foreign language (you can choose English, German, Spanish or French). You need to choose 1 correct answer out of 5 options. For the correct answer, the applicant receives 1 point, for the wrong one – 0.25 points are deducted from him.No answer – 0 points. The test takes 100 minutes to complete.
The criterion for the success of the test is the so-called percentile (the percentage of applicants who scored less or the same number of points). The maximum you can get is the percentile 100.
The TSP takes place at the end of April.
In addition, profile tests are taken for some specialties , for the Faculty of Sports – a practical exam.
Profile exams are held in June.
Upon admission to a master’s program after a bachelor’s degree, profile exams are taken.
Faculty of Law
At the Faculty of Law, there is only one specialty – “Law and Jurisprudence”. Education goes on continuously for 5 years (not divided into bachelor’s and master’s degrees) before receiving the master’s title.
Legal education in the Czech Republic
You can get a full-fledged legal education only in 4 Czech universities: Charles University in Prague, Masaryk University in Brno, Palacky University in Olomouc and West Bohemian University in Pilsen.
The entrance exam is the TSP test. The competition for the Faculty of Law is large (600 out of 2,400 applicants enter). To enter, you need to have a high TSP result (according to statistics from previous years, the last applicant admitted to the specialty “Law” has a percentile of 82%.
A certificate of knowledge of the Czech language is not required from foreign applicants.
Faculty website: www.law.muni.cz
Masaryk University campus building
Faculty of Medicine
Education at the Faculty of Medicine in the specialties “General Medicine” and “Dentistry” is not divided into bachelor’s and master’s degrees and goes on continuously until the master’s title is obtained.
Master’s degree programs
- General Medicine (Master’s degree, 6 years)
- Dentistry (Master’s degree, 5 years)
Entrance examinations are held in mid-June. These are written tests in biology, physics and chemistry.
Undergraduate Study Programs
- Nursing (Bachelor’s)
- Obstetrics (BSc)
- Specialization in Healthcare (Bachelor’s)
Depending on the specialty, tests are taken in subjects (mainly biology, physics, chemistry, for some specialties also – somatology).
A certificate of knowledge of the Czech language is not required from foreign applicants.
Faculty website: www.med.muni.cz
Faculty of Natural Sciences
Undergraduate Study Programs
- Anthropology (in addition to the TSP, a test in biology and the foundations of history and social sciences is being written)
- Applied Biochemistry
- Applied Physics
- Applied Geography (in addition to TSP, a geography test is being written)
- Biochemistry
- Biology (in addition to TSP, a test in biology with basic chemistry is being written)
- Ecological and Evolutionary Biology
- Experimental biology (in addition to TSP, a biology test with basic chemistry is being written)
- Physics
- Geography and cartography (in addition to TSP, a geography test is being written)
- Geology
- Chemistry
- Mathematics
Upon admission, a TSP test is taken, in some specialties – a profile exam + TSP.
A certificate of knowledge of the Czech language is not required from foreign applicants.
Faculty website: www.sci.muni.cz
Faculty of Philosophy
Undergraduate Study Programs
- Archeology
- Philology
- Philosophy
- Historical sciences
- Humanities
- Information Research and Bibliology
- International Territorial Studies
- General theory and history of art and culture
- Pedagogy
- Psychology (Master)
Upon admission, the TSP test is taken, in some specialties – the profile exam + TSP.
A certificate of knowledge of the Czech language is not required from foreign applicants.
Faculty website: www.phil.muni.cz
Photo from the Doors Open Day at the Pedagogical Faculty of Masaryk University
Faculty of Pedagogy
Study programs
- Philology
- Pedagogy
- Preschool and extracurricular pedagogy
- Specialization in Pedagogy
- Teaching in secondary schools (magistracy)
- Primary School Teaching (Master’s)
A TSP test is written for all undergraduate programs, and a core subject test for all master’s programs.
A certificate of knowledge of the Czech language is not required from foreign applicants.
Faculty website: www.ped.muni.cz
Faculty of Economics and Management
Study programs
- Economic Theory (BA and MA)
- Economics and Management (Bachelor’s and Master’s)
- Finance and Accounting (Bachelor’s and Master’s)
- Economic Policy and Management (BA and MA)
- Systems Engineering and Informatics (BSc)
For all undergraduate programs, a TSP test is written, for master’s programs – a test in a specialized subject.
A certificate of knowledge of the Czech language is not required from foreign applicants.
Faculty website: www.econ.muni.cz
Faculty of Informatics
Undergraduate Study Programs
- Informatics
- Programming and Application Development
- Informatics in pedagogy
The entrance examination consists of a test for general prerequisites for studying at Masaryk University (TSP).
A certificate of knowledge of the Czech language is not required from foreign applicants.
Faculty website: www.fi.muni.cz
Faculty of Social Sciences
Study programs
- Humanitarian Environmental Studies
- Humanities
- Media and Communications
- International Territorial Studies
- Political Science
- Psychology
- Social policy and social work
- Sociology
Entrance examinations for foreign applicants
Czech applicants from the Faculty of Social Sciences of Masaryk University take the Test for General Prerequisites for Learning (either the Masaryk University TSP or the national OSP exam of the SCIO organization) and the national examination of the Fundamentals of Social Sciences ZSV of the SCIO organization.
But foreign applicants have the right, instead of these exams, to write a special test for foreign applicants on the basics of social sciences directly at the Faculty of Social Research at Masaryk University in Brno.
This test includes questions on knowledge of the basics of social sciences at the level of a graduate of a Czech gymnasium (questions on psychology, sociology, philosophy, economics, political science, law, European integration, modern history).
The entrance examination for foreign applicants of the Faculty of Social Studies takes place at the beginning of May.The exam takes place in writing and is performed on a computer.
Foreign applicants must also provide (at the latest on the day of the exam) a document on nostrification of the certificate and confirmation of passing the Czech language at the B2 level according to ALTE. Without nostrification and a certificate of knowledge of the Czech language at the B2 level, foreign applicants are not allowed to take the exam.
Faculty website: www.fss.muni.cz
Faculty of Sports
Study programs
- Specialization in Medicine
- Physical culture and sports
In addition to TSP, sports standards are passed (depending on the specialty – running, swimming, gymnastics, etc.)NS.). It is also imperative to present a medical certificate from a doctor that allows you to study at the Faculty of Sports.
Faculty website: www.fsps.muni.cz
Bishop Ambrose Bronnitsky, Vicar of Moscow
XVI INTERNATIONAL CHRISTMAS EDUCATIONAL READINGS
I direction “Orthodox education
and the head of Bronnitsky
Episcopate of Moscow
Episcopate
diocese.
Executive Secretary: Priest Igor Kireev, HeadSector of Church
Parish Education Department of Religious Education and Catechesis
ROC, Chairman of the Board of Directors of Orthodox Schools, Ph.D. n.
1.1. Plenary session of the direction “Orthodox
values are the basis of educational activities
Churches
Chairman: Bishop Ambrose Bronnitsky, vicar of the Moscow diocese
.
Co-Chairs: Priest Igor Kireev, Head sector of the parish –
of education of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Chairman of the Board of Directors of Orthodox Schools, Ph.f.-m. n .;
Archpriest Boris Pivovarov, Chairman of the Department of Religious Education
for Education and Catechesis of the Novosibirsk Diocese, Candidate of Theology;
Archpriest Alexander Zelenenko, Head of the Department of Religious Education
and Spiritual Enlightenment of the St. Petersburg Diocese.
Curators: Rakushin Anthony Vladilenovich, employee of the church sector
but parish education of the Department of Religious Education and Catechism
of the Russian Orthodox Church;
Danileiko Alexander Nikolaevich, employee of the sector of church and parish –
of the school education of the Department of religious education and catechesis
ROC.
Time: January 31, 15.00.
Venue: Moscow State University. MV Lomonosov, Vorobyovy Gory, 1st
humanitarian building, conference hall.
Directions: m. “University”.
1. Bishop Ambrose of Bronnitsky, vicar of the Moscow diocese. I enter-
food word.
2. Priest Igor Kireev, head. the sector of parish education –
of the Department of Religious Education and Catechesis of the Russian Orthodox Church. “Kate-
– 10 –
ORTHODOX UPBRINGING AND EDUCATION
3.
4.
5.
6.
7.
8.
Heath activity as an opportunity for the Church to influence
modern education. ”
Archpriest Boris Pivovarov, Chairman of the Department of Religious Education
Education and Catechesis of the Novosibirsk Diocese. “Orthodox
values as the basis for ensuring spiritual and moral development and education of students in a Russian school.”
Archpriest Alexander Zelenenko, Head of the Department of Religious Education
and Spiritual Enlightenment of the St. Petersburg Diocese
Khii.”Fundamental values and principles of Orthodox
pedagogy.”
Archpriest Vladimir Vorobyov, Rector of the Orthodox St. Tycho-
Humanitarian University, Professor. “Orthodox education
in the context of the reforms of the Russian higher school.”
Archpriest Anatoly Garmaev, director of the Volgograd Diocesan
St. Sergius School of Orthodox Pedagogy and Catheterization
, Ph.D. n. “Work on the program of holistic churches –
personal indulgence on the basis of the values of Orthodox catechesis
and the working communal teaching order.”
Hegumen Peter (Mescherinov), employee of the Patriarchal Center for Spiritual Development of Children and Youth
at the Danilov Monastery
(Moscow). “Catechesis as education.”
Heads of conferences and sections of the I direction.
1.1.1. Pastoral seminar “Formation
of the pedagogical position of the priest. Hierarchy
Orthodox values ”
Chairman: Archbishop Feodosiy of Polotsk and Glubokoe.
Leaders: Archpriest Boris Pivovarov, Chairman of the Department of Religious Education and Catechesis of the Novosibirsk Diocese
, Candidate
Dates of Theology;
Archpriest Alexander Zelenenko, Head of the Department of Religious Education and Spiritual Enlightenment of the St. Petersburg
Diocese,
Priest Igor Kireev, Head.sector of parish education
of the Department of Religious Education and Catechesis of the Russian Orthodox Church, chairman of the co-
veta of directors of Orthodox schools, Ph.D. n.
Curators: Anthony Vladilenovich Rakushin, employee of the church sector –
– 11 –
I DIRECTION
of the parish education of the Department of Religious Education and Catechism
of the Russian Orthodox Church;
Danileiko Alexander Nikolaevich, employee of the sector of church and parish –
of the school education of the Department of religious education and catechesis
ROC.
Time: January 31, 10.00-13.00.
Venue: Moscow State University. MV Lomonosov, Vorobyovy Gory, 1 gu-
manitar building, auditorium No. 5.
Directions: metro “University”.
1.1.2. Round table of the heads of conferences and sections
I direction. Preparation of the final report
Chairman: Bishop Ambrose Bronnitsky, vicar of the Moscow diocese
.
Co-Chairs: Priest Igor Kireev, HeadSector of the Church Parish –
Education of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Chairman of the Board of Directors of Orthodox Schools, Ph.D. n .;
Archpriest Boris Pivovarov, Chairman of the Department of Religious Education
for Education and Catechesis of the Novosibirsk Diocese, Candidate of Theology.
Curators: Rakushin Anthony Vladilenovich, employee of the church sector
but parish education of the Department of Religious Education and Catechism
of the Russian Orthodox Church;
Danileiko Alexander Nikolaevich, employee of the sector of church and parish –
of the school education of the Department of religious education and catechesis
ROC.
Time: February 1, 10.00.
Venue: Naryshkinsky Chambers of the Vysoko-Petrovsky Monastery –
tyrya, st. Petrovka, 28/2.
Directions: m. Chekhovskaya, Pushkinskaya.
1.2. Section “Tasks and principles of organization
catechism activities of the Russian
Orthodox Church”
Chairman: Bishop of Kemerovo and Novokuznetsk Aristarkh
Co-chairs: Priest Igor Kireev, head. sector of the parish –
of education of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Chairman of the Board of Directors of Orthodox Schools, Ph.f.-m. n .;
– 12 –
ORTHODOX EDUCATION AND EDUCATION
Archpriest Alexander Zelenenko, Head of the Department of Religious Education
and Spiritual Enlightenment of the St. Petersburg Diocese,
Candidate of Pedagogy. n.
Curators: Rakushin Anthony Vladilenovich, employee of the church sector
but parish education of the Department of Religious Education and Catechism
of the Russian Orthodox Church;
Tarabrina Lyudmila Ivanovna, employee of the parish-
education department of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Bachelor of Theology.
Time: January 30, 10.30-11.30.
Venue: Moscow State University. MV Lomonosov, Vorobyovy Gory, 1st
humanitarian building, auditorium # 5.
Directions: metro “University”.
1. Bishop of Kemerovo and Novokuznetsk Aristarchus. Introductory word
.
2. Priest Igor Kireev, head. the sector of parish education –
of the Department of Religious Education and Catechesis of the Russian Orthodox Church. “Priority
ate tasks of catechesis”.
3. Archpriest Alexander Zelenenko, Head of the Department of Religious Education
and Spiritual Enlightenment of the St. Petersburg Diocese
Chii. “Levels and stages of catechesis”.
1.2.1. Round table: discussion of the draft general church document
on catechesis
Chairman: Bishop of Kemerovo and Novokuznetsk Aristarkh.
Co-Chairs: Priest Igor Kireev, Head sector of the parish –
of education of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Chairman of the Board of Directors of Orthodox Schools, Ph.f.-m. n .;
Archpriest Alexander Zelenenko, Head of the Department of Religious Education and Spiritual Enlightenment of the St. Petersburg
Diocese.
Curators: Rakushin Anthony Vladilenovich, employee of the church sector
but parish education of the Department of Religious Education and Catechism
of the Russian Orthodox Church;
Tarabrina Lyudmila Ivanovna, employee of the parish-
education sector of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Bachelor of Theology;
– 13 –
I DIRECTION
Time: January 30, 11.30-13.00.
Venue: Moscow State University. MV Lomonosov, Vorobyovy Gory, 1st
humanitarian building, auditorium # 5.
Directions: metro “University”.
1.2.2. Seminar “Practical Issues of Catechesis”
Co-Chairs: Priest Igor Kireev, Head. Sector of the Church Parish –
Education of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Chairman of the Board of Directors of Orthodox Schools, Ph.D. n .;
Archpriest Alexander Zelenenko, Head of the Department of Religious Education and Spiritual Enlightenment of the St. Petersburg
Diocese;
Curators: Priest Georgy Kazantsev, employee of the Department of Religious Education
Education and Catechesis of the Kaluga Diocese;
Rakushin Anthony Vladilenovich, employee of the sector of church and parish education of the Department of Religious Education and Catechism
of the Russian Orthodox Church.
Time: January 30, 14.00-16.00.
Venue: Moscow State University. MV Lomonosov, Vorobyovy Gory, 1st
humanitarian building, auditorium # 5.
Directions: metro “University”.
Seminar topics:
• Content, practical tasks and methods of catechesis;
• catechesis through worship;
• experience in missionary and catechetical work in social institutions
denominations;
• organization of mobile libraries as a form of missionary-cathedral activities of the parish;
• literature review for catechesis.
1.2.3. Methodological seminar “Training of personnel for
catechism activities”
Head: priest Igor Kireev, head. the sector of parish-
education of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Chairman of the Board of Directors of Orthodox schools, Ph.D. n .;
– 14 –
ORTHODOX EDUCATION AND EDUCATION
Archpriest Alexander Zelenenko, Head of the Department of Religious Education and Spiritual Enlightenment of the St. Petersburg
Diocese.
Curators: Rakushin Anthony Vladilenovich, employee of the church sector
but parish education of the Department of Religious Education and Catechism
of the Russian Orthodox Church;
Danileiko Alexander Nikolaevich, employee of the sector of church and parish –
education of the Department of Religious Education and Catechism –
of the Russian Orthodox Church.
Time: January 30, 16.30.
Venue: Moscow State University. MV Lomonosov Moscow State University, Vorobyovy Gory, 1st
humanitarian building, auditorium # 5.
Directions: metro “University”
Theological and pedagogical, catechism courses.
Seminar topics:
• Directions of training specialists in the field of catechesis and church-
forged pedagogy, the content of their professional activities.
Goals, objectives and requirements for their preparation;
• content and methodology of teaching disciplines: “Sacred Pi-
sanie”, “Fundamentals of catechism work”, “Orthodox teacher-
geek”;
• manuals for the training of catechists and church teachers.
Training seminar for employees of the departments of religious education –
catechesis.
Seminar topics:
• Drawing up an integral program of catechesis in the diocese;
• organization of conferences, round tables, seminars;
• arrangement of the basic forms of catechetical work.
1.2.4. Seminar “Creation of Parish Communities
(Experience of the XX century)”
Leaders: Priest Igor Kireev, Head. the sector of parish-
education of the Department of Religious Education and Catechesis of the Russian Orthodox Church,
Chairman of the Board of Directors of Orthodox Schools, Ph.f.-m. n .;
Priest Kirill Kaleda, rector of the Church of the New Martyrs and Confessors
Russian in Butovo.
– 15 –
I DIRECTION
Curators: Severina Natalya Semyonovna, teacher of Theological-
pedagogical courses in the name of schmch. Thaddeus at the Department of Religious
Education and Catechesis of the Russian Orthodox Church;
Rakushin Anthony Vladilenovich, employee of the sector of church and parish education of the Department of Religious Education and Catechism
of the Russian Orthodox Church.
Time: January 31, 12.00-14.30.
Venue: Moscow State University. MV Lomonosov Moscow State University, Vorobyovy Gory, 1st
humanitarian building, auditorium # 7.
Directions: metro “University”.
1.3. Section “Parish Sunday School
as the Leading Form of Catechesis in the Parish”
Co-Chairs: Archpriest Konstantin Ostrovsky, Director of the Church School
and Rector of the Church of the Assumption of the Most Holy Theotokos,
Dean of Krasnogorsk District;
Archpriest Anatoly Kozha, Chairman of the Commission for Church Pros.
Communication and Activities of Sunday Schools under the Diocesan Council
Moscow.
Curator: Tarabrina Lyudmila Ivanovna, employee of the Department of Religious Education and Catechesis
of the Russian Orthodox Church, Bachelor of Theology.
Time: January 31, 10.00.
Venue: conference hall of the Danilov hotel complex
Monastery, B. Starodanilovsky per., 5.
Directions: metro station “Tulskaya”.
Topic of the section meeting: “Main features of the education system
parish Sunday school.”
Question 1. What is the sequence of mastering religious knowledge
(Is it possible to distinguish the stages of catechesis? What will happen if these stages
are reversed?)
1. Archpriest Anatoly Kozha, chairman of the commission for church education and activities of Sunday schools
under the diocesan council
of Moscow.
2. Archpriest Viktor Dorofeev, rector and director of the Central House of Higher Education
of the Intercession Church with. Kudinovo, candidate of theology (Moskovs-
kaya diocese).
– 16 –
ORTHODOX UPBRINGING AND EDUCATION
Question 2. What are the features of the education system in Sunday and
general education schools? Should Sunday schools be oak-
to general education? If so, in what way?
1. Tsveleva Natalya Pavlovna, director of the Central School of Higher Education of the Church of the Most Holy Trinity –
ity in Starye Cheryomushki, teacher of theological and pedagogical –
courses in the name of schmch. Thaddeus at the Department of Religious Education –
ROCMoscow)
2. Priest Vyacheslav Kulikov, cleric and confessor of the Central Church of St. Niko-
barking in Zayaitsky (Moscow)
3. Priest Sergiy Popov, teacher of the St. Sergius School
Orthodox catechesis and church pedagogy (Volgograd
diocese).
4. Archpriest Konstantin Ostrovsky, director of the Central School of Higher Education and rector
of the Church of the Assumption of the Blessed Virgin Mary, Dean of Krasnogorsk
District (Moscow Diocese)
Question 3.Is it possible to use the experience of a general education
Orthodox school in a Sunday school (educational aids
biy and methodology)?
1. Archpriest Boris Balashov, rector of the Church of the Icon of God Ma-
teri “Joy of All Who Sorrow”, Dean of the Klin District –
hectares. “Presentation of a textbook for CPVSH for adults
Applicants-2011 wanted to become lawyers, builders and bioecologists (UPDATED)
This summer, a friendly student family of Brest State University named afterA.S. Pushkin was replenished with 1,838 students who passed all the entrance tests with honor. 702 of them have earned the right to study at the expense of budget funds (560 in full-time and 142 in correspondence departments). 1,136 will pay for higher education from their own, or rather parental, pocket.
The highest competition among the specialties of full-time education was recorded for “Jurisprudence” (10.1 people per place). And among future correspondence students, Bioecology was especially popular (9.0).
In the summer of 2011, 2,253 people became students of the Brest State Technical University. 488 of them have all the chances to pass on a scholarship, since they entered the full-time budgetary form of study. And 1,246 former applicants will have to pay the “crust” (692 for full-time and 554 for part-time). 86 correspondence students will receive higher education free of charge.
The most demanded specialties among applicants of a technical university were in the full-time department “Finance and Credit” (8.8), and in the correspondence department – “Industrial and civil construction” (5.6).
Baranovichi State University enrolled 2,502 people (895 for full-time and 1,607 for correspondence courses). 658 of them will gnaw the granite of science for the state, and 1844 – at their own expense.
In the full-time department, the specialty “Jurisprudence” (8.5) became the leaders in the number of those wishing to study, and in the correspondence course – “Accounting, analysis and audit” (23.4).
1150 former applicants of Polesie State University were lucky. They became students of the Pinsk university.574 people (70% of them) will study full-time at the expense of budget funds. 251 students will pay for higher education on their own.
At the correspondence department, the situation is reversed: 76 state employees versus 249 paid employees (70%).
The highest competition was for the specialty “Biology (Biotechnology)” – 2.9 people. to the place and “Banking” – 2.1.
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90,000 Intercession educational readings at GSU
Within the framework of the Intercession educational readings “Historical memory of the people: 500th anniversary of the Zhirovichi monastery, 550th anniversary of the appearance of the Zhirovichi icon of the Mother of God, 800th anniversary of the holy right-believing prince Alexander Nevsky” 800th anniversary of the birth of Alexander Nevsky, an outstanding military leader, diplomat, statesman, holy noble prince, one of the most revered Orthodox saints.
The exhibition features about 60 works by amateurs and professionals, including memorable shots of the members of the Light of the Soul photo club. Drawings of the winners of the annual regional international competition of children’s creativity “The Beauty of God’s World” have successfully fit into the exposition.
– Our university has been cooperating with the Gomel diocese for a long time. The church is a spiritual temple, the university is a temple of science. I hope that today’s exhibition will contribute to our further cooperation, ”said the rector of the university Sergei Khakhomov.
Bishop of Svetlogorsk, vicar of the Gomel diocese Ambrose spoke about the historical memory and value of photography as an art in his speech.
Within the framework of the Intercession Readings, the opening of the international scientific-practical conference “Orthodoxy in Public Life: Traditions and Modernity” took place, which brought together scientists from Belarus, Russia and Poland. The plenary session was opened by Oleg Demidenko, Vice-Rector for Research, GSU.
– The spiritual state of our society, the problems that concern our population – these are the problems that both education and religion solve.We are glad that we find common ground, common ideas with representatives of the Orthodox Church, – Oleg Mikhailovich admitted.
At the end of his speech, Oleg Mikhailovich presented books to the Faculty of History, which will undoubtedly become valuable copies of the Faculty’s library.
Bishop of Svetlogorsk, vicar of the Gomel diocese Ambrose also made a welcoming speech.
An important part of the event was the rewarding of the young participants of the conference.
During the plenary session, reports were made by prominent historians and representatives of the Orthodox Church.
The work of the sections went in three directions. Students and undergraduates presented their research. During the conference, the youngest researchers, students of schools and lyceums, also took their first step into science.
