College of Alameda

College of Alameda is a two-year community college located in Alameda, California.

The college is part of the Peralta Community College District and was opened in 1968. The college has been located at its campus at Atlantic Avenue and Webster Street since 1970. The college in addition to the other three campuses of the Peralta College District are currently on probation for "fiscal insolvency and stability" imposed by WASC.

Accreditation

College of Alameda is accredited by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges. Individual College of Alameda occupational programs are accredited or certified by the American Dental Association (ADA) Council on Dental Education for Dental Assistants, the Federal Aviation Administration (FAA), and the National Institute for Automotive Service Excellence (ASE).

Mission

College of Alameda’s mission is to meet the educational needs of its multicultural and diverse community by providing excellent comprehensive and flexible programs, including basic skills, transfer and occupational programs, which will enable each student to achieve his/her own unique goals.

As a publicly supported community college, College of Alameda makes available college courses, many transferable to meet lower-division university requirements, at a moderate cost to students, $26 per credit as of fall 2009. The college’s relatively small size allows students to benefit from closer contact with instructors and fellow students, and to become more individually involved in campus life and student activities. Personal, academic and vocational counseling services are available to all students. Other student services include financial assistance, tutoring, health services, job placement and various student activities based at the Student Center.

The College of Alameda Campus

College of Alameda’ s first classes were held in 1968 in temporary facilities at Historic Alameda High School on Central Avenue in downtown Alameda. Its present 59-acre campus, located at the intersection of Webster Street and Ralph Appezzato Memorial Parkway in Alameda, opened in June 1970. With its buildings surrounding a central courtyard, the campus is designed to encourage the interaction between students, faculty and staff essential to an effective learning environment. The campus is accessible by auto or AC Transit bus through the Webster Street Tube from downtown Oakland.

The College’s Aviation Maintenance programs are located on a 2.5-acre (10,000 m2) site on Harbor Bay Parkway, adjacent to Oakland International Airport’s North Field.

Academics
College of Alameda offers its courses on the semester calendar, as do the other three colleges of the Peralta Community College District.

The college offers basic skills courses in English and Math, as well as individualized labs and tutoring. English as a Second Language courses provide second language learners with proficiency in English through practice in writing, speaking, listening and reading at various levels.

Associate in Arts (AA) or Associate in Science (AS) degrees may be earned in many areas of liberal arts and science, with most credits earned transferable to the University of California, California State colleges and universities, and to other public and private four-year colleges and universities.

Occupational and technical training programs lead to employment opportunities in a variety of fields. College of Alameda offers vocational programs leading to an Associate in Arts or Science degree or a Certificate of Achievement in the fields of:

- Apparel Design and Merchandising
- Auto Body and Paint
- Automotive Technology
- Aviation Maintenance Technology
- Business
- Computer Information Systems
- Dental Assisting
- Diesel and Truck Mechanics

Intercollegiate Athletics

The College of Alameda is a member of the Bay Valley Conference of the California Community College Athletic Association. The intercollegiate athletic program at the college provides students the opportunity to participate in men's basketball and women's volleyball. Students enrolled at College of Alameda may participate in athletic programs at other colleges in the Peralta Community College District if a particular sport is not offered at CoA.

Services for Students

The college offers a variety of services to students to support their academic experience, some of which are:
Alameda One-Stop Career Center

The Alameda One-Stop Career Center is a collaboration between the California Employment Development Department and the College of Alameda. Located on the College of Alameda campus, the One-Stop provides a variety of free job seeker and employer services, including vocational counseling, a resource library, job fairs, onsite recruitment, and resume writing and job search strategies workshops.

Assessment and Tutoring

The college’s Assessment Center helps students choose classes to match their skill levels in English, writing and reading, mathematics, and English as a second language. Students receive course recommendations based on the assessment test results, and then meet with a counselor to choose the classes that are most appropriate. Free group or individual tutoring is provided to all students in most subjects taught at the college.

Children’s Center

The campus Children’s Center serves children of students, staff, and community members. The center is open from 7:45 a.m. to 5:15 p.m. during the fall and spring semesters. It serves children between three and five years of age, on a sliding fee scale.

Concurrent Enrollment

The Transfer Center provides a variety of services to assist students interested in transferring to four-year colleges and universities. Through the Transfer Center, College of Alameda students have the opportunity to enroll concurrently in one class per semester/quarter at the University of California, Berkeley; California State University, East Bay; Mills College; Holy Names College; or John F. Kennedy University.

High school students are able to enroll concurrently as special part-time students at the college and earn college credits while still in high school. This is arranged through the student’s high school principal.

EasyPass

College of Alameda students enrolled in nine (9) or more semester units are eligible to receive an AC Transit EasyPass. The program provides a semester long, unlimited rides Clipper card for a deep discount to students at the Peralta Colleges. COA is serviced by four bus lines, including one Transbay route.

Extended Opportunity Programs & Services (EOPS)

College of Alameda offers an Extended Opportunity Programs and Services program for students who have educational, economic, social, cultural, or language problems that interfere with their educational careers. Supportive services provided to EOPS students include professional counseling and peer advising, priority registration, tutorial services, career and academic guidance, financial and book purchase assistance, and transfer assistance and fee waivers for CSU and University of California.

Programs and Services for Students with Disabilities (DSPS)

Alameda College's DSPS program provides educational and vocational support services for students with disabilities who are enrolled in classes at College of Alameda. Programs focus on learning-skills assessment, advising and training; facilitation of computer access for students with special needs; use of computers as a tool for improving cognitive skills of students with brain injuries; and training in skills necessary to seek and maintain employment.

Student Activities

The Associated Students of College of Alameda (ASCOA) is the student government organization active on campus. There are also a number of student clubs which change year to year depending on current student interest. Very active clubs currently include "Latinos Unidos" and the Psychology Club.

Veterans

The Veterans Affairs Program on campus provides assistance to veterans and their eligible dependents in enrolling and obtaining veterans’ benefits. Services include counseling, tutorial assistance, outreach, recruitment, referral service for job placement, and financial assistance.

Alameda Science & Technology Institute (ASTI)

Alameda Science and Technology Institute (ASTI) is a public high school in the Alameda Unified School District (AUSD), located on the College of Alameda campus. The high school was founded in 2004 through a partnership between AUSD and the College of Alameda and funded by a grant from the Bill and Melinda Gates foundation. As an Early College High School, ASTI provides students the opportunity to enroll as full-time community college students during their 11th and 12th grade years. The school is based on the belief that all students deserve and are entitled to a college education and that all students are capable of succeeding at a high academic level. The student body is diverse and the school actively seeks out students who are highly motivated but traditionally underrepresented in the areas of socioeconomic level, home language, first generation college goers and ethnicity.

College of Justice

The College of Justice includes the Supreme Courts of Scotland, and its associated bodies.

The constituent bodies of the national supreme courts are the Court of Session, the High Court of Justiciary, and the Office of the Accountant of Court.[2] Its associated bodies are the Faculty of Advocates, the Society of Writers to Her Majesty's Signet and the Society of Solicitors in the Supreme Courts of Scotland.

The College is headed by the Lord President of the Court of Session, who also holds the title of Lord Justice General in relation to the High Court of Justiciary, and judges of the Court of Session and High Court are titled Senators of the College of Justice.

History

The College was founded in 1532 by King James V following a bull issued by Pope Clement VII on 15 September 1531. It provided for 10,000 gold ducats to be contributed by the Scottish bishoprics and monastic institutions for the maintenance of its members, one half of whom would be members of the "ecclesiastical dignity".
The Parliament of Scotland passed an Act on 17 May 1532 authorising the creation of the college with 14 members, half spiritual, half temporal, plus a president and the Lord Chancellor. The college convened for the first time on 27 May 1532, in the royal presence.

Supplementing the 14 ordinary lords, who were called Senators, were an indefinite number of supernumerary judges called extraordinary lords.

The founding members of the College of Justice were:

> the Lord Chancellor, Gavin Dunbar, Archbishop of Glasgow
> the Lord President, Alexander Myln, Abbot of Cambuskenneth
> Richard Bothwell, Rector of Ashkirk
> John Dingwell, Provost of Trinity College
> Henry White, Rector of Finevin
> William Gibson, Dean of Restalrig
> Thomas Hay, Dean of Dunbar
> Robert Reid, Abbot of Kinloss
> George Ker, Provost of Dunglass
> Sir William Scott of Balweary
> Sir John Campbell of Lundy
> Sir James Colville of Easter Wemyss
> Sir Adam Otterburn of Auldhame and Redhall, King's Advocate
> Nicholas Crawford of Oxengangs
> Francis Bothwell of Edinburgh (brother of Richard)
> James Lawson of Edinburgh
> Sir James Foulis of Colinton (He was added at the first meeting of the court when the king added him as a "Lord of the Session".

The College at its foundation dealt with underdeveloped civil law. It did not dispense justice in criminal matters as that was an area of the law reserved to the King's justice, through the justiciars (hence the High Court of the Justiciairy), the Barony Courts and the Commission of Justiciary. The High Court of Justiciary was only incorporated into the College of Justice in 1672.

Initially, there was little legal literature. Acts of the Parliament of Scotland and the books of the Old Law as well as Roman Law and Canon law texts were about all to which the pursuer and defender could refer. It was only after the establishment of the court that this situation improved, with judges noting their decisions in books of practicks.

The Treaty of Union 1707 with England preserved the Scottish Legal System. Article XIX provided "that the Court of Session or College of Justice do after the Union and notwithstanding thereof remain in all time coming within Scotland, and that the Court of Justiciary do also after the Union ... remain in all time coming."

University of Minnesota College of Education and Human Development

The College of Education and Human Development (CEHD) is one of seventeen colleges and professional schools at the University of Minnesota. CEHD departments are located on both the East Bank and St. Paul campuses.

The college was founded in 1905 as the Department of Pedagogy. In 2006 the College of Education and Human Development became part of a newly organized college that now includes the former General College (Department of Postsecondary Teaching and Learning) and two units of the former College of Human Ecology (the School of Social Work and the Department of Family Social Science).

As as fall 2010 it enrolled 5,255 students and employed 189 tenured and tenure-track faculty. Living alumni total more than 70,000.

Mission

The College of Education and Human Development is a leader in discovering, creating, sharing, and applying principles and practices of multiculturalism and multidisciplinary scholarship to advance teaching and learning and to enhance the psychological, physical, and social development of children, youth, and adults across the lifespan in families, organizations, and communities.

Degrees granted

1,407 degrees granted during 2009-10 (577 B.S., 483 M.Ed., 347 masters and advanced graduate degrees). In addition, 557 students completed post baccalaureate teacher licensure (322 initial licensure, 235 additional licensure).

Administration

Jean K. Quam, dean

Heidi Barajas, associate dean for engagement, diversity, and undergraduate programs

Kenneth R. Bartlett, associate dean for graduate, professional, and international programs

David R. Johnson, senior associate dean for research and policy

Business school

A business school is a university-level institution that confers degrees in business administration. Such a school can also be known as a business college, college of business, college of business administration, school of business, school of business administration, or, colloquially, b-school. A business school teaches topics such as accounting, administration, strategy, economics, entrepreneurship, finance, human resource management, information systems, marketing, organizational behavior, public relations, and quantitative methods.

Types

They include schools of business, business administration, and management. There are four principal forms of business schools.

    Most of the university business schools are faculties, colleges or departments within the university, and teach predominantly business courses.
    In North America (outside Quebec) a business school is often understood to be a university graduate school which offers a Master of Business Administration or equivalent degree.
    Also in North America the term "business school" can refer to a different type of institution: a two-year school that grants the Associate's degree in various business subjects. Most of these schools began as secretarial schools, then expanded into accounting or bookkeeping and similar subjects. They are typically operated as businesses, rather than as institutions of higher learning.
    In Europe and Asia, some universities teach only business.


Notable firsts

* 1819 – The world's first business school, ESCP Europe was founded in Paris, France. It is the oldest business school in the world and now has campuses in Paris, London, Berlin, Madrid, and Torino.
* 1855 - The Institut Supérieur de Commerce d'Anvers (State funded) and the Institut Saint-Ignace - École Spéciale de Commerce et d'Industrie (Jesuits education) were founded in the same year in the city of Antwerp, Belgium. After almost 150 years of business education and rivalry between catholic and state education, the successors of both institutions have merged in 2003 to the University of Antwerp.
* 1857 – The Budapest Business School was founded in the Austrian Empire as the first business school in Central Europe. It is the oldest public business school in the world
* 1881 – The Wharton School of the University of Pennsylvania is the United States' first business school and the world's first collegiate business school.
* 1889 - The Manchester School of Commerce was established in Manchester, United Kingdom. It was the first school in the United Kingdom to teach commerce and was a predecessor of the Manchester Metropolitan University Business School.
* 1898 – The University of St. Gallen established the first university in Switzerland teaching business and economics.
* 1906 – The Warsaw School of Economics (SGH) was established as the first university in Poland dedicated to teaching commerce and economics.
* 1946 – The Thunderbird School of Global Management, then called the American Institute for Foreign Trade, was the first graduate management school focused exclusively on global business.
* 1949 – The University of Pretoria in South Africa founded the oldest business school in Africa and was the first university to offer an MBA outside of North America. In January 2008 the Graduate School of Management was formally replaced by the Gordon Institute of Business Science.
* 1991 – The IEDC-Bled School of Management was the first business school to offer an MBA program in Eastern Europe.
* 1994 – CEIBS (China Europe International Business School) was the first business school in China to have received funding from a foreign government, namely the European Commission.
* 2010 – Skema Business School, opting for a multi campus strategy all around the world, in Brazil, France, China, Russia, Australia, Morocco and the USA, is the first French Business School to open a campus in the United States in Raleigh, North Carolina among the Research Triangle Park.

Degrees

Common degrees are as follows.

    Associate's degree: AA, AAB, ABA, AS
    Bachelor's Degrees: BA, BS, BBA (Bachelor of Business Administration), BBus (Bachelor of Business), BCom, BSBA, BAcc, BABA, BBS, BMOS and BBusSc (Bachelor of Business Science)
    Master's Degrees: MBA, MBM, Master of Management, MAcc, MMR, MSMR, MPA, MISM, MSM, MHA, MSF, MSc, MST, MMS, EMBA and MCom. At Oxford and Cambridge business schools an MPhil, or Master of Philosophy, is awarded in place of an MA or MSc.
    Post Graduate: Post Graduate Diploma in Management (PGDM), Post Graduate Diploma in Business Management (PGDBM), Post Graduate Program (PGP) in Business Management, Post Graduate Program (PGP) in Management
    Doctoral Degrees: Ph.D., DBA, DHA, DM, Doctor of Commerce (DCOM), FPM, PhD in Management or Business Doctorate (Doctor of Philosophy), Doctor of Professional Studies (DPS)

Use of case studies

Some business schools center their teaching around the use of case studies (i.e. the case method). Case studies have been used in graduate and undergraduate business education for nearly one hundred years. Business cases are historical descriptions of actual business situations. Typically, information is presented about a business firm's products, markets, competition, financial structure, sales volumes, management, employees and other factors affecting the firm's success. The length of a business case study may range from two or three pages to 30 pages, or more.

Business schools often obtain case studies published by the Harvard Business School, INSEAD, the Ross School of Business at the University of Michigan, the Richard Ivey School of Business at The University of Western Ontario, the Darden School at the University of Virginia, IESE, other academic institutions, or case clearing houses (such as European Case Clearing House). Harvard's most popular case studies include Lincoln Electric Co. and Google, Inc.

Students are expected to scrutinize the case study and prepare to discuss strategies and tactics that the firm should employ in the future. Three different methods have been used in business case teaching:

    Prepared case-specific questions to be answered by the student. This is used with short cases intended for undergraduate students. The underlying concept is that such students need specific guidance to be able to analyze case studies.
    Problem-solving analysis. This second method, initiated by the Harvard Business School is by far the most widely used method in MBA and executive development programs. The underlying concept is that with enough practice (hundreds of case analyses) students develop intuitive skills for analyzing and resolving complex business situations. Successful implementation of this method depends heavily on the skills of the discussion leader.
    A generally applicable strategic planning approach. This third method does not require students to analyze hundreds of cases. A strategic planning model is provided and students are instructed to apply the steps of the model to six to a dozen cases during a semester. This is sufficient to develop their ability to analyze a complex situation, generate a variety of possible strategies and to select the best ones. In effect, students learn a generally applicable approach to analyzing cases studies and real situations. This approach does not make any extraordinary demands on the artistic and dramatic talents of the teacher. Consequently most professors are capable of supervising application of this method.

History of business cases

When Harvard Business School was founded, the faculty realized that there were no textbooks suitable to a graduate program in business. Their first solution to this problem was to interview leading practitioners of business and to write detailed accounts of what these managers were doing. Of course the professors could not present these cases as practices to be emulated because there were no criteria available for determining what would succeed and what would not succeed. So the professors instructed their students to read the cases and to come to class prepared to discuss the cases and to offer recommendations for appropriate courses of action. The basic outlines of this method are still present in business school curriculum today.

Other approaches

In contrast to the case method some schools use a skills-based approach in teaching business. This approach emphasizes quantitative methods, in particular operations research, management information systems, statistics, organizational behavior, modeling and simulation, and decision science. The goal is to provide students a set of tools that will prepare them to tackle and solve problems.

Another important approach used in business school is the use of business games that are used in different disciplines such as business, economics, management, etc. Some colleges are blending many of these approaches throughout their degree programs, and even blending the method of delivery for each of these approaches. A study from by Inside Higher Ed and the Babson Survey Research Group  shows that there is still disagreement as to the effectiveness of the approaches but the reach and accessibility is proving to be more and more appealing. Liberal arts colleges in the United States like New England College, Wesleyan University, and Bryn Mawr College are now offering complete online degrees in many business curriculae despite the controversy that surrounds the learning method.

There are also several business school that still rely on the lecture method to give students a basic business education. Lectures are generally given from the professor's point of view, and rarely require interaction from the students unless notetaking is required. Lecture as a method of teaching in business schools has been criticized by experts for reducing the incentive and individualism in the learning experience.

Global Master of Business Administration ranking

Each year, well-known business publications such as Business Week, The Economist, U.S. News & World Report, Fortune, Financial Times, and The Wall Street Journal publish rankings of selected MBA programs that, while controversial in their methodology, nevertheless can directly influence the prestige of schools that achieve high scores. Academic research is also considered to be an important feature and popular way to gauge the prestige of business schools.

King Saud University

King Saud University (KSU, Arabic: جامعة الملك سعود‎) is a public university located in Riyadh, Saudi Arabia. It was founded in 1957 by King Saud bin Abdul Aziz as Riyadh University, as the first university in the kingdom not dedicated to religious subjects. The university was created to meet the shortage of skilled workers in Saudi Arabia. It was renamed to King Saud University in 1982.

The student body of KSU today consists of about 37,874 students of both sexes. The female students have their own disciplinary panel. Additionally, the university boasts a center supervising the progress of the female students, either through the female faculty members or through the male faculty members via a closed television network. The university offers courses in the natural sciences, the humanities, and professional studies, for which it charges no tuition. The medium of instruction in undergraduate programs is English except for Arabic and Islamic subjects.

History

Establishing Saudi Arabia’s first university was a response to the educational and professional needs of a young nation. Abdul Aziz bin Saud, proclaimed the King in 1932, and began laying the foundations for modernizing his country and establishing an educational system. In 1953, King Saud, the eldest son of Abdulaziz, acceded to the throne upon his father's death. He would soon institute the Council of Ministers and establish the Ministry Education.

Prince Fahd, who would eventually become the Saudi King himself, assumed the office of the first Ministry of Education, and following the first session of the Council of Ministers, he announced, “We will shortly establish the first Saudi University, this is a foregone conclusion. This university will be one of the most prominent houses of culture and sciences and will be worthy of our country where the light of Islamic faith and civilization has emanated.” The Kingdom's first institute of higher education, King Saud University, was subsequently opened in Riyadh in 1957.

Prince Fahd was committed to promoting higher education, and once said, “I am interested, before anything else, in supporting higher and vocational education in this country in order to add a new and illustrious chapter to our glorious history. Establishing a Saudi university with all its colleges, institutes and laboratories, built according to the highest of standards, is my immediate concern.”

In 1957, according to the dictates of the Royal Decree No. 17, Prince Fahd announced the founding of King Saud University, established in order to, “Disseminate and promote knowledge in Our Kingdom for widening the base of scientific and literary study, and for keeping abreast with other nations in the arts and sciences and for contributing with them discovery and invention”, in addition to reviving Islamic civilization and articulate its benefits and glories, along with its ambitions to nurture the young virtuously and to guarantee their healthy minds and ethics.”

Students began studying in the College of Arts in the 1957-58 academic year. Since that time, KSU has gone through many stages of developments, and its administrative organization has developed and adapted according to the diverse needs and expanding role of the nation.

Between 1958 and 1960, three colleges are established: the College of Sciences, the College of Business (now the College of Public Administration) and the College of Pharmacy.

Royal Decree no. 112 of 1961 recognized that: King Saud University is an independent legal character, with a budget of its own, responsible for higher education, promoting scholarly research, and advancement of sciences and arts in the country. Naming the Minister of Education as the President of the university, the Statute ordered that the University have a Vice President and Secretary General, and that each college and institute have a Dean, Vice Dean, and a council.

In 1965 the College of Agriculture is established; in the same year, control over the Colleges of Engineering and Education, having been under the Ministry of Education in cooperation with UNESCO, is assumed by the University.

Riyadh University

Royal Decree no M/11 of 1967 enforced the Statute of the University of Riyadh (currently King Saud University), rescinding all earlier statutes, bylaws, and regulations. Of the main landmarks of the new Statute is the creation of the Higher Council of the University as one of its administrative powers. The membership of the new council includes two active or inactive university Presidents, two faculty members who had assumed such positions outside the country, or two native leading intellectuals.

The Higher Council of the University is the dominant power over the university affairs: it draws out policies, issues decisions to implement and achieve the objectives of the university (especially those pertaining to the creation of new colleges and departments), proposes budgets, and systems of faculty salaries, annuities, and financial awards.

Royal Decree no M/6 of 1972 superseded the Statute of 1967. With the new Statute, the membership of the Higher Council of the University includes five active or inactive university Presidents, or native leading intellectuals. To the council are also added the University Secretary General and two other non-university members. Again, the Statute dictates the creation of an Academic Council overlooking scholarly research and studies. The Higher Council of the University issues the bylaws governing the number of the Academic Council’s members, responsibilities, and powers.

These decrees were issued in response to the growing and widening needs of the university as the establishment of new colleges started. Between 1958 and 1960, three colleges were established: the College of Sciences, College of Business (now the College of Public Administration) and the College of Pharmacy. In 1961/1962 women were first admitted into the College of Arts and the College of Public Administration.

Five years later the College of Agriculture was established. In the same year the College of Engineering and College of Education, having been under the Ministry of Education in cooperation with the UNESCO, were annexed to the University. A year later (1969/1970) the College of Medicine opened. In 1974/1975 the Arabic Language Institute was inaugurated to serve non-Arabic speakers. At this time deanships of Admission and Registration, Students Affairs, Libraries were also established. Again, a year later (1976) the College of Dentistry and the College of Applied Medical Sciences were added to the Riyadh campus, while launching at the same time the Abha based campus with the College of Education. In 1977 the Graduate College assumed its office in supervising and organizing all graduate programs in the various departments of the University.

At Abha, the College of Medicine was established according to Royal Order no. 3/M/380 of 1979 and was added to the University according Royal Directive no. 15128 of 29/6/1400H. Formal study there started in the academic year of 1980/1981.

In 1980 another branch of the University opened at Qassim with three colleges: Agriculture, Veterinary Medicine, and Economics and Administration. Formal study started in 1980/1981 academic year.

King Saud University

In 1981, celebrating its 25th anniversary, the University of Riyadh went back to its original name of King Saud University at the orders of King Khalid bin Abdulaziz. In that year, too, the Deanship of Community Service and Continuing Education replaced the Center for Community Service, and King Khalid University Hospital (KKUH) was formally opened.

Two years later (1983) two other colleges were created: the College of Computer and Information Science Sciences and the College of Architecture and Planning. Later, in 1990, the Institute of Languages and Translation was established to be turned four years later into the full-fledged College of Languages and Translation.

In 1993, the Royal ratification of the System of the Council of Higher Education and Universities was issued dictating that each university form its own Council which attends to its academic, administrative, and financial affairs, and carries out its general policy.

In 1996, the Council of Higher Education issued its decision no. 1282/A approving the creation of the Center for Consulting and Research which was renamed King Abdullah Center for Consulting and Research.

In 1997, Royal Decree no. 33 dictated the creation of a King Saud University Community College in Jazan, as well as the establishment of the College of Sciences at the Qassim campus.

In 1998, Royal Order no. 7/78/M of 11/3/1419 decreed that King Khalid University be created in the south. The branches of Imam University and of King Saud University consequently formed the new university. In the same year, after the issuance of the unified regulations for Graduate Studies at Saudi universities, the Graduate College became the Deanship of Graduate Studies, and the Deanship of Academic Research was established in accordance with the dictates of the System of Academic Research issued that year.

In 2000, the College of Medicine was established at the Qassim campus, and the Deanship of Community Service and Continuing Education was turned into the College of Applied Studies and Community Service.

In 2001, the Community College in Riyadh was inaugurated according to the Cabinet Council no. 73. During the academic year of 2002/2003 the College of Science at Al-Jouf was established. That same year the College of Engineering was opened at the Qassim campus, and the creation of community colleges at Al-Majma’ah, Al-Aflaj, and Al-Qurayat was approved.

Beginning with the academic year 2003/2004 Qassim campus became an independent university. On 2003, the Council of Higher Education approved the promotion of the Department of Nursing, College of Applied Medical Sciences, into the College of Nursing.

Former presidents

The following were the Presidents of University since its inception:
President                                                  From     Up To
Dr. Abdulwahab bin Mohammed Azam     1957     1959
Sheikh Nasser Al Manqour                       1959     1960
Abdulaziz bin Muhammad Al Khwaiter      1961     1971
Abdulaziz bin Abdullah Al Fadda                1971     1979
Mansour bin Ibrahim Al Turki                    1979     1990
Ahmad bin Muhammad Al Dhubaib            1990     1995
Abdullah bin Muhammad Al Faisal              1995     2007
Dr. Abdullah Al Othman                             2007     2012
Dr. Badran Al Omar                                  2012     present

Campus

The school's current main campus was designed by HOK Architects, headquartered in St.Louis, Missouri. Mechanical and Electrical systems were designed by Syska Hennessy Group, Inc. New York City, New York. The facility was constructed in the 1980s by Blount International, a construction firm led by Winton M. Blount headquartered in Montgomery, Alabama, after the firm was awarded the world's then largest fixed-price contract in history for the sum of approximately $5 billion.

Libraries

King Saud University has a total of eighteen libraries, make up the main nerve of the academic and learning disciplines of the university. At the time of its transition into its current location, the university added the collections of nine of its libraries to the main library, forming thereby the central library. Renamed later Prince Salman’s Central library, it now enjoys seven branch libraries. Ideally housed in its seven floor building, with an area of 51400 square meters and more than 4000 reading seats, the central library occupies a central location among colleges and facilities, providing students, faculties, employees and other members of the community easy access to its location and holdings. Its collections include books, periodicals, manuscripts, government publications, academic theses, dissertations, press clippings, audio-visual and electronic media. The Libraries Deanship launched this site to help Internet surfers and interested individuals gain access to catalogs, holding locations, galleries, and electronic databases, along with other different facilities.

King Abdulaziz University Hospital

The first university Hospital was King Abdulaziz University Hospital which was originally founded in 1956 but only got affiliated to the college in 1976. This facility now specializes in ENT and ophthalmology. These two departments are among the largest in the Middle East in these specialties. They host skilled physicians in all subspecialties of ENT and ophthalmology as well as world class researchers. In addition, it contains some general medical and pediatric services as well as the university diabetes center. All care is free of charge for all King Saud University staff and students. The hospital provides primary and secondary care services for Saudi patients from Northern Riyadh area. It also provides tertiary care services to all Saudi citizens on referral basis.

King Khalid University Hospital

In 1982, a dedicated university hospital was opened and was named King Khalid University Hospital. This facility is an 850-bed facility with all general and subspecialty medical services. It contains a special outpatient building, more than 20 operating rooms, and a fully equipped and staffed laboratory, radiology, and pharmacy services in addition to all other supporting services. The hospital provides primary and secondary care services for Saudi patients from Northern Riyadh area. It also provides tertiary care services to all Saudi citizens on referral bases. All care is free of charge for all King Saud University staff and students.

Research Centers


* Faculty of Pharmacy Research Center
* Faculty of Engineering Research Center
* Faculty of Food and Agriculture Sciences Research Center
* Faculty of Science Research Center
* Faculty of Arts Research Center
* Faculty of Languages and Translation Research Center
* Faculty of Education Research Center
* Faculty of Administration Science Research center
* Faculty of Medicine Research Center
* Faculty of Computer Science and Information Research Center
* Faculty of Applied Medical Science Research Center
* Faculty of Architecture and Planning Research Center
* The Research Center of the Science and Medical studies Departments
* Research Center for University Studies in Aleeshah


Academics
The university offers a broad range of undergraduate courses in the natural sciences, the social sciences, the humanities and professional studies. Tuition is completely free and generous scholarships are available for Saudi and international students. The medium of instruction in undergraduate programs is English except for Arabic and Islamic subjects. Applicants are required to pass an Arabic examination if they are from a non-Arabic speaking country. English language support at all levels is provided by the Languages Unit.

Ranking

One of the best 300 universities around the world according to the famous world university ranking ARWU 2012 . THE - QS World University Rankings gave it 197 around the world, 159 for Life Sciences & medicine, and 108 for Arts & Humanities. Webometrics gave it rank 236 around the world for July 2012, 25 for Asia and the 1st in the Arab World.
Ranking (year)     World Rank     Asia Rank     Arab World
Academic Ranking of World Universities (2012)     1     19     1
QS World University Rankings (2012)     197     33     1
Webometrics (2012)     236     25     1
URAP (2012)     313         1

Colleges

List of colleges

    Preparatory Year Program

Science Colleges

    College of Architecture and Planning,
    College of Business Administration,
    College of Engineering,
    College of Science,
    College of Foods And Agriculture,
    College of computer and Information Sciences,

Health Colleges

    College of Medicine,
    College of Dentistry,
    College of Pharmacy,
    College of Applied Medical Sciences,
    College of Nursing,
    College of Health Sciences,

Humanities Colleges

    College of Arts,
    College of Education,
    College of Law and Political Science,
    College of Languages and Translation,
    College of Tourism & Archaeology,
    Arabic Language Institute,
    College of Teaching

Community Colleges

    College of Applied Studies and Community Service,
    Community College in ALRiyadh


College of Medicine

The Kingdom of Saudi Arabia witnesses exceptional progress in many fields such as health and science. King Saud University’s College of Medicine was established in 1967 during the reign of King Faisal. Actual studies began in 1969. The choice of members for the Teaching Board and the supervision of exams until 1978 were done cooperatively between the faculty and the University of London. In 1974/1975, the College opened a special department for female students and incorporated the Ministry of Health’s Prince ts name was changed to King Abdulaziz University Hospital to be utilized for training male and female students in the clinical stage. At the 25th anniversary of inauguration of King Saud University 1981, the building of College of Medicine and King Khalid University Hospital were inaugurated for teaching and health services. The College has also made agreements with different universities in America, Canada and U.K. to support this Academic Board in the College and to train graduate Saudi doctors, as well as to provide preparation for their higher studies and specialization in different medical disciplines.

College of Science

The College of Science was established in 1958, one year after the founding of King Saud University. The College began with six departments: geology, zoology, botany, physics, chemistry, and mathematics. In the beginning, the College had few students and a small number of lectures halls and laboratories. In keeping with the growth of the university at large, the College has witnessed considerable progress in many respects. The number of departments has increased, laboratories have improved, and the College now attracts a large number of students.

College of Engineering

The College of Engineering was established as a joint project between the Ministry of Education of the Kingdom of Saudi Arabia and UNESCO in November 1962. This project lasted until 1969 when the College of Engineering became an official part of King Saud University.

The college started with three departments: the department of civil engineering (CE), the department of electrical engineering (EE), and the department of mechanical engineering (ME). In 1968, the department of architecture was established and it became a college in 1984 under the name the College of Architecture and Planning.

In 1974 two departments were established: the department of chemical engineering (CHE) and the department of petroleum engineering (PE). In 1988 surveying engineering (SE) was also established as a program in the department of civil engineering. In 1982, the program of industrial engineering was established in the department of mechanical engineering. Later on the program became the department of industrial engineering (IE) in 2002. In sum, there are now seven departments offering the Bachelor of Science Degree in the following fields;

    1. Electrical Engineering
    2. Civil Engineering
    3. Surveying Engineering
    4. Mechanical Engineering
    5. Industrial Engineering
    6. Chemical Engineering
    7. Petroleum and Natural Gas Engineering

The number of students of the college has risen from 17 in 1962 to more than 4000 students in 2005. The Faculty members have similarly grown in number from 4 to 210 (including lecturers and teaching assistants) within the same time span.

Student life

Foreign students

Although primarily for Saudi students, the University also offers foreign students the opportunity to enroll through the Vice Rectorate for Knowledge Exchange and Technology Transfer in the fields of engineering, sciences, arts and languages.
Student aid and housing

The University offers students 990 SR/month (264 $), 50% discount on foreign books, and housing within the student housing complex.

Notable programs


* Prince Sultan International Program for Research Scholarships.
* King Abdullah Institute for Nanotechnology.
* Prince Nayef Program for Intellectual Security Studies.
* Research Chairs Program.
* The Prince Salman Entrepreneurhsip Institute.
* Riyadh Techno Valley Program.
* Nobel Laureates Program.
* Centers for Research Excellence Programs.
* ALUMNI programs.
* Intellectual Property Rights Programs.
* Knowledge Society Program.
* Riyadh Knowledge Corridor Program.


Riyadh Technology Valley

The Riyadh Techno Valley, is one of the contributions of King Saud University in building partnership with the public and private sectors in the area of knowledge economics. The Kingdom of Saudi Arabia has adopted a long term economic strategy that shifts its focus to develop a knowledge-based economy. King Saud University (KSU) is seeking to play a full part in this strategy through the development of a substantial science park, “Riyadh Techno Valley - King Saud University (RTV- KSU)”, on its Riyadh campus. Through this project, KSU aims to satisfy the demands of the knowledge-based industries, and to commercialize its research outcomes, in addition to enhancing the research environment and encouraging researchers and graduates to participate in the incubation program and to establish spin-off knowledge-based companies. The university is currently focusing its research on polymers, catalytic and bio technology pharmaceuticals.

Alumni

* Abdullahi Yusuf Cub, Imam University Manager, and currently Member of Saudi Majlis Ash-Shura.
* Ali Hassan al-Shaer, Advisor on the Saudi Arabia Council of Ministers.
* Abdullah Ali Naeem, President of Mayors.
* Zayed Fahd Alskibi, Chairman of AlSharq magazine.
* Khalid Mohammed Al-Angari, Minister of Higher Education.
* Abdul Rahman Abdul Aziz Al Shinayfi, Advisor at the Prince Office of communications.
* Mohamed Saad al-shihri, Deputy of the admin & finance affairs At The Ministry of Post, Telegraphs and Telephones.
* Abdullah Mohammed al-Faisal, King Saud University Ex-Rector.
* Abdullah Abdel Aziz Abdel Kader, ACDIMA CEO.
* Mansour Ibrahim al Turki, King Saud University Ex-Rector.
* Abdullah Ibrahim Al-qoer, CEO of Bahrain’s Gulf Bank.
* Anwar Abdel-Meguid Jberti, General supervisor of King Faisal Specialist Hospital and Research Centre.
* Osama Jaafar Faqih, Ex Minister of Commerce.
* Fouad Abdel Salam al-farsi, Ex Hajj Minister.
* Ibrahim Abdul Aziz Al-Assaf, Minister of Finance.
* mosaad Mohammed Al-sinani, Ex Minister of Labours & Social Affairs.
* Ahmed Mohamed Al-sinani, Assistant Vice minister of the Ministry of Education for Teachers affairs.
* Saleh Abdullah Kamel, Dallah Albaraka Group Chirman.
* gebarh eid Suraiseri, Transportation Minister.
* Abdullah Sulaiman Al-osim, General Manager of Central Department Of Statistics & Information.
* Abdullah Ali al-Muneef, General Manager for Admin Affairs At The Health Affairs of The National Guards.
* Saad Attiya al-Ghamdi, Abdulatif Jameel Group General Manager.
* Osama Mohamed Mattar, VP for AlAhli National Bank.
* Amr Ibrahim Ragab, Commerce Minister Office Manager.
* Hamad Suleiman Al-bazei, Vice minister of the Ministry of Finance for the national economy.
* Abdul Rahman Abdullah al-Tuwaijri, Governor of the Capital Market Authority.
* yousif Trad al-Saadoun ,Foreign Ministry vice minister for Economic Affairs.
* Ahmed Abdel Rahman al-Mansour, Vice minister for Labor affairs at Labor ministry.
* Yousif Mohamed Al-qublan, GM of Planning and Administrative Development at the Ministry of knowledge.
* Hamad Mohammed al-baadi, General secretary for king Abdulaziz & his champions foundation for giftedness and creativity.
* Abdul Aziz Othman al-Tuwaijri, General Manager of ISESCO.
* Saad Mohammed Ahariqi, Vice rector at King Faisal University.
* Khalid Abdul Rahman al- Hammoud ,Vice rector for Higher Studies and Scientific Research at King Saud University.
* Abdullah Abdullah al-Obaid, Vice minister for of the Ministry of Agriculture and Water for agricultural research and development.
* Saad Abdullah Al Barrak ,Vice rector for Higher Studies and Scientific Research at King Faisal University.
* Ahmed Saleh Baenair, Ex General Manager of Jazan Agricultural Development Co.
* Hassan Abdullah Al-Qahtani, Ex General Manager of the Bisha Agricultural Development.
* Nasser Hamad Al-Nasser, Chairman of the Board for AlJawf agricultural company.
* Abdul Aziz Mohamed Altlassi, GM of AlJawf agricultural company.
* Mohammed Saeed Al-Qahtani, Ex Rector of King Faisal University.
* Atef Yahya Bukhari ,Assistant General Manager of the Food and Agriculture Organization.
* Walid amen keeali, General Manager of AlHayat medical co.
* Ibrahim Abdul Rahman al-mashall ,Vice Rector at King Saud University.
* Mohammed Abdel-Rahman al-mashall, General Manager of Tabuk Pharmaceutical Industries.
* Abdullah Abdul Aziz al-Rabia, Minister of Health.
* Mohammed Hassan Mufti, Hospital Director of public security forces hospital.
* Sultan Abdullah Bahebri ,Executive Director of the Specialist Hospital in Riyadh.
* Muhammad Hamza Khchim, Director of King Khaled Hospital.
* Yazeed Abdul Rahman al-Ohali, Director of the Hospitals at the Ministry of Health.
* Tawfik Ahmed Khoja, GM of health centers at the ministry of health.
* Saleh Taher Ozmrli, Saudi Cultural attaché in US.
* Mohammed Abdo Yamani, Ex Media Minister.
* Salim Ahmed Mlibari, GM of AlMawashi Company.
* Abdullah Omar Nassif, Vice President of The Saudi Majlis Ash-Shura.
* Ali Reza Kabli, Director of the Center for the development of university education at King Abdulaziz University.
* Abdul Halim Abdul Rahman Radwa, Famous artist.
* Abdel-Aziz Mohi Eddin Khoja ,The Saudi Ambassador At Russia.
* Abdul Aziz Hamid Abu Znadh, Secretary-General of the National Wildlife Conservation and Development.
* Abdullah Kaddhi Al-kaddhi, Advisor at King Abdul Aziz City for Science and Technology (KACST).
* Abdul Rahman Hassan Al-Sheikh, Riyadh Vice Mayor.
* Mohamed Ibrahim al-Jarallah, Minister of Municipal and Rural Affairs.
* Nasser Abdullah al-muhos, General Manager of Assiar Company.
* Faisal Hamad Al-squir, Vice President of Advanced Electronics Company (AEC).
* Ghassan Abdul Rahman al-shibl, CEO of Advanced Electronics Company (AEC).
* Bakar Hamzah Khchim, General Manager of Western Electric Co.
* Abdel-Rahman Abdel-Mohsen al-Tuwaijri, Vice Minister at Industries Ministry.
* Abdul Latif Abdul Malik Al-Sheikh, PMO at the Riyadh Development Authority.
* Saud Ibrahim al-Thunayan, Vice Minister at Ministry of Municipal and Rural Affairs.
* Ahmed Abdullah al-Tuwaijri, GM at Ministry of Municipal and Rural Affairs.
* Ali Ahmed Al Barrak, CEO of the Saudi Electricity Company.
* Khalid Abdullah Aldgther, GM of Arriyadh Development Co.
* Saad Abdul Aziz Al-bdnh, GM of ARABSAT.
* Abdul Rahman Abdullah al-Faheed, Vice Minister of the Ministry of Post and Telegraph and Telephone for landlines affairs.
* Mohamed Jamil Ahmed Mulla, Vice Minister of the Ministry of Post and Telegraph and Telephone for engineering affairs.
* Hammoud Mohammed al-qser, GM of Landlines Affairs At STC.
* Ziad Thamer al-otaibi, GM of Mobile communications and rural at STC.
* Abdel Aziz bin Mohammed bin Aiav al-Muqrin, Mayor of Riyadh.
* Omar Awad al-Mashabi ,Adviser at the Ministry of Municipal and Rural Affairs.
* Saleh Ali AlHathloul ,Vice Minister at Ministry of Municipal and Rural Affairs for Cities planning (Retired.)
* Abdul Aziz Abdullah Al Khudairi, Assistant Vice Minister at Ministry of Municipal and Rural Affairs for cities planning.
* Mohamed Abdelaziz al-mahrig ,Chief of Taif Municipal.
* Suleiman Abdullah al-roashid ,Riyadh Vice Mayor for planning and constructions.

Secondary schools

In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title.
In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges.

There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges. Interestingly, the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college.

In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.

In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island.
In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title. Thus no less than six of South Africa's Elite Seven high schools call themselves "college" and fit this description. A typical example of this category would be St John's College.

Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges".
In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College, Kandy) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college".

College in United States

In the United States, there are over 4,400 colleges and universities. A "college" in the US formally denotes a constituent part of a university, but in popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans go to "college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education.

Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, or grants, or some combination of any two or more of those payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition.
Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate's degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs.

Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions.

While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and engaged in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, both located in Boston, Massachusetts, are completely separate institutions.

Usage of the terms varies among the states. In 1996 for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges.

The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies.

The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, each of the faculties may be called a "college" (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Some American universities, such as Princeton, Rice, and Yale do have residential colleges along the lines of Oxford or Cambridge, but the name was clearly adopted in homage to the British system. Unlike the Oxbridge colleges, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, however, each of the residential colleges does teach its own core writing courses and has its own distinctive set of graduation requirements.

Origin of the U.S. usage

The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students came to be graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a Royal Charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain."

The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States.

In U.S. usage, the word "college" embodies not only a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks.
 
Morrill Land-Grant Act

In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. When the Morrill Act was established, the original colleges on the east coast, primarily those of the Ivy League and several religious based colleges, were the only form of higher education available, and were often confined only to the children of the elite. A movement had arisen to bring a form of more practical higher education to the masses, as "…many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "…made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "…agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."
The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world.

College in United Kingdom

In the United Kingdom, usage of the word "college" remains the loosest, encompassing a range of institutions. However, in common usage, the term "college" usually does not refer to a post-secondary level of study, i.e. most people say "going to university."
 
Higher education

In higher education a college is usually part of a university; such colleges do not award degrees. Universities with constituent colleges are collegiate universities. A college may also be a grouping of faculties or departments, notably in the University of Edinburgh, the University of Salford, the University of Birmingham and the University of Leicester.

In the University of Oxford, University of Cambridge, and University of the Arts London (and formerly in the University of Wales), colleges provide accommodation, tuition and other facilities to students of the university: the university conducts examinations and grants degrees. However the colleges of the University of London are now de facto universities in their own right.

In the other collegiate universities, including the University of Lancaster, University of York, University of Kent, University of St Andrews and University of Durham, the colleges only provide accommodation and pastoral care.

A university college is an independent institution which prepares students to sit as external candidates at other universities or has the authority to run courses that lead to the degrees of those universities. It may also be an independent higher education institution with the power to award degrees, but does not have university status, although it is usually working towards it.

Historically, some universities originated as university colleges. For example, the University of Newcastle was originally a university college of the University of Durham.

College in Sri Lanka

There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges.

College in South Africa

Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa.

College in Singapore

The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively.

The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth.

College in Philippines

In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, La Consolacion College Manila), such as the San Beda College which specializes in law and the Central Colleges of the Philippines which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines.

A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification.

Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university.

College in New Zealand

The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education".

Some universities, such as the University of Canterbury, have divided their University into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above.

Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the R.A.C. of Physicians.

College in Israel

In Israel, any non university facility is called a college. Some would be accepted as higher-learning that are accredited by CHE to confer a Bachelor's (and, in some cases, also a Master's) degree are called "Academic Colleges." There are over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (B.Ed.) degree
 
Academic colleges

Any educational facility that had been approved to offer at least Bachelor degree is entitled by CHE to use the term academic college in its name. Some of the colleges (at least 4 for 2012) provide M.Sc. degree and act as a Research facilities.
 
Engineering academic college

Any academic facility that offer at least Bachelor degree and most of it faculties are providing an Engineering degree and Engineering license.
 
Educational academic college

After A facility that had "Teachers seminar" status is approved to provide B.Ed it change its to have the words Educational Academic college.
 
Technical college

A "Technical college" is an educational facility that is approved to allow to provide P.E degree (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Between the more common Technical colleges are

    Be'er sheva technical college
    Tel - Hai (telhai) technical college
    The Ruppin technical college
    the Air-force Academy

Training College

A "Training College" is an educational facility that provides basic training for person that would allow to a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician  and other professions. This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the employment service he:שירות התעסוקה.

College in Ireland

In Republic of Ireland the term "college" is normally use to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university.

There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Gonzaga College and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools.

The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College, Dublin today; although both are usually considered one and the same, the University and College are completely distinct corporate entities with separate and parallel governing structures.

Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and the Queen's University Belfast.

The state's two new universities Dublin City University and University of Limerick were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. These two universities now follow the general trend of universities having associated colleges offering their degrees.

Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from the Higher Education and Training Awards Council in their own name.

A number of Private Colleges exist such as DBS, providing undergraduate and postgraduate courses validated by HETAC and in some cases by other Universities.

Other types of college include Colleges of Education, such as National College of Ireland. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers.

A number of state funded further education colleges exist - which offer vocational education and training in a range of areas from business studies, I.C.T to sports injury therapy. These courses are usually 1, 2 or less often 3 three years in duration and are validated by FETAC at levels 5 or 6 or for the BTEC Higher National Diploma award - validated by Edexcel which is a level 6/7 qualification. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at level 6, 7 and 8.

College in India

The modern system of education was heavily influenced by the British starting in 1835.
In India, the term "college" is commonly reserved for institutions that offer degrees at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes under that university. Examinations are conducted by the university at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges.

The first liberal arts and sciences college in India was C. M. S. College Kottayam, Kerala, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913).

College in Hong Kong

In Hong Kong, the term "college" is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong.

College in Georgia

International Association of "Tourists and Travelers" – College International association "tourists and travelers” is a non-commercial, non political and non industrial organization, which is created to develop tourism in Georgia.

College in Canada

In Canada, the term "college" usually refers to a technical, applied arts, applied science school or community college. These are post-secondary institutions granting certificates, diplomas, associate's degree, and bachelor's degrees. In Quebec, the term is seldom used; the French acronym for public colleges, CEGEP (College d'enseignement général et professionnel, "college of general and professional education"), is more commonly used as an umbrella term to refer to the collegiate level specific to the Quebec education system that is required to continue onto university (unless one applies as a "mature" student, meaning 21 years of age or over, and out of the educational system for at least 2 years), or to learn a trade. In Ontario, British Columbia and Alberta, there are also institutions which are designated university colleges, as they only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In contrast to usage in the United States, there is a strong distinction between "college" and "university" in Canada. In conversation, one specifically would say either "They are going to university" (i.e., studying for a three- or four-year degree at a university) or "They are going to college" (suggesting a technical or career college).

The Royal Military College of Canada, a full-fledged degree-granting university, does not follow the naming convention used by the rest of the country, nor does its sister school Royal Military College Saint-Jean or the now closed Royal Roads Military College.

The term "college" also applies to distinct entities within a university (usually referred to as "federated colleges" or "affiliated colleges"), to the residential colleges in the United Kingdom. These colleges act independently, but in affiliation or federation with the university that actually grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto, and is now one of its residential colleges (though it remains a degree granting institution through its Faculty of Divinity). In the case of Memorial University of Newfoundland, located in St. John's, the Corner Brook campus is called Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others.

There are also universities referred to as art colleges, empowered to grant academic degrees of BFA, Bdes, MFA, Mdes and sometimes collaborative PhD degrees. Some of them have "university" in their name (NSCAD University, OCAD University and Emily Carr University of Art and Design)and others do not.

Online and distance education (E-learning) use "college" in the name in the British sense, for example : Canada Capstone College.

One use of the term "college" in the American sense is by the Canadian Football League (CFL), which calls its annual entry draft the Canadian College Draft. The draft is restricted to players who qualify under CFL rules as "non-imports"—essentially, players who were raised in Canada (see the main CFL article for a more detailed definition). Because a player's designation as "non-import" is not affected by where he plays post-secondary football, the category includes former players at U.S. college football programs ("universities" in the Canadian sense) as well as CIS football programs at Canadian universities.

College in Australia

In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger university. A notable exception is Campion College which operates in Western Sydney, following the American Liberal Arts College tradition.
Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Less commonly the term college can refer to a superfaculty organizational unit, as in the ANU Colleges.

Most TAFEs, which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". Some private institutions offering TAFE certificates, university bridging courses, or theological courses of study (i.e. Bible colleges) style themselves "Institutes" or "Colleges".

In Tasmania the term is also used to describe a separate school that only teaches the final two years of high school (years 11 and 12), e.g. Hellyer College and Hobart College.

Etymology

In ancient Rome a collegium was a club or society, a group of persons living together, under a common set of rules (con- = "together" + leg- = "law" or lego = "I choose").

College

A college (Latin: collegium) is an educational institution or a constituent part of one. Usage of the word college varies in English-speaking nations. A college may be a degree-awarding tertiary educational institution, a part of a collegiate university, or an institution offering vocational education.

In the United States, "college" formally refers to a constituent part of a university, although in Ireland and in some cases in the US, "college" and "university" are interchangeable, whereas in the UK, New Zealand, Australia, Canada and other Commonwealth nations, "college" may refer to a secondary or high school, a college of further education, a training institution that awards trade qualifications, or a constituent part of a university. (See this comparison of British and American English educational terminology for further information.