38.Monash University:Australia

Monash University

http://www.monash.edu.au/

A brief history of Monash University
Named after prominent Australian Sir John Monash, Monash University was established by an Act of Parliament in 1958, making it the first university to be established in the State of Victoria for 106 years.
From its first intake of 347 students at Clayton in 1961, the university grew rapidly in size and student numbers so that by 1967, it had enrolled more than 21,700 students.
In the decades that followed, Monash developed a wide range of courses in arts, commerce, engineering, education, law, medicine and science. It also established new buildings across the Clayton site and created a thriving cultural atmosphere with outstanding performing arts and concert programs and a growing collection of contemporary Australian art.
In 1990, Monash moved beyond the borders of Clayton and merged with the Chisholm Institute of Technology, creating the university's Caulfield and Peninsula campuses. This was followed by the establishment of the Gippsland campus, which, after an initial period as Monash University College Gippsland, officially became part of the Monash University family in 1991. The following year, the Victorian College of Pharmacy joined the rapidly growing university as the Parkville campus.
The growth continued apace with the establishment of a new campus in Berwick in 1994 within the south-eastern growth corridor of Melbourne.
In 1998, the Malaysian Ministry of Education invited Monash to set up a campus in Malaysia jointly with the Sunway Group. Monash University Malaysia was established in 1998 -- the first Monash campus outside Australia. A second off-shore campus was opened in South Africa in 2001.
From a single campus at Clayton with fewer than 400 students, Monash has grown into a network of campuses, centres and partnerships around the world with more than 50,000 students from over 130 countries.

Excellence in research and education and great diversity in location, culture and people distinguish Monash as a leading Australian and proudly international university.Since first admitting students in 1961, Monash has earned its place among Australia's prestigious Group of Eight universities with its dedication to the highest educational standards. We have over 50,000 students from more than 100 countries at our 6 Australian campuses and our campuses in Malaysia and South Africa. Our students also benefit from our centres in London, UK and Prato, Italy and our teaching and research partnerships around the globe. Among the worldwide Monash community are over 200,000 alumni - our graduates - who are highly sought after by industry and the professions and whose achievements in such areas as law, medicine, commerce, government, engineering, arts and sciences are outstanding.Over its 45 year history, Monash has built a strong international reputation in research and scholarship and made extraordinary contributions to fields including stem cell science, nanotechnology, environmental science, drug development and discovery, historical and cultural studies and road safety. The university's original Clayton campus is to be home to Australia's first national synchrotron - a revolutionary scientific facility that will open in 2007 and become a crucial tool for research scientists

20.University of Tokyo;Japan

University of Tokyo

http://www.u-tokyo.ac.jp/index_e.html

The University of Tokyo was established in 1877 as the first national university in Japan. As a leading research university, the University of Tokyo offers courses in essentially all academic disciplines at both undergraduate and graduate levels and conducts research across the full spectrum of academic activity. The university aims to provide its students with a rich and varied academic environment that ensures opportunities for both intellectual development and the acquisition of professional knowledge and skills.The University of Tokyo has a faculty of over 4,000 and a total enrollment of about 29,000, evenly divided between undergraduate and graduate students. As of 2006 there were 2,269 international students, and over 2,700 foreign researchers come annually to the university for both short and extended visits. The University of Tokyo is known for the excellence of its faculty and students and ever since its foundation many of its graduates have gone on to become leaders in government, business, and the academic world.

With the aim of becoming the “World’s Tokyo University,” we are striving to create an institution that contributes to the benefit of all human society. As the twenty-first century moves forward, the pace of change accelerates, and conflicts between technology and society, humankind and the environment, and among cultures are becoming increasingly evident. At the same time, the age of nations is coming to an end, and global competition has inspired a growing awareness of the need for a collective human society. In this era of rapid change, the University of Tokyo intends to contribute to that international goal by reviving the importance of “knowledge.”Essentially, knowledge frees human beings. It is a profound source of power that encourages candid human interaction and provides people with vigor as well as liberating them from various limitations. The creation and application of new forms of knowledge will no doubt determine the future direction of human society. Human society has developed by producing a wide variety of knowledge over its long history. However, the professionalization and segmentation of knowledge that has taken place over more than a century has obscured its true value. This university, the place where knowledge is traditionally accumulated, declares its intention to open itself up to society and serve as a site for fresh creative exchanges and developments.It is the mission of the University of Tokyo to present to the world a new model for a university that re-establishes faith in knowledge.It is necessary to transform the university into a vigorous center for the free-flow of intellectual energy. To create such an intellectually dynamic institution, the university will concentrate on maintaining an efficient core, ensuring a just distribution of power, and establishing a flexible interface. The three key words here are “Autonomy/Distribution/Cooperation.”At every organisational level, we are tirelessly reassessing current conditions and making reforms where necessary. It is possible to achieve our mission only if the institution constantly strives to develop and enhance new ways of thinking. Following the example of outstanding institutions both inside and outside Japan, it is hoped that every individual at the University of Tokyo will be able to pursue the truly rewarding life of the mind that such an institution ought to provide. This vibrant intellectual milieu will benefit every member of the University of Tokyo, who can then expect to be involved in the world’s leading creative projects. Let us put into practice the bold claim that we offer the “best education and research in the world.” Our mission is to educate the next generation of talent that shares in our collective ideal to remain sensitive to others while courageously taking the lead. The University of Tokyo will both promote excellent research and encourage the integration of the latest expertise in all fields. The university will then become a crossroads where academic achievement and social issues meet, and where the models, industries, and academic fields of the future can confidently be developed. As I assume the presidency of the University of Tokyo, I would like to exhort all members of the university to make every effort to meet the exciting challenge of reviving the importance of knowledge.

Course List

Global Focus on Knowledge
GFK2005 / Science of Matter ( KOSHIBA, SATO, IE, KOMIYAMA )
GFK2006 / Formation of Society ( SASAKI, HARA, TANAKA, MORITA )
GFK2006 / Academics and Humans ( SAEKI, SHIMAZONO, SUEKI, UENO, SAKABE, KOBAYASHI )
Final Lecture Series
UMEZAWA, Yoshio [ Now, Japanese only ]
OKABE, Yoichi [ Now, Japanese only ]
Law and Politics
Public Administration 2003 ( MORITA, Akira )
Medicine
Pathology Introduction ( FUKAYAMA, MIYAZONO )
Clinical Bioinformatics ( Omnibus )
Engineering
Applied Acoustics ( SAGAYAMA, Shigeki )
Computer Hardware ( SAKAI, Syuichi ) [ Japanese only ]
Fundamental Physics for Electronics I ( OKABE, Youichi )
Fundamentals on Logic Circuits ( SAKAI, Syuichi ) [ Japanese only ]
Machine Design Technology ( MURAKAMI, Tamotsu )
Statistics Mathematical Principles ( ISHIKAWA, Kenichi )
Quantum Mechanics II ( FUJIWARA, Takeo )
TOP
Humanities and Sociology
Sociology of Care ( UENO, Chizuko )
Sociology Lesson ( UENO, Chizuko ) [ Japanese only ]
Science
Molecular Computing ( HAGIYA, Masami )
Economics
Business Administration I ( FUJIMOTO, Takahiro )
Business Administration II ( FUJIMOTO, Takahiro )
Manegement Theory ( TAKAHASHI, Nobuo )
Contemporary Economic History of Japan I ( TAKEDA, Haruhiko )
Contemporary Economic History of Japan II ( TAKEDA, Haruhiko )
History of Japanese Economic Thought ( TAKEDA, Haruhiko ) [ Japanese only ]
Manegement Strategy ( SHINTAKU, Junjiro )
Arts and Sciences
Historical development of Spanish language ( UEDA, Hiroto )
Geographical variation of Spanish language ( UEDA, Hiroto )
World Model ( YAMAKAGE, Susumu )
International Politics ( YAMAKAGE, Susumu )
Math IB (Differential and Integral Calculus) ( SAITO, Takeshi )
Cognitive Clinical Psychology ( TANNO, Yoshihiko ) (...Upcoming)
Education
Educational Administration and Finance I ( OGAWA, Masato )
Educational Administration and Finance II ( KATSUNO, Masaaki )
TOP
Mathematical Sciences
Geometry II ( Kawazumi, Nariya ) [ Japanese only ]
Frontier Sciences
Nonlinear Finite-element-method ( WATANABE, Hiroshi )
Physics of Transition Metal Oxides ( Lippmaa Mikk )
Information Science and Technology
Computational Linguistics ( NAKAGAWA, Hiroshi )
Interfaculty Initiative in Information Studies
Information Semiotics ( ISHIDA, Hidetaka )
Communication system ( HARASHIMA, Hiroshi )
Evolutional Ecology Informatics ( SAKURA, Osamu )
Public Policy
Case Study ( MORITA, Akira )

19.The National University of Singapore (NUS)

The National University of Singapore (NUS)

http://www.nus.edu.sg/

The National University of Singapore (NUS) is Singapore’s global university with distinctive strengths in education and research and an entrepreneurial dimension. NUS is a multi-campus university which spans three locations – its principal 150-hectare Kent Ridge campus, Bukit Timah campus and Duke-NUS Graduate Medical School Singapore at Outram. More than 28,000 students from 80 countries make the University a hub of activity and buzz.
NUS offers comprehensive curricula in the Faculties of Arts & Social Sciences, Business, Computing, Dentistry, Design & Environment, Engineering, Law, Medicine and Science. A University Scholars Programme grooms talented students for leadership by developing their personal, intellectual and leadership qualities. An NUS Graduate School for Integrative Sciences and Engineering spearheads trans-disciplinary graduate education and research in science, engineering and medicine.
Our Culture
Apart from a holistic education to develop fully the intellectual and personal strengths of each student, NUS is committed to nurturing creativity and innovation through challenging project work, participative learning and an environment conducive to sparking ideas and imagination. With a ‘no walls’ educational environment, disciplinary boundaries at NUS are interactive which allow flexibility for learning across faculties and disciplines. Other cross-disciplinary initiatives for a well-rounded knowledge-base and transferable mind skills include double-degree programmes in arts & social sciences and engineering, arts & social sciences and law, business and engineering, and business and law; and undergraduate life sciences and bioengineering programmes.
Partnerships
A special feature of the NUS education is the global dimension of its courses in partnership with some of the world’s best institutions. Five overseas colleges in Silicon Valley and Bio Valley in the United States, Shanghai, Stockholm and Bangalore nurture the spirit of enterprise. Overseas college students attend courses at Stanford University, University of Pennsylvania, Fudan University, Swedish Royal Institute of Technology and Indian Institute of Science respectively while working as interns with nearby start-up companies. A Student Exchange Programme provides students with the opportunity to spend a semester or two at more than 200 overseas partner universities for exposure to different education systems, ways of life and cultures.
Other partnerships to raise the level of its teaching and research programmes include the Lee Kuan Yew School of Public Policy with Harvard University’s Kennedy School of Government; Singapore-MIT Alliance with Massachusetts Institute of Technology; Yong Siew Toh Conservatory of Music with Johns Hopkins’ Peabody Institute; The Logistics Institute-Asia Pacific with Georgia Institute of Technology; German Institute of Science & Technology with Technische Universitat Munchen; and Temasek Defence Systems Institute with US Naval Postgraduate School. The NUS experience is complemented by a rich residential life and abundant opportunities for artistic, cultural and sporting pursuits.
NUS plays an active role in international academic networks such as the International Alliance of Research Universities (IARU) and hosts the Association of Pacific Rim Universities (APRU) secretariat. Having crossed its Centennial in 2005 to mark 100 years of distinguished heritage and achievements, NUS is constantly re-shaping itself to meet the higher education needs of tomorrow. NUS strives to be a powerhouse of technology and innovation that creates new knowledge, ideas and breakthroughs.

Our Mission"The Development Office exists to give our donors a remarkable philanthropic experience when they give to NUS. We enable our donors to make a difference through giving and getting the means to make ours a great University."

12.Columbia University;USA

Columbia University;USA

http://www.columbia.edu/

A BRIEF HISTORY OF COLUMBIA

Columbia University was founded in 1754 as King's College by royal charter of King George II of England. It is the oldest institution of higher learning in the state of New York and the fifth oldest in the United States.

Controversy preceded the founding of the College, with various groups competing to determine its location and religious affiliation. Advocates of New York City met with success on the first point, while the Anglicans prevailed on the latter. However, all constituencies agreed to commit themselves to principles of religious liberty in establishing the policies of the College.
Undergraduate education at Columbia is offered through Columbia College, the Fu Foundation School of Engineering and Applied Science, and the School of General Studies. Undergraduate programs are offered by two affiliated institutions, Barnard College and Jewish Theological Seminary. Columbia University provides post-graduate education through thirteen graduate and professional schools and a school of continuing education. Three affiliated schools also offer post-graduate programs.

COLUMBIA SCHOOLS AND AFFILIATED INSTITUTIONS

Architecture, Planning and Preservation, Graduate School of Arts, School of the Arts and Sciences, Graduate School of Barnard College (Affiliate) Business, Graduate School of Columbia College Continuing Education, School of Dental Medicine, College of Engineering and Applied Science, The Fu Foundation School of General Studies, School of · Postbaccalaureate Premedical Program International and Public Affairs, School of Jewish Theological Seminary (Affiliate) Journalism, Graduate School of Law, School of Nursing, School of Physicians and Surgeons, College of Public Health, Mailman School of Social Work, School of Teachers College (Affiliate) Union Theological Seminary (Affiliate)

11.University of Chicago:USA

University of Chicago
http://www.uchicago.edu/

A brief history of the University of Chicago

The University of Chicago was founded in 1890 by the American Baptist Education Society and oil magnate John D. Rockefeller, who later described the University of Chicago as “the best investment I ever made.” The land for the new university, in the recently annexed suburb of Hyde Park, was donated by Marshall Field, owner of the Chicago department store that bears his name.

William Rainey Harper, the first president, imagined a university that would combine an American-style undergraduate liberal arts college with a German-style graduate research university. The University of Chicago quickly fulfilled Harper's dream, becoming a national leader in higher education and research.

Frederick Rudolph, professor of history at Williams College, wrote in his 1962 study, The American College and University: A History, “No episode was more important in shaping the outlook and expectations of American higher education during those years than the founding of the University of Chicago, one of those events in American history that brought into focus the spirit of an age.”

One of Harper's curricular innovations was to run classes all year round, and to allow students to graduate at whatever time of year they completed their studies. Appropriately enough, the first class was held on Saturday at 8:30 in the morning. Just as appropriately, Harper and the other faculty members had pulled a feverish all-nighter beforehand, unpacking and arranging desks, chairs and tables in the newly-constructed Cobb Hall.

Although the University was established by Baptists, it was non-denominational from the start. It also welcomed women and minority students at a time when many universities did not.

The first buildings copied the English Gothic style of architecture, complete with towers, spires, cloisters, and gargoyles. By 1910, the University had adopted more traditions, including a coat of arms that bore a phoenix emerging from the flames and a Latin motto, Crescat Scientia, Vita Excolatur (“Let knowledge increase so that life may be enriched”).

In 1929, Robert Hutchins became the University's fifth president. During his tenure, Hutchins established many of the undergraduate curricular innovations that the University is known for today. These included a curriculum dedicated specifically to interdisciplinary education, comprehensive examinations instead of course grades, courses focused on the study of original documents and classic works, and an emphasis on discussion, rather than lectures. While the Core curriculum has changed substantially since Hutchins' time, original texts and small discussion sections remain a hallmark of a Chicago education.

Less well-known is that the University was a founder member of the Big Ten Conference. The University's first athletic director, Amos Alonzo Stagg, was also the first tenured coach in the nation, holding the position of Associate Professor and Director of the Department of Physical Culture and Athletics. In 1935, senior Jay Berwanger was awarded the first Heisman trophy. Just four years later, however, Hutchins famously abolished the football team, citing the need for the University to focus on academics rather than athletics. Varsity football was reinstated in 1969.

In the early 1950s, Hyde Park, once a solidly middle-class neighborhood, began to decline. In response, the University became a major sponsor of an urban renewal effort for Hyde Park, which profoundly affected both the neighborhood's architecture and street plan. As just one example, in 1952, 55th Street had 22 taverns; today, the street features extra-wide lanes for automobile traffic, the twin towers of University Park Condominiums (I. M. Pei, 1961) and one bar, the Woodlawn Tap.

During the late 1950s and early 1960s, the University began to add modern buildings to the formerly all-Gothic campus. These included the Laird Bell Law Quadrangle (Eero Saarinen, 1959) and the School of Social Service Administration (Ludwig Mies van der Rohe, 1965). In 1963, the University acquired the Robie House, built by Frank Lloyd Wright in 1909. By 1970, the Regenstein Library -- at seven stories, and almost a block square, the largest building on campus by far -- occupied the site of Old Stagg Field.

The University experienced its share of student unrest during the 1960s, beginning in 1962, when students occupied President George Beadle's office in a protest over the University's off-campus rental policies. In 1969, more than 400 students, angry about the dismissal of a popular professor, occupied the Administration Building for two weeks.

In 1978, Hanna Gray, Professor of History, was appointed President of the University, becoming the first woman to serve as president of a major research university. During Gray's tenure, both undergraduate and graduate enrollment increased, and a new science quadrangle was completed.

In the 1990s, controversy returned to campus -- but this time, the point of contention was the undergraduate curriculum. After a long discussion process that received national attention, the new curriculum was announced in 1998. While continuing the dedication to interdisciplinary general education, the new curriculum included a new emphasis on foreign language acquisition and expanded international and cross-cultural study opportunities.

The University of Chicago has had a profound impact on American higher education; curricula across the country have been influenced by the emphasis on broad humanistic and scientific undergraduate education. The University also has a well-deserved reputation as the “teacher of teachers” -- teaching is the most frequent career path for alumni, luring more than one in seven.

“The question before us is how to become one in spirit, not necessarily in opinion,” President Harper said at the first faculty meeting in 1892. In the intervening century, the University's programs, curricula and campus have undergone substantial changes, many of which were deeply controversial. However, as President Emeritus Don Michael Randel pointed out in his inaugural speech of 2000, “A number of words and phrases recur through the eleven administrations and 108 years since that first faculty meeting.

“They speak of the primacy of research, the intimate relationship of research to teaching, and to the amelioration of the condition of humankind, a pioneering spirit, the ‘great conversation’ among and across traditional disciplines that creates not only new knowledge but whole new fields of knowledge, the ‘experimental attitude’ and the intellectual freedom that makes this attitude possible, the intimate and essential relationship to the city of Chicago, and, fundamental to all this, a distinguished faculty committed to this spirit,” he said. “At no other university is such a spirit so deeply and widely shared among faculty, students and alumni.”

10. Princeton University:USA

http://www.princeton.edu/main/

Chartered in 1746 as the College of New Jersey -- the name by which it was known for 150 years -- Princeton University was British North America's fourth college. Located in Elizabeth for one year and then in Newark for nine, the College of New Jersey moved to Princeton in 1756. It was housed in Nassau Hall, which was newly built on land donated by Nathaniel FitzRandolph. Nassau Hall contained the entire College for nearly half a century.
In 1896, when expanded program offerings brought the College university status, the College of New Jersey was officially renamed Princeton University in honor of its host community of Princeton. Four years later, in 1900, the Graduate School was established

Academic Departments & Programs

Degree-granting Departments & Programs

The University has 34 academic departments that grant both undergraduate and graduate degrees. In addition, students can be admitted into a number of degree-granting Masters or Ph.D. programs.

Anthropology	A.B.		Ph.D.
Applied and Computational Mathematics (Program in)			Ph.D.
Architecture (School of)	A.B.	M.Arch.	Ph.D.
Art and Archaeology	A.B.		Ph.D.
Astrophysical Sciences	A.B.		Ph.D.
Atmospheric and Oceanic Sciences (Program in)			Ph.D.
Chemical Engineering	B.S.E.	M.Eng.	Ph.D.
Chemistry	A.B.	M.S.	Ph.D.
Civil and Environmental Engineering	B.S.E.	M.Eng./ M.S.E.	Ph.D.
Classics	A.B.		Ph.D.
Comparative Literature	A.B.		Ph.D.
Computer Science	A.B./ B.S.E.		Ph.D.
East Asian Art and Archaeology (Program in)			Ph.D.
East Asian Studies	A.B.		Ph.D.
Ecology and Evolutionary Biology	A.B.		Ph.D.
Economics	A.B.		Ph.D.
Electrical Engineering	B.S.E.	M.Eng.	Ph.D.
Engineering and Applied Science (School of)	B.S.E.	M.Eng./ M.S.E.	Ph.D.
English	A.B.		Ph.D.
Finance (Program in)		M.Fin.
French and Italian	A.B.		Ph.D.
Geosciences	A.B.		Ph.D.
German	A.B.		Ph.D.
History	A.B.		Ph.D.
Mathematics	A.B.		Ph.D.
Mechanical and Aerospace Engineering	B.S.E.	M.Eng./ M.S.E.	Ph.D.
Molecular Biology	A.B.		Ph.D.
Music	A.B.		Ph.D.
Near Eastern Studies	A.B.	M.A.	Ph.D.
Operations Research and Financial Engineering	B.S.E.	M.Eng./ M.S.E.	Ph.D.
Philosophy	A.B.		Ph.D.
Physics	A.B.		Ph.D.
Plasma Physics (Program in)			Ph.D.
Politics	A.B.		Ph.D.
Population Studies (Program in)			Ph.D.
Psychology	A.B.		Ph.D.
Religion	A.B.		Ph.D.
Slavic Languages and Literatures	A.B.		Ph.D.
Sociology	A.B.		Ph.D.
Spanish and Portuguese Languages and Cultures	A.B.		Ph.D.
Woodrow Wilson School of Public and International Affairs	A.B.
Public Affairs (masters, doctoral)		M.P.A.	Ph.D.
Public Affairs and Urban & Regional Planning		M.P.A.- U.R.P.
Public Policy		M.P.P.

Undergraduate Certificate Programs

The following programs offer certificates of proficiency to students who are interested in pursuing focused study that supplements the primary work of their concentrations.

African American Studies, Center for
African Studies
American Studies
Applications of Computing
Applied and Computational Mathematics
Architecture and Engineering
Biophysics
Contemporary European Politics and Society
Creative Writing, U. Center for the Creative and Performing Arts
East Asian Studies
Engineering and Management Systems
Engineering Biology
Engineering Physics
Environmental Studies
European Cultural Studies
Finance
Geological Engineering
Hellenic Studies
Judaic Studies
Language and Culture
Latin American Studies
Linguistics
Materials Science and Engineering
Medieval Studies
Musical Performance
Near Eastern Studies
Neuroscience
Quantitative and Computational Biology
Robotics and Intelligent Systems
Russian and Eurasian Studies
South Asian Studies
Teacher Preparation
Theater and Dance, U. Center for the Creative and Performing Arts
Translation and Intercultural Communication
Urban Studies
Visual Arts, U. Center for the Creative and Performing Arts
Women and Gender
Woodrow Wilson School of Public and International Affairs

---

Other Undergraduate Programs

The following interdisciplinary programs sponsor courses to supplement the primary work of undergraduate concentrations.

Atelier, Princeton

Canadian Studies, Committee for the Fund on

Freshman Seminars

Human Values, University Center for

Humanistic Studies

International and Regional Studies, Princeton Institute for (PIIRS)

Irish Studies, Fund for

Lewis-Sigler Institute for Integrative Genomics

Science & Technology, Council on

Writing Program

---

Ph.D. Concentrations

While all Ph.D. degrees are offered by a degree-granting department or program (listed above), Ph.D. research may be concentrated in one of the following interdisciplinary programs. Joint degree programs with cooperating professional schools are also available.

African American Studies, Center for
African Studies
Ancient World
Classical Archaeology
Classical Philosophy
Cognitive Studies
East Asian Studies
Environmental Engineering and Water Resources
Environmental Institute, Princeton (PEI)
Hellenic Studies
History of Science
Italian Studies
Latin American Studies
Linguistics
Materials Science and Technology (PRISM)
Media and Modernity
Medieval Studies
Near Eastern Studies
Neuroscience
Plasma Science and Technology
Political Economy
Political Philosophy
Quantitative and Computational Biology
Renaissance Studies
Transportation

8.University of California,Berkeley:USA

University of California,Berkeley

http://www.berkeley.edu/

Brief History of the University

The roots of the University of California go back to the gold rush days of 1849, when the drafters of the State Constitution, a group of vigorous and farsighted people, required the legislature to "encourage by all suitable means the promotion of intellectual, scientific, moral and agricultural improvement" of the people of California. These early planners dreamed of a university which eventually, "if properly organized and conducted, would contribute even more than California's gold to the glory and happiness of advancing generations."
The university that was born nearly 20 years later was the product of a merger between the College of California (a private institution) and the Agricultural, Mining, and Mechanical Arts College (a land grant institution). The College of California, founded by former Congregational minister Henry Durant from New England, was incorporated in 1855 in Oakland. Its curriculum was modeled after that of Yale and Harvard, with the addition of modern languages to the core courses in Latin, Greek, history, English, mathematics, and natural history. With an eye to future expansion, the board of trustees augmented the college's Oakland holdings with the purchase of 160 acres of land four miles north, on a site they named Berkeley in 1866. (Cal's Charter was introduced in 1868.) This original tract was to be considerably expanded over the years.
While the College of California was in its infancy, efforts continued in the state legislature to create a public educational institution, and in 1866 the legislature took advantage of the federal Morrill Land Grant Act of 1862 to establish the Agricultural, Mining, and Mechanical Arts College. The college was to teach agricultural, mechanical arts, and military tactics "to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life." Scientific and classical studies were not to be excluded but were of secondary importance.
The boards of trustees of the College of California and the Agricultural, Mining, and Mechanical Arts College decided to merge the two schools to their mutual advantage -- one had land but insufficient funds and the other had ample public funds but no land-on the condition that the curricula of both schools be blended to form "a complete university." On March 23, 1868, the governor signed into law the Organic Act that created the University of California. The new university used the former College of California's buildings in Oakland until South Hall and North Hall were completed on the Berkeley site (South Hall is still standing), and in September 1873 the University, with an enrollment of 191 students, moved to Berkeley.

Colleges & Schools Berkeley's more than 130 academic departments and programs are organized into 14 colleges and schools.
Letters & Science, College of

Berkeley's largest college includes more than 60 departments in biological sciences; arts and humanities; physical sciences; and social sciences.

Business, Haas School of Chemistry, College of I

ncludes departments of Chemistry and Chemical Engineering.

Education, Graduate School of Engineering, College of Environmental Design, College of

Includes departments of Architecture, Landscape Architecture, and City and Regional Planning.

Information, School ofJournalism, Graduate School of Law School (Boalt Hall)

Natural Resources, College of

Includes departments of Agricultural and Resource Economics; Environmental Science, Policy, and Management; Nutritional Science; and Plant and Microbial Biology.

Optometry, School of Public Health, School of Public Policy, The Richard & Rhoda Goldman School of Social Welfare, School of

Academic Departments & Divisions

Academic Departments & Programs (complete list)Division of Undergraduate EducationGraduate DivisionStudent Affairs

6.Stanford University:USA

http://www.stanford.edu/home/academics/

Stanford University, founded in 1885, is recognized as one of the world's leading research and teaching institutions, with one of the most renowned faculties in the nation. Stanford students—men and women of all races, ethnicities and ages —are distinguished by their love of learning and desire to contribute to the greater community.Stanford University offers its students a remarkable range of academic and extracurricular activities. We are committed to offering an education that is unrivaled among research universities. In this community of scholars, there is no greater thrill than being at the edge of a field and advancing the frontier of knowledge. We believe that collaboration across disciplines will be key to future advances and are pursuing multidisciplinary initiatives in the areas of biosciences, the environment and international affairs. As a research and teaching university, we offer both undergraduate and graduate students opportunities to work closely with faculty and researchers.The pioneering spirit that inspired Jane and Leland Stanford to start this university more than a century ago and that helped build Silicon Valley at the doorstep of the campus encourages boldness in everything we do - whether those efforts occur in the library, in the classroom, in a laboratory, in a theater or on an athletic field.

3.Oxford university: England

Studying at Oxford

http://www.ox.ac.uk/

Oxford is the oldest university in the English-speaking world and lays claim to nine centuries of continuous existence. As an internationally renowned centre for teaching and research, Oxford attracts students and scholars from across the globe, with almost a quarter of our students from overseas. More than 130 nationalities are represented among a student population of over 18,000. Oxford is a collegiate university, with 39 self-governing colleges related to the University in a type of federal system. There are also seven Permanent Private Halls, founded by different Christian denominations. Thirty colleges and all halls admit students for both undergraduate and graduate degrees. Seven other colleges are for graduates only; one has Fellows only, and one specializes in part-time and continuing education. There is no clear date of foundation, but teaching existed at Oxford in some form in 1096 and developed rapidly from 1167, when Henry II banned English students from attending the University of Paris.Oxford is one of Europe's most innovative and entrepreneurial universities. Drawing on an 800-year tradition of discovery and invention, modern Oxford leads the way in creating jobs, wealth, skills and innovation for the 21st century. The leading UK university for knowledge transfer and commercial spin-outs, Oxford was also the UK pioneer in developing a university intellectual property policy.Each year, Oxford welcomes students with great potential, at both undergraduate and graduate level, from all over the globe. Our students are attracted by the chance to study at an internationally-renowned seat of learning, with a centuries-old reputation for outstanding academic achievement and innovation. Oxford meets the needs of students, teachers and the international research community with an extremely rich and diverse range of library resources provided by over 100 separate libraries. Oxford's museums and collections are world renowned. They provide an important resource for scholars internationally, and welcome visits from members of the public. Admission is free, except for the Botanic Garden, where visitors are charged a small admission fee, and Christ Church Picture Gallery, which makes a small charge, with concessions for children, students and senior citizens.

4.Yale University:USA

Yale University
http://www.yale.edu/

Yale University was founded in 1701 as the Collegiate School in the home of Abraham Pierson, its first rector, in Killingworth, Connecticut. In 1716 the school moved to New Haven and, with the generous gift by Elihu Yale of nine bales of goods, 417 books, and a portrait and arms of King George I, was renamed Yale College in 1718. Yale embarked on a steady expansion, establishing the Medical Institution (1810), Divinity School (1822), Law School (1843), Graduate School of Arts and Sciences (1847), the School of Fine Arts (1869), and School of Music (1894). In 1887 Yale College became Yale University. It continued to add to its academic offerings with the School of Forestry & Environmental Studies (1900), School of Nursing (1923), School of Drama (1955), School of Architecture (1972), and School of Management (1974). As Yale enters its fourth century, it's goal is to become a truly global university—educating leaders and advancing the frontiers of knowledge not simply for the United States, but for the entire world. Richard C. Levin, the president of Yale University, says: “The globalization of the University is in part an evolutionary development. Yale has drawn students from outside the United States for nearly two centuries, and international issues have been represented in its curriculum for the past hundred years and more. But creating the global university is also a revolutionary development—signaling distinct changes in the substance of teaching and research, the demographic characteristics of students, the scope and breadth of external collaborations, and the engagement of the University with new audiences.”

2.University of Cambridge:UK

University of Cambridge

http://www.cam.ac.uk/

The University of Cambridge is rich in history - its famous Colleges and University buildings attract visitors from all over the world. But the University's museums and collections also hold many treasures which give an exciting insight into some of the scholarly activities, both past and present, of the University's academics and students.The University of Cambridge is one of the oldest universities in the world and one of the largest in the United Kingdom. Its reputation for outstanding academic achievement is known world-wide and reflects the intellectual achievement of its students, as well as the world-class original research carried out by the staff of the University and the Colleges. Its reputation is endorsed by the Quality Assurance Agency and by other external reviewers of learning and teaching, such as External Examiners.These high standards are the result of both the learning opportunities offered at Cambridge and by its extensive resources, including libraries, museums and other collections. Teaching consists not only of lectures, seminars and practical classes led by people who are world experts in their field, but also more personalised teaching arranged through the Colleges. Many opportunities exist for students to interact with scholars of all levels, both formally and informally.There are 31 Colleges in Cambridge. Three are for women (New Hall, Newnham and Lucy Cavendish) and two admit only graduates (Clare Hall and Darwin). The remainder house and teach all students enrolled in courses of study or research at the UniversityEach College is an independent institution with its own property and income. The Colleges appoint their own staff and are responsible for selecting students, in accordance with University regulations. The teaching of students is shared between the Colleges and University departments. Degrees are awarded by the University.Within each College, staff and students of all disciplines are brought together. This cross-fertilisation has encouraged the free exchange of ideas which has led to the creation of a number of new companies. Trinity and St John's have also established science parks, providing facilities for start-ups, and making a significant contribution to the identification of Cambridge as a centre of innovation and technology.In addition to the collections on display in the University's libraries & museums, there is a wealth of sporting and cultural activity at the University of Cambridge, much of it organised by individual clubs and societies run by staff and students. Although the University does not offer courses in the creative arts or sport, there is a strong tradition of achievement in these fields, with many former students going on to gain international standing as artists, performers and athletes. Initiatives ensure that aspiring performers enrich their education with a high level of activity outside the lecture.