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June 20, 2024 | By Cole Hatcher

East Asian Politics

Ohio wesleyan class travels to south korea to explore its evolving economy, culture.

Name: Giorgi Bediashvili '25 Hometown : Tbilisi, Georgia High School : Independent Secular Gymnasium "Shavnabada" Majors : Politics & Government and Data Analytics (Bachelor of Arts); Quantitative Economics (Bachelor of Science)

Name: Kaylen Brandt '26 Hometown : Chicago, Illinois High School : Lindblom Math and Science Academy Majors : Politics & Government and Communication Minor : Data and Society

OWU Connection Experience : East Asian Politics Travel-Learning Course

In addition to Bediashvili and Brandt, students Ava Giese '26 of Groveport, Ohio; Blake Johnson '24 of Centerburg, Ohio; and Alexie Otworth '24 of Centerburg, Ohio, traveled to South Korea from May 14-30 to investigate "the development of modern national identities and the political and economic modernization processes in East Asia from a comparative perspective."

The students traveled with Ji Young Choi , Ph.D., associate professor of Politics and Government, and Dede Shine , assistant director of International and Off-Campus Programs. They also met up with alumna Millie Rocco '22 during the Travel-Learning Course.

Professor Choi shares that after spending a semester studying the topic in the classroom, the course's optional travel component allowed students to "better understand the historical and cultural contexts of South Korea under which rapid political and economic changes have occurred … observe what is really happening in the country politically, economically, and culturally ... [and] better comprehend South Korea's political and economic achievements and current political and economic issues."

Why This Experience?

Bediashvili: "It completely differed from my past experiences and offered me a unique travel opportunity to a region that I had never visited before. As a person interested in international development and economics, this experience allowed me to travel to South Korea and learn firsthand about its rapid economic development while emerging in a completely new culture."

Brandt: "I had previously done research about East Asian Politics, more specifically Korean politics. Therefore, this trip (allowed) me to apply the knowledge I acquired inside and outside of the course."

We live in an interconnected world, and immersing yourself in different cultures is really eye-opening.

Lessons Learned

Bediashvili: "I would say South Korea should be on everyone's travel list, especially those interested in East Asian politics and economics. In our classroom, we learned about and analyzed the economy of South Korea and its rapid development, known as the 'Miracle on the Han River.' However, seeing this rapid economic growth and innovation with your own eyes is an entirely different experience. Additionally, having the opportunity to emerge in a completely different culture promotes cross-cultural learning, which cannot be achieved through classroom discussions. As a student majoring in Economics and Politics & Government, this trip was full of exploration and learning that I'll be able to bring back to campus and to my future career.

"We live in an interconnected world, and immersing yourself in different cultures is really eye-opening. Immersing oneself in another culture fosters empathy, cultural sensitivity, and a deeper appreciation of global diversity. Additionally, it allows students to apply theoretical knowledge to real-world scenarios and is a great addition to classroom learning."

Brandt: "Some lessons that I learned and connected were the impact of soft powers like cultural exports and the day-to-day reality of geopolitics in the region."

Favorite Moments

Bediashvili: "Visiting the Demilitarized Zone (DMZ) was a very different and memorable experience. At first, I didn't really know what to expect from the DMZ tour, but I would say it was a unique experience that significantly impacted me.

"After we went through military security screening, we were able to get to the border as close as possible and visit the UN-controlled area. Seeing the North Korean city beyond the border and realizing that in the past, before the war, it was one country where everyone lived in peace without the need for DMZ was eye-opening. DMZ holds the history of the Korean War and how it impacted the people in both parts of the peninsula."

Brandt: "The ability to dance with a K-Pop idol trainee, meeting Yonsei University students, and catching up with my friends who either live or work in the area."

Campus Involvements

Bediashvili: "Last year, I was elected and served as the vice president of WCSA (Student Government). In this role, I represented the student body and advocated for their needs. Additionally, I'm actively involved with the Model United Nations club on campus and serve on the Economics and Business Student Board."

Brandt: "I am the current president of Reality Remix, I dance with Orchesis Dance Company and Terpsicorps, I serve on WCSA and DEI Council, and I was the OMSA Program Ambassador for Spring 2024."

Why Ohio Wesleyan?

Bediashvili: "I chose Ohio Wesleyan University because of all the opportunities it offers students, from travel opportunities to student-oriented research programs. Additionally, Ohio Wesleyan's dedication to academic excellence and amazing faculty were significant factors in my decision. I would say that Ohio Wesleyan is a hidden gem among other liberal arts universities and definitely prepares you for the ever-changing world."

Brandt: "I chose to attend Ohio Wesleyan because it met so many of the requirements I wanted for my college experience."

Plans After Graduation

Bediashvili: "After graduation from OWU, I plan to pursue a career in international development with a concentration in international relations and economics. Additionally, I plan to pursue graduate studies that will advance my skill set. One thing I can say is that I'm really excited to see what the future holds for me."

Brandt: "How is OWU helping to prepare you to reach these goals? As a rising junior, I have enjoyed my time in Ohio and at OWU, but I look forward to pursuing my master's or a Ph.D. at one of the many amazing universities in my home city of Chicago."

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L.E.K. Consulting

U.s. associate – organization & performance 2025.

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U.S. Associate – Organization & Performance

The Organization & Performance (O&P) practice supports our clients with diagnostic and delivery issues in the areas of:

• Organization design
• Commercial excellence
• Post-merger integration
• Performance improvement
• Program management

COMPANY DESCRIPTION

L.E.K. Consulting is one of the premier strategy consulting firms worldwide. At L.E.K., we are passionate about helping our clients succeed with breakthrough insights that drive real impact. Our clients view us as trusted partners that help address their most pressing challenges and biggest opportunities.

Our uncompromising approach is grounded in deep industry expertise, rigorous analysis, and a commitment to driving practical results that exceed our clients’ expectations. To do this, we hire the best and the brightest, and offer them an unparalleled experience to rapidly develop their skills. This strategy drives L.E.K.’s robust growth and gives us the benefits of global scale with a small-firm feel.

Founded in 1983, L.E.K. employs more than 2,200 professionals across five continents, and is consistently recognized as one of the industry’s best firms to work for. For more information, visit lek.com .

JOB DESCRIPTION

If you are a bright, motivated undergraduate or recent graduate looking to tackle some of the toughest and most interesting business problems, consider joining L.E.K. as an Associate. This position will start in August or October 2025.

Associates drive our insights for clients. You will quickly take on significant responsibilities as you play a crucial role on each case team, gathering, analyzing, and synthesizing research and data to address the client’s core issues. Your ability to uncover novel information, conduct rigorous analysis, solve problems creatively, and communicate your high-quality work is critical to the breakthroughs that make a lasting impact for our clients.

While casework varies every day, Associates’ primary responsibilities within the Organization & Performance group typically include:

• Collaborating in a team setting with L.E.K. colleagues as well as client working team members to diagnose business capabilities and opportunities for improvement
• Conducting primary and secondary research on clients’ markets, customers, and competitors
• Performing rigorous analysis to drive insights and actionable recommendations
• Frequent engagement with client teams to communicate key findings in written presentations and verbal interactions

L.E.K. recruits the best and the brightest, then offers them the broadest range of high-impact, frequent, and diverse cases for maximum learning. We are also committed to investing in your training and development, and providing excellent analytical and leadership skills for your progression in tenure, as well as for any future opportunities in top graduate schools or roles in industry, non-profits, start-ups, or investment firms.

In addition to very competitive compensation and benefits, we promote Associates on a meritocratic basis – i.e., as fast as they develop, based on demonstrated performance.

Click here for more on the Associate experience at L.E.K.

WHY L.E.K.?

The Associate role at L.E.K. is differentiated from other firms in several key ways:

• Immediate workstream responsibility: L.E.K. Associates are expected to be integral members of the team from day 1, immediately driving mission-critical work.
• Breadth of experiences: While our projects span most industries and services, our focus within Organization & Performance is in the core areas of organization design; commercial excellence; post-merger integration; performance improvement; and program management. Associates typically work on ~6-10 projects a year, providing greater exposure across clients and strategic issues, as well as faster development of business acumen.
• Fun, stimulating work environment: L.E.K. teams spend substantially more time in their home office relative to teams at peer firms, and we pride ourselves on a vibrant social culture, including case team events, office parties, non-profit involvement, and much more.
• International exposure: Approximately 65% of Associates gain international exposure within their first 3 years, either through projects staffed across global offices, travel to international client locations, or, if they choose, by relocating to an international office on either a temporary or a full-time basis. Click here for more on our international Swap program .
• Upward mobility: L.E.K. is a meritocracy with an entrepreneurial culture and frequent feedback. Promotion paths do not follow a strict timeline; we promote people as quickly as they develop.

Qualifications and Experience Needed

• A bachelor’s degree from a renowned school with outstanding academic achievement
• Strong analytics
• Strong verbal and written communication skills
• Comfort working in a collaborative team-setting
• Significant professional experiences
• Demonstrated leadership and initiative

L.E.K. Consulting offers competitive salary and benefits package commensurate with experience. The base salary is $95,000 (USD); L.E.K. also offers a performance bonus, profit sharing, and other benefits.

Candidates responding to this posting must currently be legally eligible to work in the U.S. on a permanent basis without any support.

L.E.K Consulting is an Equal Opportunity Employer

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Criminal Justice/Psychology Discovery Day - Oct. 4, 2024

Join Dakota Wesleyan University for a special visit day dedicated to high school students looking to explore a future career in law enforcement, detective work, counseling, and human services. Learn about the pathways to these degrees, insights on different concentrations, and personal experiences from professionals in the field today.

Plus, you'll take a campus tour and enjoy lunch!

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Global Atlantic Financial Group

2025 global atlantic summer internship program.

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Thank you for your interest in Global Atlantic’s internship program!

Please complete the below application if you would like to be considered for our 2025 internship program

POSITION OVERVIEW

We are looking for interns in a variety of our offices in the following specialties:

• Investments
• Institutional
• Corporate Development

Office location options:

QUALIFICATIONS:

• Currently enrolled in an accredited University or College
• Anticipated graduation in December 2025 or May 2026
• Strongly prefer a GPA of 3.0 or higher (may have stricter requirements depending on the role)
• Ability to work in a fast-paced environment
• Excellent communication skills, verbal and written, for delivery to a variety of audiences
• Results oriented, flexible, self-motivated, and able to work in a team environment
• Learning mindset, focus on continuous process improvement

This position is not eligible for visa candidates now or in the future.

The Lantern, 22 April 1935 — OHIO SCIENTISTS SELECT BUCHER TO HEAD GROUP [ARTICLE]

OHIO SCIENTISTS SELECT BUCHER TO HEAD GROUP

Members Of Faculty Included Among Vice Presidents . Dr . Walter H . Bucher , University of Cincinnati , was elected president of the Ohio Academy of Science at the closing session of its forty-fifth annual meeting , Saturday . William H . Alexander , U . S . weather bureau of Columbus , was reelected secretary , and Dr . Adolph E . Waller , department of botany , was reelected treasurer . The new vice presidents are : zoology , David M . Miller , Cleveland ; botany , Dr . Glenn W . Blaydes , department of botany ; geology , Dr . Grace A . Stewart , department of geology ; medical science , Dr . Charles A . Doan , medical research department ; psychology , James R . Patrick , Ohio University ; physics and astronomy , Charles W . Jarvis , Ohio Wesleyan University ; geography , Dr . Guy-Harold Smith , department of geography ; and chemistry , K . G Busch , department of chemistry .

Elected Fellows Dr . Herrick L . Johnston , department of chemistry , and Dr . Harvey V . Moyer , department of chemistry , were among the nine members of the Academy who were elected fellows as a reward for outstanding research . Among the new members are : Dr . John F . Lyman , department of agricultural chemistry ; Dr . Frank A . Hartman , department of physiology ; Thomas T . Frost , department of pathology ; Richard T . Wareham , department of botany ; and Mary Doris Rogick , department of physiology . A plea for greater stress on the

Pre-Med . Interviews The committee selecting students for the Jreshman medical class of next fall is holding conferences with candidates from 3 to 5 p . m . each Tuesday and Thursday . All pre-medical students interested in riling applications for admission to the College of Medicine this year are asked to make their appointments for conference at once in the office of Bland L . Stradley , University examiner .

constructive powers of science in the future was voiced by both President Rightmire and Dr . James P . Porter , president of the Academy , at the annual banquet , Friday . "For a century we have been pulling down ; now we must learn to build , " President Rightmire told 140 members of the Academy . Conservation a Coming Interest "I don't know if conservation is a science or not , " he continued , "but it is a coming interest of the government and people at large . It has become a term to conjure with . " "The destructive powers of sicence have been fully explained , while the

many benefits it has made available have been neglected or deliberately suppressed , " said Dr . Porter , quoting from a recent book , "The Frustration of Science . " To defeat racketeering in science the various branches must cooperate in increasingly considering the welfare of the human element , he stated . Young men and women who are chosen for scientific training in the future should be selected for their qualities of leadership as well as for scientific aptitude in order that they may direct future research toward sane and social values , suggested Dr . Porter .

Qualities for Scientists "Scientists who have been successful leaders in the past have had the qualities of energy , purpose , enthusiasm , friendliness , integrity , technical mastery , decisiveness , intelligence , teaching skill , and faith , " he declared . Scientific aptitude is related but not closely to abstract intelligence and scholarship , Dr . Porter believes . A sense of relative values , a tendency toward experimentation , the ability to detect fallacies , accuracy , the ability to reason , not only according to established rules but originality , and most significant of all , method , ar ? more desirable elements than scholarship .

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June 18, 2024

Alfred University group visits Spain, learns about marketing strategies

Two Alfred University faculty accompanied nine students on a trip to Spain, where they learned how culture, economics, and politics influence marketing strategies in the major cities of Madrid and Barcelona.

The trip was organized as part of the “Nationalism and International Marketing” short-term study abroad course taught by Shelly Freyn, associate professor of marketing in Alfred University’s College of Business. Freyn and Kerry Kautzman, professor of Spanish, accompanied five marketing students and three art students on the trip, held May 13-23.

“Traveling to Spain to study international marketing offered a unique opportunity for students to understand how cultural and artistic elements influence market dynamics,” Freyn said. “This trip provided students the ability to see how Spain’s diverse traditions and vibrant art scene can enrich one’s perspective on global marketing.”

“Alfred's students drafted and presented marketing pitches for feedback after immersing themselves in the cultural and historical contexts that impact the decision-making behind successful product campaigns,” Kautzman added. “This professional development experience demonstrates that Alfred University students are prepared to compete globally.”

Students participating in the trip were marketing students Brian Ngatunga, Sienna Cefalu, and Mairin Marchione, and Andrew Davis, who each graduated from Alfred University in May; and Natalee Marchione, who will be a senior in the fall; Natalee Collins, a sophomore-to-be; art students Morgan Wise and Shayna Hettler, who will both be sophomores in the fall; and Ellie Gamble, ’23 (B.F.A.), a current MBA student.

Students experienced real-world international marketing challenges at the Madrid and Barcelona advertising offices of Agencia Manifiesto, applying their marketing knowledge and gaining valuable feedback on real marketing projects conducted in Spain. They were split into two teams, provided a creative brief of a past project, and were given 30 minutes to build a marketing campaign concept. They received feedback from Ester Heredia, general manager of the Madrid office, on a PlayStation campaign at Christmas, and Kelya Ramírez, general manager of the Barcelona office, on Miravia (the Alibaba ecommerce group) for summer sales.

Frank Hendricks, director of Podoactiva, a supplier of smart technology athletic equipment to the Spanish national soccer team, explained marketing for renowned Spanish soccer teams FC Barcelona and Real Madrid. The presentation offered insights into Spain’s obsession with soccer and how the ongoing rivalry between FC Barcelona and Real Madrid is much deeper than the sport itself. Hendricks discussed the historical and political roots of the teams, offering a clearer and insightful perspective of the game.

Students visited two national parliaments: in Madrid with Member of Parliament Pablo Hispán and journalist Julio Somoano Rodríguez, and in Barcelona with Guillem Muntané Jiménez, protocol representative. Students learned about the history and systems that make up Spanish government. Blanca Camino, economist and tax inspector of the Spanish tax agency, provided insight into central state, autonomous region, and local municipal taxes.

The group spent an afternoon with Miguel Sebastián Gascón, economist and ex-Minister of Industry, Tourism, and Commerce for Prime Minister Zapatero, learning about the branding of Spain as an international product. A notable topic from the presentation is Spain’s challenge of generating increased tourism revenue. He explained, for example, that typically Europeans enjoy beaches, Chinese like shopping, and Americans prefer experiences and culture.

A visit to Alcalá de Henares, a smaller city outside of Madrid, provided students a more nostalgic cultural experience. Arriving mid-afternoon, they observed small retail shops, predominantly Spanish brand advertisements and minimal U.S./global brand advertising. The city appeared desolate at first but came alive a few hours later; the students experienced a true Spanish siesta and enjoyed a variety of Tapas.

Students evaluated the marketing and branding used in the three Spanish cities and observed subtle differences in the way many U.S. and global brands are marketed there.

The group visited museums (Prado, Picasso), cathedrals (Sagrada Familia), United Nations Educational, Scientific and Cultural Organization (UNESCO) heritage sites, and historical sites (Park Guell).

Ngatunga, who earned a degree in marketing in May, said the trip was valuable because he and fellow students learned directly from marketing professionals from another country.

“Education has no geographical boundaries. I had never been to Europe, and this study abroad program in Spain was a great introduction,” Ngatunga commented. “The trip was valuable from an educational point of view because we learned from the locals. Rather than just researching on our own, we had great one-on-one interactions and time with local experts in different fields. The learning experience would have been very different if it was not locally driven.”

Ngatunga, a native of Tanzania, Africa, said the trip was also enjoyable from the standpoint of learning about a culture different from his own and from that he experienced as a student in the United States.

“Unlike in the United States where I am easily identified as an international student, this program put each of us in the same boat, as internationals. We had to find ways to navigate and adjust to the unfamiliar culture and environment to be part of the ecosystem,” he explained. “For example, we were introduced to the tapas cuisine serving, which is common in bars and restaurants in both Madrid and Barcelona, where small plates or servings of appetizers, snacks, or savory dishes are served. This was a great experience to try new foods and a food-sharing culture. And the food was amazing!”

The trip reflects a focused effort by the College of Business to create intersections by offering students interdisciplinary learning opportunities. The trip Freyn organized to Spain, for example, involved a mix of business and art students learning about marketing practices and Spanish culture. Similarly, the College organizes an annual trip to Germany, where students from different academic disciplines—business, art, history—learn about the German automotive industry while also experiencing German culture by visiting art museums and sites of historical significance.

“This study abroad experience optimized the value of an interdisciplinary approach by integrating studies in Spanish culture and politics with its application to global business in Spain,” Freyn commented. “The next question...where to next?”

Indiana Wesleyan University

4 year • Marion, IN

Indiana Wesleyan University is a private institution that was founded in 1920. It has a total undergraduate enrollment of 2,236 (fall 2022), its setting is city, and the campus size is 345 acres. It utilizes a semester-based academic calendar. Indiana Wesleyan University's ranking in the 2024 edition of Best Colleges is Regional Universities Midwest, #13. Its tuition and fees are $29,684.

As an evangelical Christian institution, Indiana Wesleyan University incorporates religion and academics, offering degrees including biblical literature, youth ministries and Christian worship, in addition to traditional degree options such as public relations, computer science and accounting. Outside of class, students can consider joining more than 30 clubs and organizations and check out campus events, such as weekly $2 movies in the school’s theater, known as The Globe. Student athletes compete as the Indiana Wesleyan Wildcats against other private Christian schools in the National Association of Intercollegiate Athletics (NAIA) Mid-Central College Conference.

Indiana Wesleyan’s student body is more than 60% female, and all single students under the age of 23 must live on the school’s campus in Marion through junior year. For adult students, the university also operates regional education centers elsewhere in Indiana, as well as in Kentucky and Ohio. Indiana Wesleyan also runs a graduate nursing program .

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12 Oldest Universities in California

Education is a very important part of life. If people learn, then they can enhance their skills, improve their chances and achieve success. California, being the most populous state in the United States of America, is also home to some of the oldest universities in the country.

It has a vast number of colleges and universities that are very old but also with many historical factors. Universities in California have been around for hundreds of years.

California boasts a wide variety of educational opportunities. From community colleges to Ivy League universities, there is no shortage of schools to choose from. In this article, we will focus on the oldest universities in California.

12. Pacific Union College

Year Established: April 11, 1882 Place/Location: Angwin Founder: Seventh Day Adventist Church Status: Operating

Healdsburg Academy began operations on April 11, 1882, with two professors and 26 pupils. Healdsburg College became the name of the institution only a few months later. Pacific Union College was founded there in 1906.

In 1932, PUC became the first institution to get accreditation for colleges under the jurisdiction of the denominational Board of Regents. Another first for Adventist institutions came in 1933 when PUC received accreditation from the Northwest Association of Secondary and Higher Schools.

Did You Know?

Alongside Stanford and USC, Pacific is the premier private research university in the Pacific Northwest and among the best on the West Coast.

11. University of Southern California

Year Established: October 6, 1880 Place/Location: Los Angeles Founder: Robert M. Widney Status: Operating

It is California’s oldest private research university and was established by Robert M. Widney in 1880.

The university is made up of 22 undergraduate, graduate, and professional schools. More than 115 foreign nations, as well as all fifty states in the U.S., and over 21,000 undergraduate and 28,500 graduate students attend it.

The university is also a member of the Association of American Universities, which it joined in 1969. One of the best colleges in the country, USC has a reputation for being extremely selective when it comes to admissions.

In every Summer Olympics since 1912, an athlete from USC has won a gold medal, making it the only university in the world to do so.

10. University of California

Year Established: March 23, 1868 Place/Location: Berkeley Founder: Frederick Low Status: Operating

When California Governor Haight signed the Organic Act on March 23, 1868, the aspirational idea that California should create a world-class public university—one that would benefit both the children of immigrants and settlers, landowners and industrial barons—became a reality.

A year later, 40 students and 10 faculty members walked through the doors of UC. As part of its egalitarian principles, the UC Regents decided in 1870 that women would be admitted on the same basis as males. This was a move that many Ivy League universities had not made for over a century.

Blue and gold were chosen as the school’s colors in 1873. Gold depicts the “Golden State,” the blue skies over California and the Yale graduates who helped create the university.

9. Heald College

Year Established: August 8, 1863 Place/Location: San Francisco Founder: Edward Payson Heald Status: Permanently Closed

Heald College was founded in 1863 in San Francisco by Edward Payson Heald. For a number of years, it was known as “Heald’s Business College,” but then, in 2001, the name was changed to what it is presently known as, “Heald College.”

Heald was a for-profit college until a private investment group bought it in 2007 and converted it to a non-profit organization.

Heald College, which is owned by Corinthian Colleges, sadly had to close permanently in April 2015 because of some issues.

Heald College was shut down after the attorney general of California filed charges against it for allegedly using predatory advertising tactics and making false claims about the placement of its graduates in jobs following graduation.

8. Saint Mary’s College of California

Year Established: July 9, 1863 Place/Location: Moraga Founder: Saint Mary’s College of California Status: Operating

Saint Mary’s College’s doors were opened by Archbishop Alemany in 1863. After five years of hardship, he undertook the long voyage to Rome to request assistance from the Christian Brothers. In 1868, the superior of the Christian Brothers despatched nine primarily Irish Brothers from New York to San Francisco by ship to oversee the new school.

Within a short period of time, the Brothers were able to double enrollment, maintain the college’s financial stability, and make Saint Mary’s the biggest college in California at the time. Awarded in 1872 were the first bachelor’s degrees.

With connections to 900 academic institutions worldwide, Saint Mary’s College is a component of the Lasallian network.

7. Chapman University

Year Established: March 4, 1861 Place/Location: Orange Founder: Charles Chapman Status: Operating

In Woodland, California, Hesperian College, the origin of what is now Chapman University , opened its doors on March 4, 1861, precisely one hour before Abraham Lincoln was inaugurated.

The Christian Church provided membership to its founding members (Disciples of Christ). They valued educational freedom highly among their members. They had an innovative and out-of-the-ordinary conception of schooling. Higher education, according to them, should benefit people of all sexes and religious beliefs.

Chapman University was first founded as Hesperian College.

6. San Jose State University

Year Established: 1857 Place/Location: San Jose Founder: George W. Minns Status: Operating

The Minns Evening Normal School, which is now known as San José State University , was first founded in San Francisco in 1857 by George W. Minns.

54 women completed a three-year curriculum at Minns Evening Normal School, which was renamed the California State Normal School by an act of the California legislature in 1862.

Washington Square Park, S. was granted to the school when it ultimately moved to San Jose in 1871.

In addition to serving first-generation student populations and promoting racial and cultural diversity, San José State is exceptional for its long history of student civil rights advocacy.

5. University of San Francisco

Year Established: October 15, 1855 Place/Location: San Francisco Founder: Anthony Maraschi Status: Operating

In 1855, Jesuits established St. Ignatius Academy , which later became the University of San Francisco. After receiving a state charter in 1859, the institution gained college standing. It was San Francisco’s very first higher education facility.

 In 1863, the first bachelor’s degree in the arts was granted, and the first master’s degree followed in 1867. Following the campus’ devastation by the big earthquake and subsequent fire in 1879, the school was moved twice—in 1880 and again in 1906.

In terms of racial diversity, the USF School of Law is rated sixth in the US. Information and World Report.

4. Mills College

Year Established: 1852 Place/Location: Benicia Founder: Mary Atkins Status: Operating

Black, indigenous, and other students of color, as well as LGBTQ+ students and first-generation college students, have all benefited academically from Mills College at Northeastern.

Mills College, established in 1852, was the first institution to establish a transgender admissions policy.

Mills has taken pride in being a leader in all-higher women’s education.

3. Notre Dame de Namur University

Year Established: 1851 Place/Location: Belmont Founder: Sisters of Notre Dame de Namur Status: Operating

As the Academy of Notre Dame, the Sisters of Notre Dame de Namur founded Notre Dame de Namur University in 1851 on 10 acres in San Jose, California.

Although it started as an institution in 1851, together with Santa Clara University and the University of the Pacific (formerly known as California Wesleyan College), it only considers itself to be the third oldest university based on the description posted on its Facebook page .

It was the first institution of higher education in the state of California to be able to provide bachelor’s degrees to women.

The university, along with the University of Southern California and the University of Michigan, boasts one of the top three D1 football programs among the top 30 universities.

2. Santa Clara University

Year Established: 1851 Place/Location: Santa Clara Founder: John Nobili Status: Operating

Santa Clara University is a member of the Roman Catholic Jesuit order and is located in Santa Clara, California, in the United States. In addition to a range of undergraduate programs, it also grants graduate and professional degrees in fields including law, business, engineering, teaching, counseling psychology, and pastoral ministries.

The Santa Clara de Asis mission , which was first built by Franciscans in 1777, was where the school was initially located. The architecture on campus is largely in the Spanish style. The oldest structure on campus is The Adobe Lodge, which was constructed in 1822 and refurbished in 1981.

Before adding college-level courses in 1853, the college initially only provided preparatory courses.

In 1851, Santa Clara College opened as an exclusive preparatory school for boys.

1. University of the Pacific

Year Established: 1851 Place/Location: Sacramento, San Francisco, and Stockton Founder: Methodist Ministers Status: Operating

Formerly known as California Wesleyan College, the University of the Pacific is the oldest university in California. Founded in 1851 by the Methodist Episcopal Church , it has a long history of educating students for careers in fields such as business and law.

California Wesleyan is located in California. The college’s mission is to educate students who can excel in their chosen career paths through rigorous academics and real-world experiences.

The college prides itself on its Christian education and offers a wide variety of classes, including philosophy, theology, history, literature, political science, economics, and sociology.

The Arthur A. Dugoni School of Dentistry offers a three-year dentistry degree, and Pacific is renowned for its proficiency in the health sciences.

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Group visits are typically offered twice daily,  Monday-Friday at 10:30 am and 2:30 pm and select Saturdays at 11:30 am (October through mid-May only). We will be closed for group tours from March 10th through the end of April.  Summer group visit availability varies depending on student availability. We encourage you to check back in late spring for an update on summer group tours.  Group visits are only available for groups of 10-60. Due to staffing, we are unable to provide group tours to larger groups. Groups of 10 or less are encouraged to register for our regular campus visits .  At this time, we are unable to host elementary or middle school group tours but you are able to do a self-guided tour.

Please request visits at least four weeks in advance . You will want to select your date carefully as we do book very quickly and may be unable to reschedule another date at a later time. You can submit your request by choosing an available date/time on the calendar below. After submitting your request, an auto-response email will be sent acknowledging your request.

Please note, submitting the request form is only a request. A representative from the Office of Undergraduate Admissions will contact you within three business days about your visit and whether we are able to accommodate your request. Please do not make any travel arrangements until your visit has been confirmed by a member of our staff. If we are unable to accommodate your group visit, you are welcome to come to campus and do a self-guided tour. More information on this is available below.

Counselor Additional Resources

On the right-hand side are several helpful links to assist you in supporting your students.  Counselor Toolkit: A very detailed overview of admission information to help you guide prospective students. Mailin g List:  Join our counselor mailing list! We send out a newsletter quarterly with updates on the university and use this list to invite you to different events!  SCU Near You:   Shows the different events admission counselors will be attending. 

Self-Guided Tour Information

Campus Map:  www.scu.edu/map

Directions to Campus:  Go to  http://scu.edu/map/parking/ index.cfm  and click on "Driving Directions."

Location: 407 Palm Drive, Santa Clara, CA 95053

YOU MUST ENTER THE FULL ADDRESS ON YOUR GPS SYSTEM 

If you do not enter the city (Santa Clara), you may be directed to other areas in the Bay Area.

DO NOT USE APPLE MAPS

Use Google Maps or Waze instead

Typing in “Santa Clara University” may lead you to a different part of campus.   

Enter through the main campus entrance of the university and stop at the parking kiosk. Buses will be directed to drop off the group at our main campus entrance and will be directed to off-campus street parking (as available) by the attendant. Buses will pick up the group at the same location when the visit is completed. See below for additional bus parking information.  If you are driving separate cars to our campus, please let our office know in advance approximately how many cars will be arriving so we can have a free visitor pass waiting for you at the main kiosk at the entrance to our campus.  You will be directed to park in the small visitor lot on the left directly in front of the Main Parking Structure. You may also park on the third floor of the Main Parking Structure. If you arrive when there is no attendant at the kiosk, please park either in the small visitor parking lot (on the right hand side when facing the Main Parking Structure) or on the third floor of the Main Parking Structure and visit the Campus Safety Office or Undergraduate Admission Office to obtain your parking pass. You can find the Campus Safety/Transportation office by turning left on the walking path out the west side of the parking structure.  Please note that parking passes are not required on the weekends. 

Bus Parking Information

Unfortunately, the University Policy states that we cannot accommodate any parked buses on campus. Oftentimes, the bus/shuttle drivers know of areas to park. Buses/shuttles are more than welcome to drive along Palm Drive (the entrance of campus) and drop off at the roundabout (in front of Abby Sobrato Mall). Once dropped off, we recommend buses park along Campbell Ave (across from the University Villas; Building #1260) where there is a long stretch of street parking available. Below is a map for visual reference:  

Campbell Ave -  suggested parking area

For emergency safety reasons, buses may only return when they have had communication that guests are physically waiting for pick up at the roundabout. 

If anyone from the group needs an individual parking pass for their vehicle, you may request a pass be made available to them at the Kiosk by filling out our  Parking & Transportation Request Form . You are welcome to reach out to transportation to see if they can accommodate your bus on your visit day. We cannot guarantee we will be able to but you can always email [email protected]  and ask. Sometimes we have available lots that can accommodate large buses but that is on rare occasions. 

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Apply to Indiana Wesleyan!

College is a transformative experience that cultivates personal discovery and opens career opportunities. At Indiana Wesleyan University, we are committed to opening doors for prospective students to experience an exceptional education at a world-class Christian university. (To learn more about the value of an IWU education, click   HERE .) Our application process and admissions policies reflect this commitment:

• No application fee
• Rolling admission / no application deadline
• ACT / SAT test not required for regular admission (testing policy information below)
• No required essay for admission
• Timely admission decisions (typically within 2 to 3 weeks)

Not ready to Apply? Simply  Request Additional Info >

*This webpage is for on-campus students. Looking to study online/regionally?

On-campus Admissions Requirements

Academic requirement.

Minimum GPA of a 2.6 on a 4.0 scale*

Personal Requirement

Applicants must agree to abide by the university’s community guidelines and behavioral expectations

Required Documents

In addition to a completed application, applicants are required to submit an official transcript(s).

*If your academic performance falls below one or more of the listed requirements, an admissions counselor will request additional information regarding your academic history.

*Homeschooled students must submit a transcript with GPA on a 4.0 scale and signed by a parent.

**International students have additional requirements.

On-campus Admissions Process

APPLY TO IWU

APPLY FOR FINANCIAL AID (FAFSA)

SUBMIT DEPOSIT

REGISTER FOR CLASSES

DETERMINE YOUR HOUSING

GET CLEARED FOR CLASS

Important Admissions Dates

We strongly encourage students to apply and be admitted as early as possible, keeping in mind several important dates for students seeking to start in the fall:

To be among the first students to receive a financial aid offer

To be eligible to sign up for Admitted Student Weekend (first chance to register for classes!)

To be eligible to attend our final summer registration events on campus, jumpstarting your transition to becoming a Wildcat

Dual Enrollment for High School Students

Indiana Wesleyan University is excited to offer dual enrollment opportunities to high school juniors and seniors.

Courses are offered onsite at the IWU-Marion campus in Marion, Indiana.

Online & Regional

Courses are offered online and at regional locations located throughout the Midwest.

Wildcat Summer Academy

High school students are invited to spend one week on IWU’s campus immersed in a subject of their choices—such as art, business, music, or nursing—and explore the Christian faith in the context of their specific area of interest.

On-campus Admissions FAQs

After being accepted to IUW, you're ready to begin planning your first year on campus!

1. Submit Your Deposit (and any additional forms)

2. Register for Classes

3. Determine Housing

4. Get Cleared for Class

Submit Deposit

The next step toward beginning your collegiate career at Indiana Wesleyan University is to submit your $200 deposit.

The deposit is a $200 "pre-payment" on the upcoming semester's tuition and is applied directly to your student account -- it's not an  additional  fee. 

Your deposit also unlocks registration opportunities where you can register for classes. 

Your deposit payment will be processed within two business days and you will be able to access the Housing Application via the MyIWU portal. When accessing the portal, be sure to have your username and password available. Please contact your Admissions Counselor if you need these credentials sent to you.

*For fall applicants, the tuition deposit is refundable until May 1 st .

Your first semester of classes is typically selected at New Student Registration.

Choose Your Registration Date

Whether you plan to live on campus or commute, all students need to complete a Housing Application or Off-Campus Application .

Students will also choose a meal plan and request any roommates on this page.

Housing Application

All new and returning students are required to complete some clearance items in order to move in to their residence hall and begin classes.

Get Cleared for Class

We realize that the recent pandemic has limited the opportunities for many prospective students to adequately prepare for and safely take the ACT and/or SAT.

In careful response to these realities, Indiana Wesleyan University has adopted a comprehensive approach to reviewing applicants that includes a careful review of applicants’ high school grades, hobbies and interests, and college motivation as part of the upcoming recruitment cycle.  The IWU admissions team looks forward to evaluating applicants’ fit based on comprehensive measures, not just a test score and GPA. We still encourage students to submit their test scores to Indiana Wesleyan University if available. Test scores can assist with building the appropriate academic course schedule and with identifying additional resources available to students related to academic support.

Additionally, Indiana Wesleyan University leadership has decided to not consider ACT or SAT when calculating   academic merit scholarships   for the upcoming recruitment cycle. We believe this decision is most equitable for prospective students. For the incoming class, merit scholarships will be calculated using high school weighted GPA's (or unweighted, if weighted calculations are not available). Transfer student merit scholarships will be calculated using collegiate GPA’s. 

Although general admission and merit scholarships no longer incorporate standardized test scores for this recruitment cycle, there may be situations when ACT/SAT scores may be helpful to incoming students. For example:

• ACT/SAT/CLT scores guide which courses a student is required to take. Submitting ACT/SAT/CLT scores may, at times, result in a student testing out of certain required courses.
• ACT/SAT/CLT scores may be required for students who fall below regular academic requirements for admission as potential indicators of academic readiness.
• Some academic departments may require ACT/SAT/CLT scores for admission into programs or recommend ACT/SAT/CLT scores as a preferred criterion for program admission. (For example, ACT/SAT/CLT are recommended for admission into the School of Teacher Education, although alternative options may be available.)
• ACT/SAT/CLT scores may be helpful for students to apply to certain academic programs, such as the   John Wesley Honors College,   Luther Lee Scholars Program, or   School of Teacher Education.

Submitting ACT/SAT/CLT scores will not negatively affect an admission decision to Indiana Wesleyan University or financial aid merit scholarship assignment. Students who have test scores should submit their scores to the Office of Admissions (fax: 765-677-2333 or email:   [email protected] ) at least one month before registering for classes. Student-athlete recruits should discuss eligibility requirements with their coach. Requirements may include ACT/SAT scores. 

*In these situations, alternate metrics may be used. Note that 21st Century Scholars can use waivers to cover SAT/ACT costs, whereas the costs of other tests may not have waivers.

Secrets and the Wisdom of the Wesleyan Tradition

I don’t know about you, but I find it so encouraging when I read something outside of the church that highlights the value of what Christians do.

Here is an example I just came across:

One of the cornerstones of the Wesleyan movement throughout John Wesley’s lifetime was a small group called the band meeting. There was a list of prerequisites for joining a band meeting. But the basic activity of the band was pretty simple – confession of sin for the sake of growth in holiness.

At the weekly meeting, participants each answered five questions:

• What known sins have you committed since our last meeting?
• What temptations have you met with?
• How were you delivered?
• What have you thought, said, or done, of which you doubt whether it be sin or not?

Is there anything you desire to keep secret?

(You can read the entire “Rules of the Band Societies” here .) 

I first joined a band meeting when I was a seminary student. And joining that band meeting was, by far, the most important part of my seminary experience.

Not long after I graduated from seminary, I began to feel a more specific calling to pastor people who were preparing to become pastors. If I was going to pursue that calling, it would mean that I would need to complete a Ph.D. When I realized that no one had studied the band meeting in-depth, I decided to write my Ph.D. dissertation on the band meeting in John Wesley’s thought and in the popular experience of the first Methodists. I revised my dissertation and published it with Oxford University Press as Pursuing Social Holiness: The Band Meeting in Wesley’s Thought and Popular Methodist Experience .

During my work on the band meeting, I noticed that the fifth question was removed at one point by an editor of the original “Rules of the Band Societies” (the document where the five questions were published) sometime around the early nineteenth century.

As best I can remember, the fifth question was not used in the first band meeting I joined.

It isn’t hard to come up with reasons why that question might have disappeared. It is intense! If you have a secret, kind of by definition you don’t want to share it. But the question is a game changer because it brings everything into the light of Christ and his healing grace in the appropriate place.

So back to the beginning of this post.

I just finished reading The Secret Life of Secrets by Michael Slepian. 

The book is an in-depth and interesting study of secrets and the role they play in our lives. 

The big takeaway at the end of the book could not have been much better aligned with the early Methodist band meeting and its simple question: Is there anything you desire to keep secret?

At the end of the book, Slepian shows that while everyone has had or has a secret, it is helpful to be able to share secrets with people you know and can trust.

All the way back in the 18th century, Methodists were creating band meetings in order to not only share secrets but to seek the wholeness and healing described in James 5:16:

“Therefore confess your sins to one another, and pray for one another, so that you may be healed. The prayer of the righteous is powerful and effective .”

Secular scientific study is confirming the instincts Christians have always had. How cool is that?

Want to know more about the band meeting?

For academic and historical work, see Pursuing Social Holiness .

For an introduction to what a band meeting is and a guide to starting band meetings in our own day, check out the book I wrote with Dr. Scott T. Kisker, The Band Meeting .

This post originally appeared on Dr. Kevin M. Watson’s website. Find more of his thoughts and writing at kevinmwatson.com .

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