• a privately- supported university financed principally by the membership of the churches of the Methodist Episcopal Church, which had founded many colleges and universities in the early years of American history;
• an internationally-minded institution where scholars from across the nation and throughout the world would gather to dedicate their combined efforts to advance and disseminate  knowledge;
• a center of higher education and research activities which, while independent of the  government, would draw freely on the intellectual and scientific resources of the nation's   capital to supplement and extend its own capabilities;

• an institution which would contribute to the general cultural life and development of the Capital in much the same manner that state- supported universities in other world capitals contributed to their communities.

  After more than two decades devoted principally to securing financial support, the University was officially dedicated on May 15, 1914.  The first instruction began on October 6 of that year, when twenty- eight students were enrolled (nineteen of them graduate students, nine of them special students who were not candidates for a degree).  The First Annual Commencement, at which no degrees were awarded, was held on June 2, 1915.  The Second Annual Commencement was held n June 2, 1916, and the first degrees (one master's degree and two doctor's degrees) were awarded.

  During the next ten years, instruction was offered at the graduate level only, in accordance with the original plan of the founders.  In the Fall of 1925, the --College- of Liberal Arts (subsequently named the -College- of Arts and Sciences) was established.  Since that date, both undergraduate and graduate degrees and programs have been offered by the University.

  The present structure of the University began to emerge in 1949.  The Washington College of Law became part of the University in that year, having begun in 1896 as the first coeducational institution for the professional study of law in the -District of Columbia.  Shortly thereafter, three departments were reorganized as schools: the -School- of Business Administration, subsequently named the Robert P. and Arlene R. Kogod College of Business Administration (1955); the -School- of Government and Public Administration (1957); and the --School- of International Service (1958). From 1965 to 1977, the -College- of Continuing Education existed as a degree- granting college with responsibility for on- and off- campus adult education programs.  The Lucy Webb Hayes School of Nursing provided undergraduate study in Nursing from 1965 until 1988.  In 1972, the -School- of Government and Public Administration, the -School- of International Service, the Center for Technology and Administration, and the Center for the Administration of Justice (subsequently named the --School- of Justice) were incorporated into the -College- of Public and International Affairs.  In 1988, the -College- of Public and International Affairs was reorganized to create two free- standing schools: the -School- of International Service and the -School- of Public Affairs, incorporating the -School- of Government and Public Administration and the --School-- of -Justice.  The --School- of Communication became independent from the -College- of Arts and Sciences in 1993.

  2.  The University and The United Methodist Church

  The development of the University has been supported by many sources, but particularly important has been The United Methodist Church.  As the result of an amendment to its Charter by the Congress of the -United States on August 1, 1953, the University became closely associated with the General Board of Higher Education Ministry of The United Methodist Church, which makes an annual contribution to the University.  Active management of the corporate affairs of the University is vested in the University's Board of Trustees.

  American University is non- sectarian in its educational philosophy and academic programs.  The -United Methodist Church, recognizing the integral place of religion in human experience, seeks to provide optimum opportunity for religious development on its campuses.  But it always has taken

  care to guarantee the values of academic freedom.  The faculty and student body of -American- -University represent a diversity of religious as well as academic and national backgrounds and experiences.  The Board of Trustees has delegated to the faculty basic responsibility for the academic programs of the University.

  3.  Statement of Common Purpose

  In November 1994, the University Senate and the president recommended and the Board of

  Trustees approved the following Statement of Common Purpose for American University.  

                                                             Statement Of Common Purpose

  The place of American University among major universities with first- rate faculties and academic programs grounded in the arts and sciences is secured by its enduring commitment to uncompromising quality in the education of its students.  But its distinctive feature, unique in higher education, is its capacity as a national and international university to turn ideas into action and action into service by emphasizing the arts and sciences, then connecting them to the issues of contemporary public affairs writ large, notably in the areas of government, communication, business, law and international service.

  Recognized for its emphasis on personalized teaching and experiential education, the University provides for the direct involvement of faculty and students in the institutions and culture of the most important capital city in the world. Since its founding by an Act of Congress in 1893 as a private, independent, coeducational institution, under the auspices of The United Methodist Church,

  American University has been a national and international university.  This is reflected in the scope of its teaching and research programs and the diversity of its faculty, staff, alumni, trustees, and student body, today representing 145 countries.

  The University actively encourages a commitment to public service, inclusive participation in University governance, equity and equal access, and an appreciation of diverse cultures and viewpoints.  Its commitment to social justice, its ability to respond to the needs of a changing world while retaining its core values, and its capacity to turn to educational advantage the resources of the nation's capital are hallmarks of the institution.

  The University distinguishes itself through a broad array of undergraduate and graduate programs that stem from these primary commitments:  

• Interdisciplinary inquiry- transcending traditional boundaries among academic disciplines and between administrative units;
• International understanding- reflected in curriculum offerings, faculty research, study abroad and internship programs, student and faculty representation, and the regular presence of world leaders on campus;

• Interactive teaching- providing personalized educational experiences for students, in and out of the classroom;

• Research and creative endeavors consistent with its distinctive mission, generating new knowledge beneficial to society;

• Practical application- of knowledge through experiential learning, taking full advantage of the resources of the Washington, D.C. metropolitan area.
  -

The central commitment of American University is to the development of thoughtful, responsible human beings in the context of a challenging yet supportive academic community.

 
4.  Academic Freedom at American University

American University endorses the Statement of Principles on Academic Freedom and Tenure issued jointly in 1940 by the American Association of University Professors (AAUP) and the Association of American Colleges. The principles with respect to tenure set forth in that document are incorporated in the relevant entry in Section 12 of this Manual.  With respect to academic freedom, the principles in effect at American University are best described in the words of the 1940 Statement, as follows:

(a)  The teacher is entitled to full freedom in research and in the publication of the results, subject to the adequate performance of his/her other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.

(b) The teacher is entitled to freedom in the classroom in discussing his/her subject, but should be careful not to introduce into his/her teaching controversial matter which has no relation to the subject.  Limitations of academic freedom because of religious or other aims of the institution should be clearly stated in writing at the time of the appointment.

(c) The college or university teacher is a citizen, a member of a learned profession, and an officer of an educational institution.  When the teacher speaks or writes as a citizen, he/she should be free from institutional censorship or discipline, but his/her special position in the community imposes special obligations.  As a man/woman of learning and an educational officer, he/she should remember that the public may judge his/her profession and his/her institution by his/her utterances.  Hence he/she should show respect for the opinions of others, and should make every effort to indicate that he/she is not an institutional spokesperson.

*Note: Gender references in the 1940 Statement have been altered by the University from the original document.