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CoreSpringV3.2 Core-Spring (based on Spring 3.2) mission |

CoreSpringV3.2 mission - Core-Spring (based on Spring 3.2) Updated: 2024

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Exam Code: CoreSpringV3.2 Core-Spring (based on Spring 3.2) mission January 2024 by team

CoreSpringV3.2 Core-Spring (based on Spring 3.2)

Exam Details for CoreSpringV3.2 Core-Spring (based on Spring 3.2):

Number of Questions: The CoreSpringV3.2 test typically consists of multiple-choice and multiple-select questions. The exact number of questions may vary, but it is generally around 50-60 questions.

Time Limit: The test has a time limit of 2 hours (120 minutes).

Course Outline:
The CoreSpringV3.2 Core-Spring certification test focuses on assessing the knowledge and skills required to develop Java applications using the Spring framework version 3.2. The course outline covers the following key topics:

1. Introduction to Spring Framework:
- Overview of Spring framework and its features
- Spring architecture and core components
- Dependency injection and inversion of control (IoC)
- Spring configuration and bean lifecycle
- Aspect-oriented programming (AOP) with Spring

2. Bean Wiring and Dependency Injection:
- Configuring beans using XML and annotations
- Constructor and setter-based dependency injection
- Autowiring and component scanning
- Bean scopes and lifecycle callbacks
- SpEL (Spring Expression Language)

3. Data Access with Spring:
- Introduction to Spring JDBC
- Configuring data sources and connection pooling
- Performing CRUD operations with Spring JDBC
- Object-relational mapping (ORM) with Spring and Hibernate
- Transaction management with Spring

4. Spring MVC Web Applications:
- Introduction to Spring MVC
- Configuring controllers, views, and handlers
- Handling requests and generating responses
- Form handling and validation
- RESTful web services with Spring MVC

5. Spring Security:
- Introduction to Spring Security
- Authentication and authorization concepts
- Configuring security filters and providers
- Securing web applications with Spring Security
- OAuth and single sign-on (SSO) with Spring Security

Exam Objectives:
The CoreSpringV3.2 test aims to assess the following objectives:

1. Understanding of the Spring framework's core concepts and features.
2. Proficiency in configuring and managing bean wiring and dependency injection in Spring.
3. Knowledge of data access techniques using Spring JDBC and ORM frameworks.
4. Competence in developing web applications using Spring MVC.
5. Familiarity with Spring Security and its implementation for application security.

Exam Syllabus:
The CoreSpringV3.2 test covers the following syllabus:

1. Introduction to Spring Framework
- Overview of Spring framework and its features
- Spring architecture and core components
- Dependency injection and inversion of control (IoC)
- Spring configuration and bean lifecycle
- Aspect-oriented programming (AOP) with Spring

2. Bean Wiring and Dependency Injection
- Configuring beans using XML and annotations
- Constructor and setter-based dependency injection
- Autowiring and component scanning
- Bean scopes and lifecycle callbacks
- SpEL (Spring Expression Language)

3. Data Access with Spring
- Introduction to Spring JDBC
- Configuring data sources and connection pooling
- Performing CRUD operations with Spring JDBC
- Object-relational mapping (ORM) with Spring and Hibernate
- Transaction management with Spring

4. Spring MVC Web Applications
- Introduction to Spring MVC
- Configuring controllers, views, and handlers
- Handling requests and generating responses
- Form handling and validation
- RESTful web services with Spring MVC

5. Spring Security
- Introduction to Spring Security
- Authentication and authorization concepts
- Configuring security filters and providers
- Securing web applications with Spring Security
- OAuth and single sign-on (SSO) with Spring Security
Core-Spring (based on Spring 3.2)
SpringSource Core-Spring mission

Other SpringSource exams

CoreSpringV3.2 Core-Spring (based on Spring 3.2) CoreSpringV3.2 Certification study guides are setup via IT experts. experts has contacted its resources to get most accurate and valid CoreSpringV3.2 dumps questions from real exams and include them in its VCE test and questions answers PDF.
Core-Spring (based on Spring 3.2)
Question: 90
Consider the following Spring Security configuration

access="ROLE_ADMIN" />

In order to access to "/accounts/editAccount.htm", what role is required? (select one)
D. No role is required
Answer: A
Question: 91
Select which of the following is a mechanism which can be used with Spring Security
to store user details (select one)
A. Database
C. Properties file
D. All of the above
Answer: D
Question: 92
What is the principal purpose of Spring's Security XML namespace? (Select one)
A. To provide a mechanism for applying security to Spring Web Services
B. To provide a schema for configuring Spring Security in a Spring XML
configuration file
C. To provide a mechanism for encrypting Spring Security XML configuration files
D. To allow Spring Security to be applied to XHTML
Answer: B
Question: 93
What is the principal purpose of Spring's Security tag library? (Select one)
A. To provide a mechanism for applying security to Spring Web Services
B. To allow certain URLs to be tagged as requiring secure access
C. To provide functionality in JSP pages, such as hiding certain sections based on
D. To allow Spring Security to be applied to XHTML
Answer: C
Question: 94
Which of the following statements is true concerning configuring JMS Resources
with Spring? (Select one)
A. Spring cannot use a standalone JMS provider
B. Spring can use the JMS resources provided by an application server
C. The Connection Factory cannot be standalone
D. The Connection Factory cannot be retrieved from JNDI
Answer: B
Question: 95
Which of the following statement is true concerning Spring's JmsTemplate (select
A. The JmsTemplate manages resources transparently (e.g. Connections, default
B. The JmsTemplate converts checked JMSExceptions to runtime equivalents
C. The JmsTemplate provides convenience methods and callbacks
D. All of the above
Answer: D
Question: 96
Which of the following methods is NOT provided by the JmsTemplate? (select one)
A. setDefaultDestination
B. onMessage (asynchronous call)
C. convertAndSend
D. receiveAndConvert (synchronous call)
Answer: B
Question: 97
Consider the following Spring JMS configuration

Which of the following statements is truE. (select one)
A. Spring will automatically receive messages from the order.queue.destination
B. The orderListener bean has to implement javax.jms.MessageListener or Spring's
SessionAwareMessageListener interface
C. The application needs to run in an application server that provides a JMS
implementation out of the box
D. Spring will automatically send a response message
Answer: A
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SpringSource Core-Spring mission - BingNews Search results SpringSource Core-Spring mission - BingNews SpringSource Continues Enterprise Push With Hyperic Buy

Java infrastructure

"SpringSource is taking responsibility for streamlining enterprise Java to fully cater to the needs of developers, IT administrators and operators who create, deploy and manage business-critical applications," said SpringSource CEO Rod Johnson in a statement. "The acquisition of Hyperic enables SpringSource to provide a complete, proven suite of lean application infrastructure software products that enable enterprises to accelerate the build, run, and manage application life cycle within the data center, virtual or cloud-computing environments."

Financial terms of the deal were not disclosed. The two companies have been working together for several years, and SpringSource began OEM-ing Hyperic offerings in 2007.

"This is the marriage of two companies that share a common vision for the future of enterprise solutions and the application life cycle. SpringSource is the default choice for many developers and IT architects creating Java applications, and Hyperic is the default choice for many IT operations professionals that need to manage those applications," said former Hyperic CEO Javier Soltero in a statement.

Soltero on Monday was named CTO of Management Products at SpringSource.

"Managing Enterprise Java requires visibility up and down the stack and across a company's network and data center, including virtualization and cloud-computing environments. The divide that separates development from IT operations has just become a lot smaller," he said.

The Hyperic acquisition is the latest in a series of profile-building moves by SpringSource in an effort to continue the company's push into the enterprise.

In late April, SpringSource began offering commercial support for Apache Tomcat, and in mid-march, SpringSource released SpringSource Tool Suite 2.0, an updated tool suite for developers building Java applications on SpringSource platforms. Earlier this year, SpringSource announced plans to develop two virtual appliances with VMware.

Discussion of SpringSource's acquisition of Hyperic on Monday saw many tech observers calling the move a big step up toward SpringSource's ability -- and the ability of open-source business models in general -- to compete with development giants like Microsoft and IBM.

Regardless of SpringSource's competitive viability with those two titans, many analysts at least see the acquisition as another big step.

"The combination of SpringSource and Hyperic will address the disconnect that frequently exists between application development and runtime management. The disconnect impedes development teams' ability to unify and accelerate the application development life cycle," said Chris Haddad, vice president of application platform and data management strategies for Burton Group, in a statement.

Sun, 10 Dec 2023 22:35:00 -0600 text/html
In Open Source Move, SpringSource Buys Covalent

San Software open source

SpringSource CEO Rod Johnson said the genesis of the deal emerged during a meeting in June with Walnut Creek, Calif-based Covalent's CEO, Mark Brewer. "It was becoming necessary for the companies to partner to provide customers with the capabilities the other had," he said. "We see this acquisition as a natural way to further our ability to deliver subscription value adds incorporating open source technology."

Brewer will join SpringSource as general manager of the Covalent division. "What we've been doing to date won't change, but this deal improves our reach and allows us to pair our technologies together," he said. "Companies are looking at the best product to meet their needs, and if it's an open source product that adds benefits."

While Brewer acknowledges open source is becoming an increasingly attractive alternative to proprietary-based software, he says it's not enough to just provide open source products and support. "It's not the fact that we're open source," Brewer said. Companies want products that offer them the best solutions, he says, a statement Johnson agrees with.

"We have very similar visions of where open source needs to be," he said. "Things like licensing costs are just one component of the TCO."

Johnson says it does not make sense in the enterprise space to accept inferior solutions just because of lower cost. "The open source solutions that get adoption," he said, "have to meet the same criteria as you would see for proprietary software."

Tue, 29 Jan 2008 05:36:00 -0600 text/html
Mission: Accessible Challenge

Fostering an accessible, inclusive, and usable digital environment is every instructor, teaching assistant, and support staff content creator's responsibility. Your mission, should you choose to accept it, is to Boost the accessibility of your Canvas course site by completing the Mission: Accessible challenge.

Mission: Accessible is a guided program to help you make your Canvas course content accessible for all students. When you sign up for Mission: Accessible, you will work through the seven key accessibility areas listed below in your Canvas courses. This work will help Boost existing course content while reinforcing skills that you can apply in future courses.  

Once you’ve begun the challenge, we will send you an email every two weeks asking you to update us on your progress. If you are ever feeling stuck, there is a link in the check-in email that you can use to book a time to connect with the project team for an individual accessibility consultation.   

We recommend starting with one or two Canvas courses for remediation in Mission: Accessible. We invite you to sign up again in future quarters to work on your other Canvas courses in hopes that all of your Canvas courses will be fully accessible within a year. 

Mission Accessible App tile in Office 365.If you make progress, you don’t need to wait for the check-in email to update your progress. At any time, you can update us on your progress by logging in to the Office 365 Web Portal, selecting “Apps” in the left-hand global navigation bar, and clicking the tile for Mission: Accessible.

Remember, we are here to help you successfully complete Mission: Accessible so contact us any time you have questions or need assistance.

Each challenge is developed for people of all levels of digital accessibility knowledge. You do not have to be a Canvas expert or know HTML to be successful. By participating in the challenge, we will help you break down the the big project of digital accessibility into smaller, doable chunks.

Digital accessibility is a responsibility shared broadly across our campus community. Ensuring that your Canvas content is accessible benefits all students, but especially impacts students with disabilities who rely on accessible content they can use for their learning. 

As you complete individual challenges, be sure to log your completion. When you've completed the entire challenge, a consultant will review your courses and provide a certificate of completion. You and your course will also be displayed on the Mission: Accessible Wall of Fame, your Dean and Department Head will be notified that you successfully completed the challenge, and you will be provided with language to use in your course description to let students know that your course content has been designed with accessibility in mind.

Headings Challenge

When you have completed this challenge

You will have a Canvas course that can be easily navigated by all, including screen reader users.

Often, without realizing the inaccessible aspect of it,  people create "headings" by changing the text characteristics of the heading text. This includes increasing font size and/or bolding or underlining the text. Unfortunately, this is inaccessible. Using the formatted heading structure within Canvas is important for a couple of reasons.

  1. Headings help break up your page so that all readers can scan the page and find sections or subsections that are important to them.
  2. When formatted heading structures are used, screen reader users can listen to headings on a page and jump directly to sections that they want to read.

Please view the Canvas headings page for more on why headings are important, how to implement them and what to avoid.


For this challenge, you will look at all pages in your Canvas course(s) and add proper heading structure.

  • Step 1: Find all of the headings on each page and make sure they are properly identified as a heading within the rich content editor.
  • Step 2: The main sections of each page should be Heading 2’s with any subsection heading being properly nested, similar to an outline. Make changes as necessary to fit this convention.

Visit the Northwestern Accessibility site’s page on adding headings in Canvas for more on best practices around headings.


The Canvas Accessibility Checker will be able to tell you if your headings are out of order but will not indicate if headings are not identified on the page. You’ll need to manually check for headings.

Links Challenge

When you have completed this challenge

Your course will have meaningful hyperlinks for all linked materials helping users understand where the link will take them.

When adding links to a page, many people either post a complete URL or a hyperlink with text such as “Click here”, “Read”, “More Info”, etc. Either of these can make it difficult for any user to know where the link will take them. For screen reader users, listening to full URLs is long and cumbersome. Imagine listening to a long line of numbers and letters being read out loud! Having hyperlinks without meaningful text affects a student's ability to navigate around a page by removing their ability to listen to a list of links and choose where to go.

A more meaningful hyperlink could look like changing a hyperlink from "Read" to "Read Chapter One of Jones"


For this challenge, you will look at each page in your Canvas course and add meaningful hyperlinks to linked material.

  • Where you have full URLs, replace the full URL with meaningful text.
  • Where you have hyperlinks such as “Click here”, “More”, etc., change the hyperlink to meaningful text that helps the user know where the link will take them.
  • Where you have the same hyperlink text multiple times on the page, but the links go to different pages, keep the hyperlink text for one, but

Visit the Northwestern Accessibility site’s page on creating accessible links in Canvas for more on best practices around links.


Adjusting links is a manual process as the Canvas Accessibility Checker will not recognize accessibility issues with links. Running a full UDOIT scan on your course will point you to areas where there are URLs without hyperlinks and help you fix those, but determining meaningful text is a manual process.

Alternative Text Challenge

When you have completed this challenge

All images in your course will have descriptive alternative text so that all users will know what the image portrays.

A lack of alternative text on images is the most common accessibility error in Canvas materials, yet it is often one of the easiest to fix. Alternative text is a text description given to an image that shares the information that the image is portraying to someone who can’t see it. All images, unless they are purely decorative need to have this description available. Often images have either no alternative text or simply use the file name, both of which cause accessibility issues. Imagine the different experience between a student who can see a diagram you've uploaded versus someone who is given the information "diag1.jpeg."


For this challenge, you will make sure that each image in your Canvas course either has concise, descriptive alternative text or is marked as decorative. Common examples of decorative images include icons that repeat information available in text, decorative lines on a page, etc.

  • On each page where there’s an image, put the page into edit mode.
  • Use the Canvas Accessibility Checker to determine if there’s an alternative text error.
  • When an error occurs, if the image needs a description, write the description where prompted.
  • When an error occurs, if the image adds nothing to the page and is purely decorative, indicate such by checking the decorative image box.

Visit the Northwestern Accessibility site’s page on alternative text in Canvas for more on best practices around adding alternative text to images.


The Canvas Accessibility Checker will only flag alternative text issues if there is no alternative text or if the alternative text is a file name. It’s always good practice to check images that don’t get flagged to make sure that they have appropriate alternative text.

Tables Challenge

When you have completed this challenge

All tables in your course will contain a row and column header for more accessible navigation as well as a description.

There are two common issues with tables that cause accessibility issues.

  1. Some use tables within Canvas as a formatting tool. Tables should only be used to display data.
  2. When tables are used to display data, they should have identified row and column headers. This will allow screen reader users to hear the title of the row and column as well as the data in the cell so that they can effectively use the table.

Tables should also include a brief description of its contents.


For this challenge, add row and column headers to any table that you have in your course

  • On pages with tables, run the Canvas Accessibility Checker.
  • When a table without a caption is identified, add the caption as prompted.
  • Add a header row, column or both as appropriate when prompted by the accessibility checker.

Visit the Northwestern Accessibility site’s page on tables in Canvas for more on best practices around designing and using tables.


If you use a table to format the look of any of your Canvas pages, that will need to be changed in the next iteration of your course. Use one of the Mission: Accessible templates that provide accessible formatting options for your course next quarter to get rid of the inaccessible table formats.

Color Contrast Challenge

When you have completed this challenge

All text in your Canvas course will have sufficient contrast with the background so that it can be clearly viewed by all sighted users.

Inadequate color contrast between text and the background on a Canvas page and make the page difficult for many users to read. For the most part, if you are putting black text on a white background, you will not have these issues. However, any change in color of either the text or background should be checked to ensure an adequate contrast of 4.5:1. 


For this challenge, you will make sure that all text in your Canvas course has an adequate color contrast from the background.

  • On each page where you use something other than black text on a white background, run the Canvas Accessibility Checker.
  • When a contrast error is identified, choose another color as prompted. If you’d like to test the contrast ratio of two colors before use, you can use the WebAIM color contrast checker

Visit the Northwestern Accessibility site’s page on color contrast in Canvas for more on best practices use of color in your course.


You should avoid using just a change in color to signify something important in text. Even with adequate color contrast, someone who is colorblind may have difficulty recognizing the change in color. When signifying a change with a new text color, add something else such as an asterisk as well.

Lists Challenge

When you have completed this challenge

All of the lists in your course will be properly formatted to make your page easier to read in general and easier to navigate by a screen reader user.

Lists are a good way to break up walls of text on your page, group like things, or display a process. A common mistake when making lists is to type the number one and then the first item in the list, followed by the number 2 and the second item in the list, and so on. Visually, this looks correct, but this is not technically structured as a list. This is true for numbered lists, bulleted lists, and any other list type.


For this challenge, you will properly format all lists on your Canvas course. 

  • Run the Canvas Accessibility Checker on any page that contains at least one list.
  • If the test indicates that there is something that should be formatted as a list, check to make sure that you intend that to be part of a list.
  • If so, choose the “format as list” option.

Visit the Northwestern Accessibility site’s page on lists in Canvas for more on best practices around using lists.


To avoid false positives in the Canvas Accessibility Checker, you can simply highlight anything you want in a list on a page and click the list format option in the Rich Text Editor.

Video and Audio Challenge

When you have completed this challenge

All video and audio that you have recorded on in your Canvas course will have captions and/or transcriptions.

Captions on videos have benefits that extend beyond providing a means for those with hearing impairments to access information. As automatic speech recognition has improved, it has become easier to add captions to videos, which has led to many more videos online having captions than they did even a few years ago. Although automatic captions have gotten better, they are not perfect and to be accessible, you’ll need to ensure accurate captions on videos that you post.


For this challenge, you will edit the captions on at least one video and agree to edit captions before posting new videos.

  • Identify one video that you recorded and posted to your Canvas site.
  • Open that video in the tool you used for recording (Panopto or Zoom).
  • Edit the captions for accuracy.
  • Replace the video in the Canvas course with the video with updated captions.
  • Identify videos from outside sources used in your course. If they do not have captions, look for similar videos that do and replace them.

Visit the Northwestern Accessibility site’s page on videos and audio in Canvas for more on best practices around captioning and transcripts.


Editing captions for videos can be time consuming. Teaching and Learning Technologies offers support for captioning if you need help correcting your inaccurate captions.


Going forward edit the automatic captions prior to posting the recording to Canvas. Doing this immediately and one at a time makes this process less overwhelming than trying to edit captions for several videos. Also, if you have a script for your video, that can be uploaded and used as captions.

Wed, 01 Mar 2023 16:38:00 -0600 en text/html
CRF Mission

Core Research Facilities at the University of Massachusetts Lowell have a mission to provide world-class instrumentation and facilities to our faculty researchers and to prepare our students as the next generation of researchers.

In addition, we share our scientific expertise and capabilities with the research community to attain our universal goal to provide access to expertise and facilities to conduct scientific research for the public good. Since purposeful education is a cynosure of our mission, our resource offerings are collectives of our experts, students, methods and instrumentation.


Establishing Core Research Facilities provides us a means to identify and share our resources and communicate our capabilities. Greater insights of our campus capabilities and resources enable us to better plan symbiotic research and leverage existing resources.

Our research endeavors will expand by providing greater visibility of our research expertise. A comprehensive repository of our research instruments and capabilities will manifest multidisciplinary sponsored research projects and didactic opportunities for our students.

Support UMass Lowell's continued strength and leadership in research and development. Gifts to the Core Research Facilities will help to bring new, modern equipment to our labs and provide advanced research opportunities for our community and the world for generations to come. Have equipment to donate? Email Executive Director Karen Hamlin to discuss options.
Fri, 15 Jan 2016 17:04:00 -0600 en text/html
Mission, Vision and Core Values

Mission Statement

The Foundations and Social Advocacy Department at SUNY Cortland promotes a reflective, critical, interdisciplinary approach to understanding the multiple and shifting contexts and practices of education.  Faculty and students advocate for social justice and equity in education through teacher preparation emphasizing foundations of education, urban education, and inclusive education.

Vision Statement

The Foundations and Social Advocacy Department envisions an equitable and just world, where the needs of all people are heard, valued, and met.

Core Values

  • Identifying and confronting inequity
  • Teaching effectively in high-need environments
  • Increasing diversity of the teaching force, especially among underrepresented groups
  • Recognizing disability as a civil rights issue
  • Welcoming and respecting all students, their families, and the wider community
  • Challenging all teachers and students to realize high expectations
  • Critically analyzing social systems and structures through an interdisciplinary approach
  • Creating a culture of activism among ourselves, our students, and the broader community
  • Promoting collaborative working relationships among teachers, schools, universities, and communities
Wed, 15 May 2019 22:41:00 -0500 en text/html
Mission and Identity Invites Applications for Spring Immersion Program


The Division for Mission and Identity will host an immersive experience of the Navajo Nation in northeast Arizona May 22-27, 2024, for faculty and staff.

All full-time employees of the university are invited to apply. The schedule will include experiences of Navajo history, folklore, spirituality, visits to sacred landscapes, and learning about issues related to life on the reservation.

The cost is $200, and financial aid is available. The deadline to apply is Thursday, Feb. 1, 2024. Contact Patrick Cousins at for more information. To apply, fill out the Google form

Wed, 29 Nov 2023 09:59:00 -0600 en text/html
Mission, Vision and Core Values


To provide a trusted and indispensable source of information, music, and entertainment while strengthening the civic and cultural life of the communities we serve.


At Capital Public Radio our vision is to be the most valued, vital and vibrant service. One that inspires people to look at the world from multiple perspectives and capitalizes on emerging opportunities to serve our audience and engage our communities.

Code of Ethics and Station Principles

NPR and NPR stations report, produce, acquire and distribute news, information and other content that meet the highest standards of public service in journalism and cultural expression. Learn more about our code of ethics by downloading the station principles PDF or at

Strategic Plan

  • Evolve content and platform offerings
  • Invest in cultivating community and diverse perspectives
  • Expand and diversify revenue streams

Strategic Plan 2020-2025 (PDF)

Strategic Plan 2016-2019 (PDF)

Core Values

1. Our Audience Comes First

  • We always strive to serve our audience better.
  • We are committed to and engage our community in authentic and meaningful ways.
  • We respect our audience.

2. We Embrace Change And Encourage Innovation

  • We don't fear failure
  • We dedicate ourselves to growth and learning.
  • We embrace the evolution of public radio, strategically plan for growth & change, and work in ways that make us a model for sustainability, creativity, innovation, & excellence.

3. Anything Is Possible

  • We value the power of "Why Not?"
  • We aim high and push ourselves to be the best at what we do.
  • We want to work with people who push themselves to be the best.

4. Together We Build An Epic Workplace

  • We thrive as a workplace because we encourage diversity of thought, opinion, and perspective.
  • We behave in ways that demonstrate respect for our colleagues and the community at large.
  • We are inclusive, compassionate, considerate, and mutually supportive.

5. Bring Your Passion

  • We work at CapRadio because we want and choose to be here and not because we have to.
  • Our passion drives teamwork and collaboration.
  • Passion drives us to maintain a high level of quality in everything we do.

6. Have Fun

  • We never take ourselves too seriously. 
  • We are committed to excellence with a sense of fun.
  • Fun works hand-in-hand with creativity. Humor can be a launch pad for ideas.



Fri, 11 Sep 2020 07:26:00 -0500 text/html
Mission, Vision & Core Values

Drexel Engineering Mission

Our mission is to cultivate technically and theoretically trained adaptable engineers who are dedicated to discovery and the application of technology, and who understand the global, social and ethical implications of creating sustainable solutions to societal challenges. We will achieve this through the production of robust research and the meaningful integration of emerging engineering approaches and innovations across digital, human and physical platforms.

Our Vision

As the cornerstone of Drexel University, we will reimagine the continuum of engineering research, education and practice—strengthening and integrating all three through strategic collaborations with industry, government and non-profit partners—to foster long-term sustainability and the cultivation of engineering talent across diverse local and global communities.

Our Core Values


Ensure that all aspects of our pedagogy, research, administrative operations and outreach are of excellent quality, embodying the highest standards of knowledge, inquiry, academic freedom, integrity and service.

Student Centeredness

Provide for the personal, intellectual, ethical and professional development of our students, enabling them to become leaders, to be civically engaged and to pursue lifelong development.


Value, encourage and promote all aspects of human differences, fostering a culture that welcomes a broad variety of personal circumstances and experiences, mirrors our rapidly changing world and prepares our students to be effective citizens in an increasingly interdependent society.


Preserve and enhance our legacy of exploration, strategic leadership and entrepreneurial risktaking as we discover new and better ways of anticipating and addressing society’s needs and challenges.


Expand our expertise, resources and impact by working closely with all segments of Drexel as well as through partnerships and alliances internally and beyond our campus.


Demonstrate through individual and collaborative teaching, research and administrative operations the meaningful integration of all engineering disciplines and approaches for a positive impact on long-term, sustainable solutions.

Wed, 07 Oct 2020 06:21:00 -0500 en text/html
Mission and Core Values

The de Saisset Museum supports Santa Clara University's goal of educating the whole person through a diverse and accessible range of exhibitions, collections, and educational programs that highlight the art and history of the San Francisco Bay Area and the local Santa Clara Valley. As a center of lifelong learning, the de Saisset Museum facilitates discovery, experience, and inspiration through engaging objects of art and history.

Mon, 14 Mar 2016 10:06:00 -0500 en text/html

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