AMBERTON UNIVERSITY, A BRIEF HISTORY

In September of 1971, Amberton University began as an extension campus of Abilene Christian University and was located in Mesquite, Texas.  From the beginning, the University's purpose was to identify and provide for the educational needs of the community.  Quickly, the University turned its attention and interest to educational programs that catered to working adults.

In June of 1974, the campus location was moved to Garland, Texas.  The new campus, a two-story professional office building, was designed to cater to mature adults who did not need or desire the environmental trappings associated with traditional colleges (dormitories, cafeterias, gymnasiums, intramural athletics, etc.). 

In 1981, the University received accreditation from the Commission on Colleges of the Southern Association of Colleges and Schools, and plans were approved for separating the institution from Abilene Christian University.  The separation was completed in June 1982 and the University took the name Amber University.

In March 2001, the University changed its name from Amber University to Amberton University to more accurately describe its purpose.  The English addition of “ton” to a word means a town or village.  As a result of offering adult students traditional lecture and nontraditional e-courses, the name more accurately identifies the community of learners.

Amberton University's Garland Campus is located on a five-acre site.  The facility is a 60,000 square foot office complex designed to provide a secure, professional environment conducive to adult learning. In January 2006, Amberton opened a new center in Frisco in order to better serve their students in Collin County.

Amberton University is designed exclusively for the mature, working adult who seeks to benefit from the richness of a relevant, educational experience.  The adult who attends Amberton University will find the atmosphere similar to that of professional schools—law, medicine, engineering.  At Amberton University, the student is exposed to a diverse group of working adults who share interests and ideas.  Amberton University's desire is to equip its students with the practical knowledge, tools, and character necessary to cope effectively in the situations and challenges that lie ahead.  In short, Amberton University educates for lifelong learning.

Amberton University is a not-for-profit institution as defined by Section 501(c)(3) of the Internal Revenue Code.  All moneys received by Amberton University are used exclusively for the educational programs and operations of the University.  While charitable contributions to Amberton University are tax deductible, the University does not solicit or accept contributions from any agency or individual unless such funds are given without external restrictions.

THE EXCLUSIVENESS OF AMBERTON UNIVERSITY

No institution, no matter how large or well funded, can be all things to all people.  In fairness to itself and its constituents, a university must acknowledge its focus and mission.

Amberton University is an exclusive institution; this exclusiveness incorporates the following general principles:

• Amberton University is a private, not-for-profit, Christian principled institution.
• The University primarily offers upper level (Junior/Senior) and graduate level programs leading to bachelor and master degrees.
• The degrees have been designed exclusively for mature, working adults.

Admission and enrollment to Amberton University are restricted to (see Admission Standards for details):

• Mature adults over 21 years of age;
• Individuals who are fluent (reading, speaking, and writing with facility and smoothness) in the English language;
• Individuals who are computer literate and have e-mail and Internet access;
• Individuals who have satisfactorily completed academic work from a U.S.A. accredited university recognized by Amberton;
• Individuals who are financially qualified to meet the costs of education without benefit of financial aid;
• Individuals who seek a university academic environment that is relevant, practical, and germane and who do not seek the “student life” trappings associated with traditional institutions (dormitories, sports, social clubs, etc.).

To meet the unique needs of working adults, Amberton University offers classes and programs through the classroom lecture method as well as through distance learning technologies.

Amberton University controls enrollment by restricting the number of classes offered in a program and the number of students allowed to enroll in each class.

As a matter of educational practice, Amberton University does not do for the student what one would reasonably assume a mature, adult, collegian student can do for him/herself.

For all applicants who are qualified for admission and all students who seek enrollment, Amberton University allows, without partiality, participation on a first-come, first-served basis.

THE CHRISTIAN COMMITMENT OF AMBERTON UNIVERSITY

Amberton University is a nondenominational Christian institution; all employees of the University believe that Jesus of the New Testament Bible is the Son of God, the Messiah, the Christ, the Savior.  We believe that our Lord has blessed and continues to bless our service in Christian education, and that Amberton University has been shaped by Christian values and devotion to academic excellence in educating working adults.

AMBERTON UNIVERSITY PURPOSE STATEMENT

Amberton University is a specialized institution designed to meet specific educational needs of mature students.

Amberton University is committed to Christian values, both in its conduct of business and in its educational philosophy.  The University’s employees endorse and strive to live the ethical values and principles taught by the New Testament of the Bible.  This commitment to Christian ethics enables the University to provide its students with a stability of values and a value system.

Amberton University combines relevant technical and cognitive training with techniques for problem solving in developing the student’s capability to identify and select solutions to economic, social and personal problems.   The academic skills and Christian values imparted by the University enable each student to better appreciate his/her own worth and to exercise insight into those patterns of facts and events that affect human relations and social values.

Amberton University will provide educational programs and services in those areas in which it is best qualified.  When academically and financially feasible, the institution is committed to the continuous transformation of the educational process in direct response to the needs of the student and the community.

Amberton University, in its endeavor to be a center for learning, a society in which all are students, will employ responsible experimentation and innovation.  New as well as traditional techniques will be continuously identified, applied, and evaluated in an effort to facilitate teaching and learning.

In addition to the catalog, the University will publish a supplement Schedule of Classes each session that includes academic and financial information relative to the session.  Information is also disseminated through bulletin boards, distribution boxes, and the University’s web site, www.amberton.edu.

• Adult students should not be placed in “locked” groups or programs that do not allow the drop-in/drop-out needs of working adults.
• Class options are required that allow the working adult to respond to the unique time constraints placed upon him/her because of family, personal, and business demands.
• Admission, registration, and all student services must honor the time constraints of working adults and must be packaged in a “no-nonsense” academic atmosphere.
• Adult, working students are commuter students; the University must provide ample close-in, secured parking; current research resources; comfortable facilities; and relevant academic offerings.
• Most working adults are not eligible for Federal Financial Aid Programs.  For this reason, Amberton University encourages students to enroll in one course per session and “pay as they go.”

• Ten-week sessions offered four times annually, allowing greater options for drop-in/drop-out adult needs.
• A continuous rotation of courses as either lecture classes or distance learning classes to allow students to mix learning options, as needed.
• Course and program offerings are provided (1) in the evening during the week, (2) on weekends during the day, and/or (3) through distance learning in a “mix-as needed” option for students.
• Costs for classes are the lowest of any private university in the region.