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Samford University Brand Identity System

See Graphic and Identity Guidelines for more information

Overview

The Samford University Brand Identity system identifies the underlying values, concepts and attitudes that define the Samford University brand. It is rooted in Samford’s mission, vision and core values. The graphic identity system has three parts:  official seals and signatures, academic signatures, and athletics and spirit marks.

Positioning Statement

Samford University is a diverse community, stressing vigorous learning and personal faith, anchored in Christian understanding and the Baptist tradition. Samford is committed to nurturing persons in their development of intellect, creativity, and faith. Samford’s university community is innovative in teaching, learning and research; sensitive to global issues; and committed to aggressive self-assessment and continuous improvement.

Brand Position

NURTURING

If there is one word that identifies Samford University’s position and it’s message it is this: nurturing. All the variations of nurturing provide dynamic ways for us to address our audience’s concerns and to demonstrate reasons for our audience to connect with Samford’s mission.

Nurturing persons for God

Nurturing academic inquiry

Nurturing significant life-long relationships

Nurturing professionalism and citizenship

Nurturing career and ethical competency

Nurturing social and civic responsibility and service

The Brand Promise

Samford University promises to be a community of learning and faith that promotes personal and professional success.

Tagline

Samford…the world is better for it

Our tagline directly communicates to all audiences that the collective efforts of the Samford University global community combine to make the world a better place.

Key Attributes

Samford’s character and personality attributes should be evidenced by every interaction with the University.

Academic

Samford is known as a serious university for serious students. This is the place for academically capable students to develop curiosity into a professional vocation. Samford professors are recognized leaders in their fields.

Engaged

Samford people are committed to integrity, honesty, and justice and actively contribute to the outcome; service is standard at Samford, a way of life for most.

Faith

Samford is rare among national doctoral research universities for maintaining and valuing personal engagement with the life and teachings of Jesus. Samford is a place to grow toward a mature faith.

Friendly

Samford is a gracious and genuinely caring community. It is impossible to walk across the campus without someone giving you a friendly “hello.”

Good Value

Samford is recognized for educational experiences that transform lives in ways far beyond what any degree could measure. 

Innovative

Samford people are committed to creativity and imagination constantly benefiting from opportunities for growth and change.

Quality

Samford commitment to quality is evident in the care given to maintaining a matchless campus setting. Professors and students join to create a university community that strives to be the best.

Relationships

Professors are not only teachers; they are guides and mentors, to explore academic disciplines and life’s ultimate questions. Samford friends are friends forever.

Strength

Samford is anchored in ancient and eternal truth. This assurance gives our community boldness to preserver and challenge existing standards to discover deeper and more lasting truth. 

Traditional

Samford is proudly among the oldest 100 universities in America. We are a university rooted in deep and lasting tradition.

Brand Persona

The Caregiver*

Our persona is one who is moved by a genuine desire to care for others.
Has the goal of helping others.
Has a strategy to do things for others.
Has the gift of compassion and generosity.
Is concerned with the needs of the community, the nation, and the world
Is focused on building genuine relationships

*Margaret Mark and Carol S. Pearson, “The Hero and the Outlaw” (New York: McGraw-Hill, 2001), 209-226.