John Winthrop, twelve-time governor of the
Massachusetts Bay Colony, began his journey to what is now New England
in 1630. He left a familiar and comfortable life in England to embark
on a new vision of community where individuals are "knit together
… as one man, entertain each other in brotherly affections
… delight in each other, mourn together and suffer together"
(Journal 1630-1649). This vision, chronicled in Winthrop’s
Journal from 1630 to his death in 1649, is found once more in dialogues
about today’s globally interdependent world - a vision that
is important for today’s students.
Global interdependence and economic forecasts predict bright prospects
for university graduates, leading many to study in an English-speaking
region that is also a center of world-class activity such as New
England.
World-class institutions
Since 1636, New England institutions have an established role as
a premier center of teaching and research for the world Study or
research in the six-states of New England, benefits from the region’s
numerous historic sites and world-class institutions. One of every
five students from overseas chooses business, followed by engineering
as the most popular choice for study. Forty two percent of foreign
students enroll at American research universities, which predominate
in the northeast. Notable institutions well-known for these fields
include Harvard University’s Business School, Massachusetts
Institute of Technology’s Sloan School for Management, but
students can also consider a variety of locales such as Babson College
(Wellesley, MA) for management with a global emphasis to engineering
programs that incorporate onsite professional experience, such as
Wentworth Institute of Technology (Boston) and at Worcester Polytechnic
(Central Massachusetts) or evening programs in software engineering
at Suffolk University (Boston).
Diversity of students - both nationally and internationally
A higher proportion of students from out-of-state attend colleges
in New England than is the case elsewhere in the nation. States
sending the largest number of full-time freshmen in 1994 were as
follows: New York, New Jersey, California, Pennsylvania, Maryland,
Florida, Texas, Illinois, Michigan and Ohio. Socioeconomic diversity
is assured, spawned by a public education system in the United States
that enables students to advance, whether from urban, rural or suburban
areas, regardless of their income level, in contrast to enrollment
patterns in other nations.
Thus, enrolling in a northeast university, whether public or private,
casts a net of diversity far beyond the region and assures the development
of friendships and collaboration that are national as well as local.
The 154,948 degrees conferred in 1994 in New England represented
7% of the U.S. total. They also continue to represent the major
share of degrees conferred on foreign students in the U.S., exceeding
10% of all bachelor’s, master’s and first professional
degrees awarded in 1992-93. Study in New England has also led to
a higher proportion of doctoral and associate degrees awarded than
to foreign enrollment over the past twelve years has risen from
almost 7% in 1983 to almost 9% in 1995, with Boston University leading
all U.S. institutions, enrolling 4,532 students. (The only other
institutions to enroll more than 4,000 foreign students last year
were New York University and the University of Southern California.)
Quality and Variety
The 257 colleges and universities in the six-state region, of which
209 are accredited by the New England Association of Schools &
Colleges (see http://www.neasc.org), attract more students from
out of state, and indeed, outside the United States, than any other
institutions nationwide.
Many American parents view admission to the most competitive and
elite institutions as a "ticket to success for their children
in an era of economic uncertainty," according to New York Times’
journalist William Honan. Applications to all institutions of higher
education are expected to rise some 14% over the next decade, with
increases to elite institutions finally leveling after dramatic
rises over the past six years. (Leveling is attributed to more students
applying for early-decision in the fall of their senior year).
A majority of these elite institutions are found in the six-state
region of New England including four of the seven Ivy League universities:
Additional choices range from large research universities, both
public and private and independent four-year colleges to small residential
or two-year community colleges that serve commuting students. Variety
is extended by the presence of small private colleges that only
offer career preparation, similar in some respects to technical
colleges which serve the economic development of their host state.
Vermont Technical College, New Hampshire Technical College (Manchester)
and Southern Maine Technical College (Portland) have program mixes
that are tied to the economic and technical needs of their states.
(Connecticut’s twelve technical colleges aligned with the state’s
community colleges and there are none in Rhode Island).
Community colleges throughout the region offer programs frequently
tailored to the needs of the non-traditional student, whether working
full-time, commuting or able to study only on a part-time basis
for a two year degree. Many have articulation agreements that offer
attractive connections for students who wish to continue for a four-year
degree elsewhere in the public or private university system. In
any case, students receive quality education at a fraction of the
price of many four-year institutions and are able to achieve their
goals regardless of economic circumstance. They are often especially
appealing to international students in view of their extensive academic
support systems and English as a Second Language programs. (For
example, Bunker Hill Community College…)
The College of Liberal Arts & Sciences at Suffolk University,
founded in 1934, was one of the first institutions in New England
to offer a Bachelor of Arts degree entirely through evening study.
Others, like the Boston Architectural Study, have a history of providing
advanced architectural and design studies that rely on full-time
professional activities in the field during the day.
All institutions share a remarkable New England heritage of welcoming
international students, reporting a broad array of programs specifically
designed to welcome and support these visitors.
No matter the size of the institution, it appears that all strive
to support their students from abroad in a friendly and caring manner.
This may include orientation courses, academic services, and residential
counseling particular to new cultural and academic issues that may
present themselves. All seem to be infused with the premise that
the American higher education community is enriched by multicultural
and multinational experiences. Institutional actions demonstrate
broad-based agreement that the presence of foreign students and
faculty on New England campuses is a valuable component of education
for the modern world.
National diversity and international diversity of students in the
six-states of New England (Connecticut, Maine, Massachusetts, New
Hampshire, Rhode Island and Vermont, is simply much greater than
elsewhere as the region continues to draw on ethnic, cultural and
national diversity of its students. For example, Harvard’s
profile includes 14% from the Pacific, 5% from the Central Mountain,
10% from the Middle West, 15% from the South, 27% from the mid-Atlantic
region, and 20% from New England. Boston boasts of having 25,000
international students alone, enrolled at both large and small universities.
For example, Suffolk University, a private independent institution
in the heart of Boston’s Beacon Hill now has an international
student population over 700, up from 123 five years ago.
Boston: A College-Town
There are over 52 institutions of higher education in Greater Boston
and within its five-mile radius, including neighboring Cambridge
across the Charles River. Boston has architectural and historical
features recalling its European heritage and particular to its formation
on an irregular peninsula. Its restaurants, music, theatre and other
cultural sites reflect the interests of Boston’s 25,000 students
- a fifth of the city’s population! Ambiance and social activities
are a key attraction, contributing to rising enrollments across
diverse institutions. A record 11 million visitors are expected
in 1997, according to the Greater Boston Convention & Visitors
Bureau. A recent Boston Globe article drew a strong connection to
nightlife and the energy of this large, student population. For
example, MTV’s "Real World" have filmed several of
these nightspots and Details magazine named Boston one of the 10
most desirable cities for the 20-something generation.
According to Boston University’s International Admissions
Dean, Paul Green, "this high concentration means that one out
of every five persons riding the T (the subway), jogging along the
Charles River, or otherwise enjoying the many unique social, educational
and professional opportunities in Boston, is a student. That is
one of the reasons for Boston’s distinctive and exhilarating
character." For example, Suffolk University, a private independent
institution in the heart of Boston’s Beacon Hill now has an
international student population over 700, up from 123 five years
ago. International students in Harvard University’s Class of
2001 represent 9% of the class size, with many other institutions
reporting 6-12% from abroad. Boston University, with largest international
student population of any American University, "is the embodiment
of the diversity that characterizes the United States." Students
are enrolled from all fifty states and some 135 nations, with the
latter representing 16% of the undergraduate and graduate population
of some 26,000 students.
The city also enjoys one of the lowest crime rates in the nation,
an important factor in choosing a locale for overseas study. Crime
has dropped each of the past six consecutive years and, overall,
is the lowest of the past thirty years.
World-Class Research Opportunities:
The region’s many world-class research and medical facilities
together with the presence of numerous professional schools with
undergraduate colleges, enables students to extend learning beyond
their classroom.
In many circumstances, students find that they can conduct research
with world-famous faculty not just in the sciences, but also in
humanities and the social sciences. This is often both a financial
and educational benefit that is promoted in New England’s colleges
as students engage in mentoring and learning experiences outside
the traditional classroom. Credit is regularly given for internships
that allow real-world applications to theory taught in the classroom.
And, in Boston, and other major research sites in New England, students
can find that they are on the cutting edge of activities that interest
the nation and the world. As Marlyn Lewis, Harvard University’s
Director of Admissions claims, the presence of professional schools,
research laboratories and medical centers, raises the general tide,
carrying all students to enjoying quality education. Opportunities
to work and cooperate in various internships, practicuums or internships
are a feature of most institutions in New England, regardless of
size or location. Internships are often planned in consort with
career services guidance and play a key role in postgraduate plans.
Internships provide incredible non-classroom learning and enable
students to pursue a particular interest in a field of study in
depth. Most combine field work, research and writing. For example,
most of the 250 students enrolled at College of the Atlantic join
faculty in conducting research in human and environmental ecology,
as part of their interdisciplinary program in Acadia National Park
and along the Atlantic coast.
Unique opportunities are also expanded as virtually every higher
education institution has, or seeks, to share resources with neighboring
institutions. A 1994-95 study by NEASC’s Office of School/College
Relations indicated that more than half of all institutions surveyed,
enjoyed such partnerships. Options for study and research rise concurrently:
for example, the Fenway Consortium in Boston allows access to major
university libraries; cross-registration of undergraduate courses
and extracurricular activities such as that between M.I.T., the
premier engineering and technology university in the world with
Wellesley, a highly competitive women’s college and Harvard
University. Consortia are found even in non-urban areas, such as
the eleven college consortium established by Endicott College north
of Boston, or the Five Colleges Consortium including Amherst, Mt.
Holyoke, University of Massachusetts, Amherst, Smith and Hampshire
Colleges. Other institutions connect with art centers, dramatic
organizations, museums or schools to vitalize their regions in both
culture and educational options. This corresponds to a particularly
American approach to a more open educational system, touting many
routes of inquiry. This is of special importance to those who are
undecided about their field of study, and are otherwise restricted
to specialized tracks or majors.
Extracurricular life and Athletics
Students in New England cities, towns, and smaller communities
often find that universities and colleges form a leadership role
in the many cultural and performing arts activities. While this
is true for much of what occurs, both professionally and on college
campuses in Boston, it is also a hallmark of less urban areas, with
Hopkins Center at Dartmouth College or Bowdoin in Maine serving
as typical examples. Much of the best of both current and traditional
work in the arts is found on New England’s college campuses.
Athletics is taken seriously and options for students are many
and varied, ranging from the recreational to the highly competitive
intercollegiate and national level. This is true of small colleges
enrolling 1,000 or fewer students, such as Endicott College, where
10 intercollegiate varsity sports are available to both men and
women, to larger institutions, such as Harvard with more than 41
men’s and women’s teams - more than any other college
in the country.
Technology - It’s Everywhere
Research institutions enrolled 42% of all foreign students in the
nation. But that is not the only locale for learning about, and
engaging in active research. Technology has flourished in its birthplace
in New England.
The last decade has witnessed an impressive use of technology integrated
with the curriculum, with most advances in their third stage of
implementation at the higher ed level. Almost every institution
in New England has or plans to wire classrooms and dormitory halls
or otherwise network its facilities to continue expanding the use
of new technology tools to assist learning. Freshman are routinely
expected to exempt out of, or gain facility in, using the computer
for writing, research, and communication throughout their four-year
experience.
Technology is often a source of campus-wide information on courses,
events, and contacting faculty, staff and students. Some, such as
MIT, provide e-mail addresses for student parents so that they can
get personal answers to general Questions. This, like similar links
for parents at many New England institutions, helps families establish
their own relationships to these universities, and "have it
both ways - you can stay involved, and respect your student’s
need to establish his or her independence". (see: mykidis@mit.edu).
Many of assumptions of how best to use technology have been formed,
or proposed by researchers in New England, such as those of MIT’s
Artificial Intelligence Laboratory in the 1960s and the establishment
of major teaching and research projects used as demonstration models
for the nation, in both industry and universities found in the region
(e.g. Cambridge, Boston, MA, Hanover, NH, etc.)
Education at Other Levels (Secondary School)
Overseas students regularly enroll in New England’s many independent,
resident schools, serving grades K-12, as part of their college
preparatory plans. The majority of the nation’s boarding schools
are in New England and NEASC accredits many of these, together with
more than 70 American/International schools in other countries.
It is often said that there are two curricula in the private school
sector which has flourished in New England for more than 200 years,
beginning with Roxbury Latin School, founded in 1645. Not only is
there a mission to teach students how to learn and how to master
a subject, there is also an emphasis on addressing moral and ethical
issues together with independent decision-making that otherwise
is experienced only upon enrollment in higher education. Since enrollment
is from every state and many nations, students bring "different
perspectives to discussing approaches or solutions to pressing moral
and social issues of our day", according to Ed Shanahan, Headmaster
(Choate-Rosemary Hall). In addition, independent, residential schools
in New England often have facilities, designed by internationally
recognized architects, that rival those of prestigious universities
and colleges. One notes, for example, the recently inaugurated library
at Governor Dummer Academy (Massachusetts), the new library at Philips
Exeter Academy (New Hamshire) also enjoyed by neighboring students
from the University of New Hampshire, or the I.M. -Pei designed
Science Center, one of two created by the designer of the Louvre’s
pyramid at Choate-Rosemary Hall School (Connecticut).
Choosing New England:
Geographically, most institutions in the six-state region of New
England are no more than two hours distant from the Atlantic Ocean,
or from the mountains of New Hampshire, Vermont and Maine. Boston
- somewhere in the middle is 3½ hours from New York City, while
the University of Maine, Orono, is 4 hours’ north of Boston.
Many northern colleges refer to Montreal, Canada as their neighbor.
The region is varied but accessible. Although higher education institutions
are fewer in number as one goes north from Boston, foreign students
also thrive on the region’s beauty and opportunities to excel
in four-season sports, especially skiing. Vermont, for example,
has only 500,000 people in the entire state. (Many flourish at schools
clustered near Sunday River, in Maine, such as the Holderness School
(Maine) or northern Vermont, where no more than six higher education
institutions, such as University of Maine, St. Anselm’s College,
and Champlain College congregate around cosmopolitan Burlington,
with a population of 35-40,000 in Vermont. Yet even here, there
are colleges that offer need-based financial aid for international
students (i.e. Middlebury College, VT, or College of the Atlantic,
ME). Middlebury routinely enrolls students from 60-70 nations annually.
While there are some 30,000 foreign students in New England, they
are found throughout the six-states, with 6,000 in Connecticut,
1,240 in Maine, 25,739 in Massachusetts, almost 2,000 in New Hampshire,
3,000 in Rhode Island and 815 in Vermont. Almost 40,000 foreign
students were enrolled across the region in 1995 and that number
has continued to grow, with 8,511 in public institutions and 30,300
in private, independent.
Choices are many and it’s easy to see why education is the
"fifth largest" service exporter of the United States.
It is certainly the center of living and learning in the northeast
and the basis for the nation’s highest proportion of out-of-state
students and foreign enrollment.
Readers are reminded that the terms college or university refers
to degree programs offered to undergraduates who have completed
the equivalent of an American (or overseas) secondary school education
(approximately twelve years of formal education, starting at age
6), and have the appropriate diplomas or satisfactory results on
leaving examinations. Both colleges and universities may offer four-year
degrees, at the bachelor of arts or sciences, level, or more advanced
degrees such as that of master or doctor.
Contributed by:
Vincent L. Ferrandino is Executive Director/Chief Executive Officer
of The New England Association of Schools & Colleges, inc. (NEASC),
the oldest regional accrediting association in the United States,
serving more than 1,700 schools and colleges at all levels, from
primary through higher education, as well as 70 American/International
Schools abroad. (Contact: www.neasc.org).
This article first appeared in Educational Courses in Britain
