Study in New England

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).

Study in New England

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.

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).

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.)

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.

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.

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.

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.

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.)

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).

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.