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Courtesy Dilpreet Singh Courtesy Lavanya Prakash Go Online Courtesy Manmohan Thorat Study in the U.S. http://www.usief.org.in/ Study-in-the-US.aspx EducationUSA India www.facebook.com/ EducationUSAIndia/ University of California, Berkeley www.berkeley.edu Montgomery College www.montgomery college.edu University of Maryland www.umd.edu Oklahoma State University https://go.okstate.edu/ From above far left: U.S. university alumni Dilpreet Singh, advocate-on-record, Supreme Court of India; Lavanya Prakash, technical accounting lead at Booz Allen Hamilton, Washington, D.C.; and Manmohan Thorat, EducationUSA coordinator, USIEF Mumbai. points. Students, thus, come up with solutions that work for people in different contexts. “Universities in the United States, especially Berkeley Law, have great diversity. My class of 120 students had people from 49 nations,” says Dilpreet Singh, advocate-on-record, Supreme Court of India. “It gave me an opportunity to draw a great comparative perspective, in terms of academics, life and relationships.” Another noteworthy aspect of the U.S. higher education system is the sheer number of areas of study. This gives students the freedom and flexibility to customize their learning experience. At the undergraduate level, students are encouraged to explore a breadth of subjects and academic themes, before they dive deep into their majors. In fact, several U.S. universities offer undergraduate students the opportunity to enter their degree programs “undecided,” without declaring a major area of study—a rare phenomenon in international education. Graduate students have the flexibility to chart their own course within their interest areas, through the specific research they choose to pursue. “I went to Montgomery College, a community college in Maryland, and transferred to the Robert H. Smith School of Business at the University of Maryland, where I double majored in accounting and finance. I had the flexibility to complete 150 credits in 3.5 years, which is otherwise a five-year course-load,” says Lavanya Prakash, technical accounting lead at Booz Allen Hamilton in Washington, D.C. “Upon graduation, I landed a great job at Ernst & Young. I loved the experience of studying in the United States because I was able to study everything from maths to science, and not just focus on one subject in the initial years.” Students can choose the type of institution they want to attend, the class size they deem conducive to learning, the professors they want to engage with, the research opportunities and facilities they want to access, the internships and post-study work options they would like to avail, and the cities and economic regions in which they want to be located. American college campuses follow the philosophy of building purposeful architecture that complement learning through constant engagement with spaces, people, resources and processes. “I completed a Bachelor of Science in mechanical engineering, with a minor in sociology, from Oklahoma State University. Of all the countries, I chose the United States because I was in tune with the culture, and I’d always admired the country and its values,” says Manmohan Thorat, EducationUSA coordinator at United States-India Educational Foundation, Mumbai. “My educational experience was extremely rich in terms of the knowledge I acquired at Oklahoma State University. Whether in student groups, classes, conferences or internships, I could do justice to my interests and capabilities.” These and many other remarkable features of U.S. higher education form a robust instructional paradigm, which has empowered thousands of graduates to build meaningful lives and careers. They have contributed to strengthening their communities, built visionary organizations and addressed the challenges facing the world. While education systems and students’ motivation to acquire knowledge keep evolving through the ages, the success stories of U.S. university alumni are examples of the power of quality education. Bhavvna Jolly is a senior program officer, EducationUSA, at the United States-India Educational Foundation, New Delhi. 30 JULY/AUGUST <strong>2019</strong>
Interview Insights By SUPARNA MUKHERJI Alumni interviews are an important part of the U.S. university admissions process and help find the right candidate for an institution. T he admission process at U.S. universities is quite rigorous. Not just for prospective students, but also for the institutions. Given the large, and growing, number of applicants every year, admissions officers often find it difficult to meet and review all of them. But, universities do have a loyal group of alumni who are happy to get involved in the process, by interviewing prospective students. One such alumnus, with about a decadelong experience in conducting interviews, is Eugene Bae. He holds a master’s degree in technology and policy as well as a doctorate in nuclear engineering from the Massachusetts Institute of Technology (MIT). Bae currently works as an Assistant Cultural Affairs Officer in the Public Affairs Section at the U.S. Embassy in New Delhi. Excerpts from an interview. HEMANT BHATNAGAR Eugene Bae, alumni interviewer for MIT, and Assistant Cultural Affairs Officer at the U.S. Embassy in New Delhi. MIT www.mit.edu To share articles go to https://span.state.gov JULY/AUGUST <strong>2019</strong> 31 Go Online
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