| Class Size | 419 |
| Geographic Breakdown (All Students by Address) | |
| Massachusetts | 61.3% |
| Other New England | 26.7% |
| Other US | 10.7% |
| Foreign | 1.2% |
| Race/Ethnicity (Self-identified) | |
| American Indian/Alaska Native | 0.0% |
| Asian | 6.4% |
| Black/African American | 6.0% |
| Hawaiian/Pacific Islander | 0.2% |
| Hispanic | 9.8% |
| Two or More Races | 3.1% |
| ALANA total | 25.5% |
| International | 1.2% |
| White | 69.7% |
| Unknown | 3.6% |
| Gender Breakdown | |
| Female | 80.0% |
| Male | 20.0% |
| 1st Generation(From Common App) | |
| Yes | 28.9% |
| No | 71.1% |
| Residency Status | |
| Resident (On Campus)* | 0.0% |
| Commuter | 100.0% |
| *No residents in Fall 2020 as Emmanuel was 100% virtual. | |
| Total Students | 1745 |
| Freshmen | 27.4% |
| Sophomores | 27.6% |
| Juniors | 25.4% |
| Seniors | 19.5% |
| Non-Matriculating | 0.1% |
| FT/PT Status | |
| Full Time | 99.2% |
| Part Time | 0.8% |
| Geographic Breakdown (All Students by Address) | |
| Massachusetts | 61.1% |
| Other New England | 28.2% |
| Other US | 936% |
| Foreign | 1.1% |
| Race/Ethnicity (Self-identified) | |
| American Indian/Alaska Native | 0.1% |
| Asian | 5.5% |
| Black/African American | 6.5% |
| Hawaiian/Pacific Islander | 0.2% |
| Hispanic | 11.2% |
| Two or More Races | 2.9% |
| ALANA total | 26.3% |
| International | 1.3% |
| White | 69.2% |
| Unknown | 3.2% |
| Gender Breakdown | |
| Female | 76.8% |
| Male | 23.2% |
| 1st Generation(from Common App) | |
| Yes | 25.2% |
| No | 74.8% |
| Residency Status | |
| Resident (On Campus) | 74.3% |
| Commuter | 25.7% |
| *No residents in Fall 2020 as Emmanuel was 100% virtual. | |
| Schools | Spring 2017 | Spring 2018 | Spring 2019 | Spring 2020 |
|---|---|---|---|---|
| School of Business and Management | 16% | 16% | 19% | 20% |
| Accounting | 2% | 2% | 3% | 3% |
| Economics | 2% | 3% | 4% | 3% |
| Finance | 0% | 0% | 0% | 0% |
| Management | 11% | 11% | 11% | 11% |
| Marketing | 0% | 0% | 1% | 3% |
| School of Education | 10% | 9% | 9% | 8% |
| Elementary Education | 6% | 6% | 5% | 1% |
| Secondary Education | 4% | 3% | 3% | 3% |
| Liberal Studies (standalone) | 1% | 0% | 0% | 0% |
| School of Humanities and Social Sciences | 35% | 36% | 36% | 35% |
| American Studies | 0% | 0% | 0% | 0% |
| Communication and Media Studies | 7% | 7% | 7% | 8% |
| Graphic Design | 3% | 3% | 2% | 2% |
| English | 5% | 5% | 5% | 5% |
| History | 4% | 4% | 3% | 3% |
| International Studies | 3% | 3% | 3% | 3% |
| Philosophy | 1% | 1% | 1% | 1% |
| Political Science | 4% | 4% | 4% | 4% |
| Sociology | 5% | 7% | 7% | 7% |
| Spanish | 1% | 0% | 0% | 0% |
| Studio Art | 3% | 3% | 2% | 2% |
| Theater Arts | 0% | 0% | 0% | 0% |
| Theology and Religious Studies | 0% | 0% | 0% | 0% |
| Wilkens School of Nursing and Clinical Sciences | n/a | n/a | n/a | 3% |
| Nursing | n/a | n/a | n/a | 3% |
| School of Science and Health | 39% | 39% | 37% | 15% |
| Biology | 16% | 17% | 16% | 2% |
| Chemistry | 4% | 3% | 2% | 2% |
| Mathematics | 2% | 2% | 1% | 2% |
| Neuroscience | 3% | 3% | 3% | 3% |
| Psychology | 14% | 14% | 14% | 13% |
| Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 |
| 91(90 FT) | 95(94 FT) | 101(100 FT) | 105(105 FT) |
| Class of 2020 | Class of 2021 | Class of 2022 | Class of 2023 |
| 78% | 78% | 79% | 74% |
| Class of 2015 | Class of 2016 | Class of 2017 | Class of 2018 |
| 66% | 66% | 66% | 62% |
| Pell Grant | Stafford Loan, no Pell Grant | Neither Pell Grant nor Stafford Loan | All Students | |
| Class of 2011 | 61% | 56% | 59% | 58% |
| Class of 2012 | 79% | 58% | 55% | 64% |
| Class of 2013 | 68% | 64% | 55% | 64% |
| Class of 2014 | 60% | 71% | 69% | 67% |
| Class of 2015 | 55% | 70% | 68% | 66% |
| Class of 2016 | 64% | 63% | 71% | 66% |
| Class of 2017 | 62% | 71% | 62% | 66% |
| Class of 2018 | 55% | 64% | 64% | 62% |
| Total Students | 46 |
| Nursing (BSN) | 89.1% |
| Non-Matriculating | 10.9 |
| FT/PT Status | |
| Full Time | 8.7% |
| Part Time | 91.3% |
| Geographic Breakdown (All Students by Address) | |
| Massachuetts | 100.0% |
| Other New England | 0.0% |
| Other US | 0.0% |
| Foreign | 0.0% |
| Race/Ethnicity (Self-identified) | |
| American Indian/Alaska Native | 0.0% |
| Asian | 10.9% |
| Black/African American | 0.0% |
| Hawaiian/Pacific Islander | 0.0% |
| Hispanic | 4.3% |
| Two or More Races | 0.0% |
| ALANA total | 15.2% |
| International | 0.0% |
| White | 17.4% |
| Unknown | 67.4% |
| Gender Breakdown | |
| Female | 93.5% |
| Male | 6.5% |
| Colleges of the Fenway | 43 |
| Fenway High School | 4 |
| Exchange Programs | 0 |
| Total Students | 108 |
| MED | 16.7% |
| Instructional Design Certificate | 5.6% |
| HRM | 13.9% |
| MSM | 6.5% |
| MSRESAD | 10.2% |
| MBA | 12.0% |
| Graduate Nursing | 24.1% |
| Non-Matriculating | 11.4% |
| FT/PT Status | |
| Full Time | 9.3% |
| Part Time | 90.7% |
| Geographic Breakdown (All Students by Address) | |
| Massachusetts | 87.0% |
| Other New England | 6.5% |
| Other US | 6.5% |
| Foreign | 0.0% |
| Race/Ethnicity (Self-identified) | |
| American Indian/Alaska Native | 0.0% |
| Asian | 1.9% |
| Black/African American | 5.6% |
| Hawaiian/Pacific Islander | 0.0% |
| Hispanic | 3.7% |
| Two or More Races | 0.9% |
| ALANA total | 12.0% |
| International | 0.0% |
| White | 56.5% |
| Unknown | 31.5% |
| Gender Breakdown | |
| Female | 79.6% |
| Male | 20.4% |
| Fall 2016 | Fall 2017 | Fall 2018 | Fall 2019 | Fall 2020 |
| 1981 | 1919 | 2046 | 2064 | 1823 |
| Number of Full-Time Equivalent (FTE) Undergraduate Students | ||||
| 1904 | 1860 | 1995 | 2015 | 1775 |
| Number of Full-Time Equivalent (FTE) Graduate Students | ||||
| 77 | 59 | 50 | 48 | 47 |
Nick grew up in a family of medical professionals—his mother and grandmother are both nurses and his father is a paramedic. “I’ve always been surrounded with medical jargon and stories of health incidents, crises, and the rewarding benefits of providing care,” he said.
For Nadel, the stage is her “second home,” and the community she’s found within Emmanuel’s Theater program, a second family. While she originally thought she would pursue college theater as a hobby, she soon realized the work would define her student experience and provide a foundation for life beyond Emmanuel.
As a mathematics and economics double major with a concentration in statistics, Matt found actuarial work of calculating the financial consequences of risk for companies right in line with his interests.
Prior to coming to Emmanuel, Gianna had never heard of the field of sociology, but was very familiar and passionate about issues of crime and justice. Her time at Emmanuel helped her to not only put a name—but also, a purpose—to that passion.
Propelled by a National Science Foundation (NSF) grant, students and faculty in the Mathematics Department are studying the rate of evolution in spatially structured populations using evolutionary graph theory, which may inform the estimation of important events in our evolutionary past, such as when humans split from our closest primate relatives.
Assistant Professor of Communications and Media Studies Mark Flynn and Tristyn Suprenant ’20 take a look at food advertisements and the effects of mindfulness on television binge watching.
In collaboration with Emmanuel graduate, Kierstin Giunco ’17, Associated Professor of Education Christine Leighton and current student Kayla Balthazar '20 are working with local elementary students to deepen reading engagement and comprehension.
As her research in economics education has focused on innovation in the classroom and finding ways to help students apply economic theories to real-world situations, students are vital in every aspect to Associate Professor of Economics Rebecca Moryl’s work.
When choosing a college, Eileen knew two things for sure—that she would be able to get to know her professors and peers and that she wanted to be in an area in which she would have myriad opportunities in the research and medicine.
When Melissa started at Emmanuel, she chose what she believed to be two separate and distinct majors—studio art and history—to fulfill her both her personal and professional interests.
Kai has always had the inclination to try to make any situation better. When he was searching for colleges, Emmanuel's social justice mission resounded deeply with his ideals of supporting those who need the help.
Robert’s interest in the workings of the wider world grew in 2011 as the Arab Spring became international news. “I love history,” he said, “so knowing the history of the states as well as their current affairs made their actions and interactions much more interesting to me.”
Emmanuel is a place where students broaden their sense of what’s possible and prepare for inspiring careers in an ever-changing world. Be here.
Questions?
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