Alumni Students Quotes

Hollywood High School was flipping from the storied institute of legend to the high school of the barrio. Or, as CNN put it in a series of rave reviews for the “predominantly Latino” school: “Hollywood High Now a Diverse High School.” Hollywood High alumni include Cher, Carol Burnett, Lon Chaney, James Garner, Linda Evans, John Huston, Judy Garland, Ricky Nelson, Sarah Jessica Parker, John Ritter, Mickey Rooney, Lana Turner, and Fay Wray, among many others. By the mid-2000s, Hollywood High was more than 70 percent Hispanic,5 and students were less likely to be getting publicity shots than mug shots. Today the school is mostly famous for its stabbings, shootings, child molestations, thefts, and graffiti.6 Around 1990, a California TV producer trying to enroll a German exchange student in a Los Angeles high school asked the principal at Fairfax High if a foreign exchange student would be better served by Fairfax or Hollywood High. Without looking up, the principal replied, “Well, 90% of my students can speak English, and we haven’t had a shooting here in 5 years.

Where is Florence’s imagination? He identified the most common and most functional uses for bricks and blankets and simply stopped. Florence’s IQ is higher than Poole’s. But that means little, since both students are above the threshold. What is more interesting is that Poole’s mind can leap from violent imagery to sex to people jumping out of buildings without missing a beat, and Florence’s mind can’t. Now which of these two students do you think is better suited to do the kind of brilliant, imaginative work that wins Nobel Prizes? That’s the second reason Nobel Prize winners come from Holy Cross as well as Harvard, because Harvard isn’t selecting its students on the basis of how well they do on the “uses of a brick” test—and maybe “uses of a brick” is a better predictor of Nobel Prize ability. It’s also the second reason Michigan Law School couldn’t find a difference between its affirmative action graduates and the rest of its alumni. Being a successful lawyer is about a lot more than IQ. It involves having the kind of fertile mind that Poole had. And just because Michigan’s minority students have lower scores on convergence tests doesn’t mean they don’t have that other critical trait in abundance.

Within the huge trade unions, a similar managerial officialdom, the “labor bureaucracy” consolidates its position as an elite. This elite is sharply distinguished in training, income, habits and outlook from the ordinary union member. The trend extends to the military world, the academic world, the non-profit foundations and even auxilliary organizations of the U.N. Armies are no longer run by “fighting captains” but by a Pentagon-style managerial bureaucracy. Within the universities, proliferating administrators have risen above students, teaching faculty, alumni and parents, their power position expressed in the symbols of higher salaries and special privileges. The great “non-profit foundations” have been transformed from expressions of individual benevolence into strategic bases of managerial-administrative power. The United Nations has an international echelon of manager entrenched in the Secretariat. There are fairly obvious parallels in the managerial structures of the diverse institutional fields. For example, managers in business are stockholders as labor managers are to union members; as government managers are to voters; as public school administrators are to tax-payers; as university and private school administrators are to tuition payers and fund contributors.

The traditional lecture format of the twentieth century (which is still largely used in business schools) was quite adapted to the bygone industrial era. In that format, one enlightened person talks (the teacher as knowledge giver) while the students (a-lumni, “those who do not see the light”) listen passively. Such traditional setting worked well in a world in which knowledge access was limited, environmental changes were slower and hierarchical organizations relied on passive workers mostly to relay information and obey orders. In our digital, post-industrial age, organizations that thrive are those that have flexible structures, adaptable strategies and a culture of constant learning and collaboration among so-called “knowledge workers”. Modern companies expect students to become autonomous information seekers and problem solvers. Students expect to be given tools, methods and concepts that will make them better at thinking critically and creatively (Lima, 2003). But that is not always what they find in passive learning environments.

Think tanks, states and the federal government have scrambled to fill the information void with a variety of tools to help families try to measure the return on their college investments. The Brookings Institution last week ranked schools based on their “value-added,” or the difference between midcareer salaries of alumni and estimated salaries of comparable students from other schools. The California Institute of Technology topped the list of four-year schools with the most value added in terms of midcareer earnings.

Arguably the nation’s greatest public university and its greatest college football program can both be found on the same campus in Ann Arbor, Michigan. Michigan students, lettermen, alumni, faculty, and fans take a great deal of pride in that unique combination—and they watch the source of their pride very closely. They believe it’s not just Michigan’s victories that matter—on and off the field—but the values behind them that are so important, values that place a premium on community, achievement, and integrity. When they feel those values are threatened, they rise to defend them.

IDENTIFYING A WISE UNIVERSITY Five questions alumni, parents, college counselors, and prospective students should ask universities: 1. What steps do you take (if any) to teach incoming students about academic freedom and free inquiry before they take their first classes? 2. How would you handle a demand that a professor be fired because of an opinion he or she expressed in the article or interview, which other people found deeply offensive? 3. What would your institution do if a controversial speaker were scheduled to speak, and large protests that included credible threats of violence were planned? 4. How is your institution responding to the increase in students who suffer from anxiety and depression? 5. What does your university do to foster a sense of shared identity? Look for answers that indicate that the institution has a high tolerance for vigorous disagreement but no tolerance for violence or intimidation.

My colleagues and I ran an experiment testing two different messages meant to convince thousands of resistant alumni to give.14 One message emphasized the opportunity to do good: donating would benefit students, faculty, and staff. The other emphasized the opportunity to feel good: donors would enjoy the warm glow of giving. The two messages were equally effective: in both cases, 6.5 percent of the stingy alumni ended up donating. Then we combined them, because two reasons are better than one. Except they weren’t. When we put the two reasons together, the giving rate dropped below 3 percent. Each reason alone was more than twice as effective as the two combined.

When researchers looked at the regrets of college students in relation to their recent winter breaks and at the regrets of college graduates looking back at the winter breaks they had forty years earlier, the college students regretted not working harder (purposeful activities) while the alumni regretted not partying harder (pleasurable activities) all those years before

Today, because of its faculty, its wealth, and its ties to the large Atlanta University system, Spelman is still able to compete successfully for the same students who are being accepted by Wellesley, Smith, Bryn Mawr, the other Seven Sisters colleges, and Ivy League universities. At Spelman, unlike most women’s colleges, more than 80 percent of its faculty hold doctorates, and more than a third of the students major in mathematics, engineering, or the sciences. When I encounter Spelman women of my own generation or of my mother’s generation, I recognize a sisterhood and a camaraderie that I have never seen among black women who attended predominately white women’s colleges or who have joined sororities at other historically black schools. Because it very much identifies itself to the world and to its students as the ultimate college for black women, these students and alumni are fiercely loyal to, and respectful of, this Atlanta institution.

I’ve been told again and again, at school after school, that career service offices have little or nothing to say to students who are interested in something other than the big four of law, medicine, finance, and consulting. At the recruitment fairs, the last two dominate the field. And some schools go even further. Stanford offers companies special access to its students for a fee of ten thousand dollars—and it is hard to believe that Stanford is the only one. Selling your students to the highest bidder: it doesn’t get more cynical than that. But though the process isn’t often that direct, that’s basically the way the system works. As a friend of mine, a third-generation Yalie, once remarked, the purpose of Yale College is to manufacture Yale alumni. David Foster Wallace (Amherst ’85), has a character put it like this: The college itself turned out to have a lot of moral hypocrisy about it, e.g., congratulating itself on its diversity and the leftist piety of its politics while in reality going about the business of preparing elite kids to enter elite professions and make a great deal of money, thus increasing the pool of prosperous alumni donors.

When schools and universities foster a sense of privilege and entitlement in their students—and in theory, these are supposed to be our future leaders—then our educational systems become part of the problem. Schools are increasingly becoming businesses, attracting “customers” (students), “donors” (wealthy alumni and parents), and “patrons” (corporations).

One second-year student helped his old Harvard roommate (a first-year student) design a study strategy for the final month before the test. At every turn, people were tapping into friendship circles and alumni groups to learn about the most important test of our first year.

SJF’s one-dimensional lens also ends up neglecting the non-white poor. According to scholar Richard Kahlenberg, 71% of the Black and Hispanic students at Harvard come from wealthy backgrounds. It’s well-known that colleges privilege applicants whose parents are alumni—an overwhelmingly wealthy, white group—but it seems that the college admissions process favors the wealthy across all backgrounds. When “diversity” is only thought about from a one-dimensional perspective, the distinction between the wealthy and poor person of color goes unnoticed.

A well-defined marketing and branding strategy not only attracts new students and staff but also cultivates a sense of pride and belonging among current students, staff, and even alumni.

His voice was irresistible, gentle and forceful all at the same time. It held out the sincere promise that he was completely on your side and would never, ever, lie to you. It whispered in your ear other, darker promises. The students, the faculty, the alumni and the other members of the board listened, hypnotized, enraptured.

The school the kids and I attended was Brooklyn Academy for the Gifted. Everyone called it BAG. We had no end of jokes about this. The students were Baggies. The glamour girls with nose jobs and Botox lips were Plastic Bags. Our alumni were Old Bags. And, naturally, our headmistress, Mrs. Laird, was the Bag Lady.

From kindergarten through senior year of high school, Evan attended Crossroads, an elite, coed private school in Santa Monica known for its progressive attitudes. Tuition at Crossroads runs north of $ 22,000 a year, and seemingly rises annually. Students address teachers by their first names, and classrooms are named after important historical figures, like Albert Einstein and George Mead, rather than numbered. The school devotes as significant a chunk of time to math and history as to Human Development, a curriculum meant to teach students maturity, tolerance, and confidence. Crossroads emphasizes creativity, personal communication, well-being, mental health, and the liberal arts. The school focuses on the arts much more than athletics; some of the school’s varsity games have fewer than a dozen spectators. 2 In 2005, when Evan was a high school freshman, Vanity Fair ran an exhaustive feature about the school titled “School for Cool.” 3 The school, named for Robert Frost’s poem “The Road Not Taken,” unsurprisingly attracts a large contingent of Hollywood types, counting among its alumni Emily and Zooey Deschanel, Gwyneth Paltrow, Jack Black, Kate Hudson, Jonah Hill, Michael Bay, Maya Rudolph, and Spencer Pratt. And that’s just the alumni—the parents of students fill out another page or two of who’s who A-listers. Actor Denzel Washington once served as the assistant eighth grade basketball coach, screenwriter Robert Towne spoke in a film class, and cellist Yo-Yo Ma talked shop with the school’s chamber orchestra.

If you made a country out of all the companies founded by Stanford alumni, it would have a GDP of roughly $ 2.7 trillion, putting it in the neighborhood of the tenth largest economy in the world. Companies started by Stanford alumni include Google, Yahoo, Cisco Systems, Sun Microsystems, eBay, Netflix, Electronic Arts, Intuit, Fairchild Semiconductor, LinkedIn, and E* Trade. Many were started by undergraduates and graduate students while still on campus. Like the cast of Saturday Night Live, the greats who have gone on to massive career success are remembered, but everyone still keeps a watchful eye on the newcomers to see who might be the next big thing. With a $ 17 billion endowment, Stanford has the resources to provide students an incredible education inside the classroom, with accomplished scholars ranging from Nobel Prize winners to former secretaries of state teaching undergraduates. The Silicon Valley ecosystem ensures that students have ample opportunity outside the classroom as well. Mark Zuckerberg gives a guest lecture in the introductory computer science class. Twitter and Square founder Jack Dorsey spoke on campus to convince students to join his companies. The guest speaker lineups at the myriad entrepreneurship and technology-related classes each quarter rival those of multithousand-dollar business conferences. Even geographically, Stanford is smack in the middle of Silicon Valley. Facebook sits just north of the school. Apple is a little farther south. Google is to the east. And just west, right next to campus, is Sand Hill Road, the Wall Street of venture capital.

I had several friends from law school who were very enterprising guys, much more so than the average law student. They each started businesses after practicing law at large firms for multiple years. What kind of businesses did they start? They started boutique law firms. This is completely unsurprising if you think about it. They’d spent years becoming good at delivering legal services. It was a field that they understood and could compete in. Their credentials translated too. People learn from what they’re doing and do it again on their own. It’s not just lawyers; the consulting firm Bain and Company was started by seven former partners and managers from the Boston Consulting Group. Myriad boutique investment banks and hedge funds have spun out of large financial organizations. You can see the same pattern in the startup world. After PayPal was acquired by eBay in 2002, its founders and employees went on to found or cofound LinkedIn (Reid Hoffman), YouTube (Steve Chen, Jawed Karim, and Chad Hurley), Yelp (Russel Simmons and Jeremy Stoppelman), Tesla Motors (Elon Musk), SpaceX (Musk again), Yammer (David Sacks), 500 Startups (Dave McClure), and many other companies. PayPal’s CEO, Peter Thiel, famously made a $500,000 investment in Facebook that grew to over $1 billion. In this sense, PayPal is one of the most prolific companies of recent times. But if you look at any successful growth company you’ll start to see their alumni show up doing parallel things. Former Apple employees founded or cofounded Android, Palm, Nest, and Handspring, companies that revolve around devices. Former Yahoo! employees founded Ycombinator, Cloudera, Hunch.com, AppNexus, Polyvore, and many other web-oriented companies. Organizations give rise to other organizations like themselves.

The trouble was that the rankings were self-reinforcing. If a college fared badly in U.S. News, its reputation would suffer, and conditions would deteriorate. Top students would avoid it, as would top professors. Alumni would howl and cut back on contributions. The ranking would tumble further. The ranking, in short, was destiny.

In fact, Zinn’s radicalism was not a good fit for Spelman College, where he must have stood out like a sore thumb. Spelman was a conservative Christian school that had been founded in 1881 by eleven ex-slaves who met in Friendship Baptist Church, wanting to read the Bible.34 It became Atlanta Baptist Female Seminary and then, in 1924, Spelman College. Karen Vanlandingham in her 1985 master’s thesis, “In Pursuit of a Changing Dream: Spelman College Students and the Civil Rights Movement, 1955–1962,” explains that the “religious tradition inherent in Spelman’s founding endured as a part of the school’s educational philosophy.” The 1958–1959 college catalogue asserted, “Spelman College is emphatically Christian. The attitude toward life exemplified by the life and teachings of Jesus is the ideal which governs the institution.”35 College life there included mandatory daily chapel attendance and adherence to a strict curfew and dress code. Howard Zinn, however, felt it was his mission and his right to change the college. In the August 6, 1960, Nation, he observed: “ ‘You can always tell a Spelman girl,’ ” alumni and friends of the college have boasted for years. The ‘Spelman girl’ walked gracefully, talked properly, went to church every Sunday, poured tea elegantly and, in general, had all the attributes of the product of a fine finishing school. If intellect and talent and social consciousness happened to develop also, they were, to an alarming extent, by-products.”36 Zinn set out to transform the “finishing school” into a “school for protest.

What are you looking for when you read students’ essays? • What are some of the things you hate to see in an application? • Is demonstrated interest a factor in your admission decision? • Are admission decisions need-blind? • What kind of student does well here? What kind of student doesn’t do well here? • Did you attend this college? What has changed since you’ve been here? • What changes do you see taking place on campus in the next five years? • What are recent alumni doing? • What do you think your school is best known for? • How would you describe the typical student here? • How does the school help freshmen adjust to college? • How is academic advising handled? • Are there on-campus jobs available for students? • How are roommates assigned? • What is the Internet situation? Is the entire campus wireless? Do you support Macs or PCs? • How do meal plans work? • How much of a role does the surrounding community play in students’ daily life?

I find that the three major administrative problems on a campus are sex for the students, athletics for the alumni, and parking for the faculty. —CLARK KERR, PRESIDENT OF UC BERKELEY, 1958–1967

In 2001, a report issued by the Truth Commission on Genocide in Canada maintained that the mainline churches and the federal government were involved in the murder of over 50,000 Native children through this system. The list of offenses committed by church officials includes murder by beating, poisoning, hanging, starvation, strangulation, and medical experimentation. Torture was used to punish children for speaking Aboriginal languages. Children were involuntarily sterilized. In addition, the report found that clergy, police, and business and government officials were involved in maintaining pedophile rings using children from residential schools. Former students at boarding schools also claim that some school grounds contain unmarked graveyards of murdered babies born to Native girls who had been raped by priests and other church officials. Since this abuse has become public, the Royal Canadian Mounted Police has started a task force to investigate allegations of abuse in residential schools. By 2000, they had received 3,400 complaints against 170 suspects. Only five people were charged. By 2001, 16,000 Native people (which is 17 percent of living residential school alumni) had begun legal claims against the churches or government. Liability could run into billions of dollars, threatening some churches with bankruptcy.

Japanese students when compared to other countries students clearly stand out as highly desirable long-term students. Their high level of literacy, visa access, motivation to study, scholastic ability, and value as alumni make them a sort after student market in Asia

Organization systems present the site’s information to us in a variety of ways, such as content categories that pertain to the entire campus (e.g., the top bar and its “Academics” and “Admission” choices), or to specific audiences (the block on the middle left, with such choices as “Future Students” and “Staff”). Navigation systems help users move through the content, such as with the custom organization of the individual drop-down menus in the main navigation bar. Search systems allow users to search the content; when the user starts typing in the site’s search bar, a list of suggestions is shown with possible matches for the user’s search term. Labeling systems describe categories, options, and links in language that (hopefully) is meaningful to users; you’ll see examples throughout the page (e.g., “Admission,” “Alumni,” “Events”).