Freshmen Students Quotes

In 1971, 73 percent of incoming freshmen said that it is essential or very important to “develop a meaningful philosophy of life,” 37 percent to be “very well-off financially” (not well-off, note, but very well-off). By 2011, the numbers were almost reversed, 47 percent and 80 percent, respectively. For well over thirty years, we’ve been loudly announcing that happiness is money, with a side order of fame. No wonder students have come to believe that college is all about getting a job.

Hey, ass-hats!” We bolt to our feet when Coach Jensen’s commanding voice snaps toward the bleachers. Our fearless leader—the only Briar faculty member who can get away with calling students “ass-hats”—glares at us from the ice. “Is there a reason your lazy asses are up in those seats when you should all be in the weight room?” he booms. “Quit stalking my practice!” Then he turns to scowl at the trio of freshmen who are snickering behind their gloves. “What’re you ladies laughing at? Hustle!” The players speed forward as if the ice behind them is cracking to pieces. Up in the stands, the guys and I hustle just as fast.

the test scores used in admissions are a measure of what colleges take in, not what they produce. The fact that an Ivy League school has freshmen with high SAT scores tells us that it is a good magnet for talent but nothing else. What should matter is how students, including those with low SAT scores, improve over the course of their time in school.

Every student doffed his hat when the president approached, and bowed as he passed, or faced his wrath. Freshmen, meanwhile, acted as flunkies for the upperclassmen, who exacted a very painful form of punishment on those unwise enough to tell them where to go. The first priority, apart from striving to

This shift in culture has changed us. In the first place, it has made us a bit more materialistic. College students now say they put more value on money and career success. Every year, researchers from UCLA survey a nationwide sample of college freshmen to gauge their values and what they want out of life. In 1966, 80 percent of freshmen said that they were strongly motivated to develop a meaningful philosophy of life. Today, less than half of them say that. In 1966, 42 percent said that becoming rich was an important life goal. By 1990, 74 percent agreed with that statement. Financial security, once seen as a middling value, is now tied as students’ top goal. In 1966, in other words, students felt it was important to at least present themselves as philosophical and meaning-driven people. By 1990, they no longer felt the need to present themselves that way. They felt it perfectly acceptable to say they were primarily interested in money.20 We live in a more individualistic society. If

At the University of California, San Diego the year before racial preferences were banned in the late 1990s, exactly one black student out of 3,268 freshmen made honors. A few years later after students who once would have been “mismatched” to Berkeley or UCLA were now admitted to schools such as UC San Diego, where one in five black freshmen were making honors, the same proportion as white ones.

Other people were so unsuccessful at fending off love! Members of Congress who had affairs with their aides, or students who I'd known in college, girls who as freshmen declared themselves lesbians, then graduated with boyfriends- to give in to such love represents, for them, a capitulation or a betrayal, yet apparently the pull was so strong that they couldn't resist. That was what I didn't understand, how people made the leap from not mattering in each others' lives to mattering.

Fatigue has built up after all this training, and I can’t seem to run very fast. As I’m leisurely jogging along the Charles River, girls who look to be new Harvard freshmen keep on passing me. Most of these girls are small, slim, have on maroon Harvard-logo outfits, blond hair in a ponytail, and brand-new iPods, and they run like the wind. You can definitely feel a sort of aggressive challenge emanating from them. They seem to be used to passing people, and probably not used to being passed. They all look so bright, so healthy, attractive, and serious, brimming with self-confidence. With their long strides and strong, sharp kicks, it’s easy to see that they’re typical mid-distance runners, unsuited for long-distance running. They’re more mentally cut out for brief runs at high speed. Compared to them I’m pretty used to losing. There are plenty of things in this world that are way beyond me, plenty of opponents I can never beat. Not to brag, but these girls probably don’t know as much as I do about pain. And, quite naturally, there might not be a need for them to know it. These random thoughts come to me as I watch their proud ponytails swinging back and forth, their aggressive strides. Keeping to my own leisurely pace, I continue my run down along the Charles. Have I ever had such luminous days in my own life? Perhaps a few. But even if I had a long ponytail back then, I doubt if it would have swung so proudly as these girls’ ponytails do. And my legs wouldn’t have kicked the ground as cleanly and as powerfully as theirs. Maybe that’s only to be expected. These girls are, after all, brand-new students at the one and only Harvard University. Still, it’s pretty wonderful to watch these pretty girls run. As I do, I’m struck by an obvious thought: One generation takes over from the next. This is how things are handed over in this world, so I don’t feel so bad if they pass me. These girls have their own pace, their own sense of time. And I have my own pace, my own sense of time. The two are completely different, but that’s the way it should be.

In a longitudinal study of college students, freshmen were evaluated for fixed mindsets or growth mindsets and then followed across their four years of enrollment. When the students with fixed mindsets encountered academic challenges such as daunting projects or low grades, they gave up, while the students with growth mindsets responded by working harder or trying new strategies. Rather than strengthening their skills and toughening their resolve, four years of college left the students with fixed mindsets feeling less confident. The feelings they most associated with school were distress, shame, and upset. Those with growth mindsets performed better in school overall and, at graduation time, they reported feeling confident, determined, enthusiastic, inspired, and strong.

The terrible thing happened when the Board of Regents were being shown through the campus. The Regents were the supreme rulers of the University; they were bankers and manufacturers and pastors of large churches; to them even the president was humble. Nothing gave them more interesting thrills than the dissecting-room of the medical school. The preachers spoke morally of the effect of alcohol on paupers, and the bankers of the disrespect for savings-accounts which is always to be seen in the kind of men who insist on becoming cadavers. In the midst of the tour, led by Dr. Stout and the umbrella-carrying secretary of the University, the plumpest and most educational of all the bankers stopped near Clif Clawson's dissecting-table, with his derby hat reverently held behind him, and into that hat Clif dropped a pancreas. Now a pancreas is a damp and disgusting thing to find in your new hat, and when the banker did so find one, he threw down the hat and said that the students of Winnemac had gone to the devil. Dr. Stout and the secretary comforted him; they cleaned the derby and assured him that vengeance should be done on the man who could put a pancreas in a banker's hat. Dr. Stout summoned Clif, as president of the Freshmen. Clif was pained. He assembled the class, he lamented that any Winnemac Man could place a pancreas in a banker's hat, and he demanded that the criminal be manly enough to stand up and confess. Unfortunately the Reverend Ira Hinkley, who sat between Martin and Angus Duer, had seen Clif drop the pancreas. He growled, "This is outrageous! I'm going to expose Clawson, even if he is a frat-brother of mine." Martin protested, "Cut it out. You don't want to get him fired?" "He ought to be!" Angus Duer turned in his seat, looked at Ira, and suggested, "Will you kindly shut up?" and, as Ira subsided, Angus became to Martin more admirable and more hateful than ever.

Don't call me kid.” I pushed off of the wall, rage slithering through me. “This Academy might make me wear a uniform like a high school student, but I'm eighteen and I've looked after myself most of my life anyway. You think it would have been any different back there if I'd had a friend with me? We're freshmen. We're not trained to fight Nymphs.” Orion's jaw ticked as he absorbed my words. Eventually, he nodded, his eyes moving to look up at the tower. A baying howl sounded in the distance and he glanced over his shoulder. “The hunt's started, I should go and join them.” “Be careful,” I whispered. He looked back at me with a frown and something broken and desperate shone from his eyes for a moment. He blinked firmly and his expression morphed into a fierce scowl. “Stop looking at me like that,” he snarled and I fought the urge to recoil from his terrifying tone. “Like what?” “You know what,” he snapped. “I'm your teacher.” “I know,” I balked, horrified at what he was suggesting. That he could somehow read how much I wanted him. “Do you?” he stepped forward. I nodded firmly, though I wasn't sure my body was getting the message because I had the urge to wrap myself around him and kiss him goodbye. It was absolutely crazy. But him running off after a Nymph made me dread the idea that he wouldn't come back. “Then stop looking at me like that.” Embarrassment poured through me like a tsunami, but I fought it away, elbowing aside my shame. Because how dare he accuse me of being inappropriate? He'd had this hands all over me the other day and he'd shouted at me for that too. I was so done with his bullshit. So I stepped forward, looking him square in the eye as my hands began to shake. “Then stop looking back, Lance.” I left him with a gobsmacked expression on his face as I turned away, casting air at the symbol above the door. It unlocked with a loud clunk and I darted inside, slamming it behind me without a single glance back.(Darcy)

Chicago told its 2016 intake of students point-blank not to expect any trigger warnings or safe spaces at their educational establishment. “Fostering a free exchange of ideas reinforces a related University priority—building a campus that welcomes people of all backgrounds,” wrote the Dean of Students, Jay Ellison, in a letter to freshmen. “Diversity of opinion and background is a fundamental strength of our community. The members of our community must have the freedom to espouse and explore a wide range of ideas.” The

As those Georgetown scholars say in their 2013 “Separate and Unequal” report, between 1995 and 2009, new freshmen enrollments grew by 197 percent for Hispanic students and 73 percent for African American students, far outpacing the 15-percent increase in white students. But where those students went to college differed greatly by ethnicity. Most of the white students went to one of the nation’s 468 more-selective public and private four-year colleges, while most of the Hispanic and African American students ended up at open-access two-year and four-year institutions.

A group of researchers asked ninety-nine college freshmen and sophomores to think back a few years and recall the grades they had received for high school classes in math, science, history, foreign language study, and English.44 The students had no incentive to lie because they were told that their recollections would be checked against their high school registrars’ records, and indeed all signed forms giving their permission. Altogether, the researchers checked on the students’ memories of 3,220 grades. A funny thing happened. You’d think that the handful of years that had passed would have had a big effect on the students’ grade recall, but they didn’t. The intervening years didn’t seem to affect the students’ memories very much at all—they remembered their grades from their freshman, sophomore, junior, and senior years all with the same accuracy, about 70 percent. And yet there were memory holes. What made the students forget? It was not the haze of years but the haze of poor performance: their accuracy of recall declined steadily from 89 percent for A’s to 64 percent for B’s, 51 percent for C’s, and 29 percent for D’s. So if you are ever depressed over being given a bad evaluation, cheer up. Chances are, if you just wait long enough, it’ll improve.

During the first day of orientation, an instructor from the general studies department asked a group of freshmen and transfer students if any of us had read and liked Jane Austen. I raised my hand eagerly, and said in my still somewhat broken English that I found her characters—created two centuries earlier—to be instantly relatable. “Wrong,” the instructor said. “Those books promote female oppression, racism, colonialism, and white supremacy.

BECAUSE OF THE WISDOM and encouragement of good parents, I decided to attend the United States Air Force Academy following high school. I got in because I was good at basketball, not because I had ever been a serious student. Life at the Academy was difficult but rewarding. The first two years were particularly taxing, especially for those like me who had just left home for the first time in their lives. When my incoming class of freshmen and I first arrived, we had everything stripped from us—civilian clothes, cars, cell phones, other personal belongings, and even our hair. Thus began my initiation into a respectable tradition, one for which I have been profoundly grateful. That tradition taught us not to lie, steal, or cheat, nor tolerate among us anyone who does. It was a tradition of patriotism. The Academy was a place where I learned that no honor was granted short of hard work and merit. There, I learned

One study, for example, conveyed information about injunctive norms by associating drinking with an unpopular group, thereby implying that only “uncool” people like to drink a lot. Researchers at Stanford University figured that many students beginning their first year would not want to be associated with older, geeky grad students who spend all their time in the library. At the beginning of the academic year, the researchers posted flyers in a freshman dorm that showed a graduate student holding an alcoholic drink. “Lots of graduate students at Stanford drink and lots of them are sketchy,” the flyer said. “So think when you drink… Nobody wants to be mistaken for this guy.” In another freshman dorm, the researchers posted flyers that portrayed the negative health effects of drinking alcohol but made no mention of graduate students. Then, two weeks later, the students in both dorms completed a survey on which they reported how many alcoholic drinks they had had in the previous week. They also indicated how much they would want other people to think that they were like graduate students. It turned out that the “geeky graduate student” flyer had a dramatic effect on the drinking of students who did not want to be associated with graduate students. Among this group of freshmen, those in the “geeky” flyer condition had only had two drinks the previous week, whereas those in the health flyer condition had six drinks the previous week. (The flyers didn’t have any effect on freshmen who admired grad students; interestingly, they didn’t drink much to begin with.) Young people have a keen eye for what their peers approve of, and associating drinking with a geeky, disapproved-of group proved to be a powerful deterrent.

Freshmen now say the number one reason to attend college is to “get a better job,” according to a major annual survey of incoming students. Before 2006, students told researchers that the number one reason was to “learn about things that interest me.

You’re teaching nursing?” he asked, surprised. She nodded. “I’ve been doing that for the past year or so. Turns out I like it.” “My new sister-in-law, Shelby—she’s a student there, in nursing. Cutest thing you’ll ever see. Best thing that ever happened to Luke. Any chance you know her?” “What year is she in?” Franci asked. “First year. She got married in her first semester because Paddy and Colin were done with their deployments—she waited for all the Riordans to be available. She’s way younger than Luke and is just starting college.” Franci tilted her head and smiled, thinking how sweet it was that cranky, womanizing old Luke ended up with a sweet young girl who was determined to get an education. “I’m pretty sure I haven’t met Luke’s wife. Most of the freshmen are stuck in liberal-arts courses the first year. I teach one medical-surgical course and one that boils down to charting ER patients. I’m just one of many instructors. Mostly, I teach juniors and seniors. I share an office on campus with another nursing instructor and I only teach a couple of days a week. Except for meetings, of which there are too many.” “You never did go for the meetings,” he said with a smile. “I’ll have to tell Shelby to introduce herself. You’ll love her. You’ll—” “One thing at a time, all right?” Franci asked patiently.

How did I feel when I entered Daltonbury Hall? I was excited, elated and filled with anticipation to be in England. This was a country wherein I had wanted to be located since I was six years of age. As a teenager, I was fearless and dying to explore new, uncharted territories. Daltonbury Hall was precisely the relief I craved after my Methodist Boys’ School bullying experiences. To have a handsome, caring ‘big brother’ twenty-four seven as my guardian was a dream come true for this gay boy. Was my life in Malaya very different from England? Very much so! To me, England was a completely different planet. I felt as if I had landed on the Moon. Instead of a planet filled with ugly rocks, it was a planet filled with good-looking boys (especially those I came in contact with as I was secretly groomed to enter E.R.O.S.). The boys I befriended were well-mannered and aristocratic in more ways than just being born into wealthy homes. E.R.O.S. selected candidates that had a certain je ne sais quoi about them. That made a big difference to me; they weren’t like the ‘regular’ boys I encountered at the Methodist Boys School in Malaysia. You asked how I coped when I first arrived in the United Kingdom. I was homesick for the first few weeks but I adjusted to my new environment quickly. Daltonbury Hall provided me with a fresh start, a new life. A life I was happy to leave behind when I left Kuala Lumpur. Everything was exciting, even at times when I was uncertain about my capabilities in my studies. The ‘big brothers’ were always available to assist, to comfort and encourage the freshmen and juniors when we faced difficulties in our educational and private lives. In my opinion, the BB and BS program should be installed in regular schools. I believe this will eliminate the current dysfunctional school system and reduce school bullying as well as suicidal behavior in students. More often than not, adolescent boys look to an older and more experienced guardian for guidance and mentorship. I blossomed under Nikee, Andy, and Oscar’s tutelage.

In our hunger for guidance, we were ordinary. The American Freshman Survey, which has followed students since 1966, proves the point. One prompt in the questionnaire asks entering freshmen about “objectives considered to be essential or very important.” In 1967, 86 percent of respondents checked “developing a meaningful philosophy of life,” more than double the number who said “being very well off financially.” Naturally, students looked to professors for moral and worldly understanding. Since then, though, finding meaning and making money have traded places. The first has plummeted to 45 percent; the second has soared to 82 percent.

Freshmen spend in unfathomable sitting on their beds – heads against the wall or propped pillows, semistudying or not, listening to music, catching a little TV, sending e-mail messages while flipping through yesterday's student newspaper and talking about "you know, nothing," which means everything. Just plain being is pretty darn interesting in those first few months of stay-up-as-late-as-you-want independence.

They’re perceived to be more friendly, warmer, and even more physically attractive. A study showed that students who were happy as college freshmen were earning more money in their midthirties—without any wealth advantage to start. Being happy can make a big difference in your work life.

James was generous with his time to any friend who needed it—as well as to some, like Lawson, who did not! When one friend had eye trouble and could not read, James spent an hour each evening reading out his bookwork for the next day. He bucked up fellow students when they were depressed and on several occasions nursed others who were sick. He helped freshmen who were having trouble with their studies. He also found time to keep up a lively correspondence with his father, Aunt Jane, Lewis Campbell and others.

I liked Finland for its absence of overt rage or street crime. This wasn’t the United States, this wasn’t Spain. It was calm here, and moody, a gorgeous, elegant place with slightly off-kilter serotonin levels. A depressed country: this was an easy diagnosis to make, given the suicide statistics, which Scandinavia sometimes tries to deny, just the way Cornell University tries to allay the fears of incoming students’ parents about the famous Ithaca gorge, which, like a harvest ritual each fall, claims the life of a few more hopeless freshmen. Don’t worry, the college brochure should say. Though some students do in fact leap to their deaths, most prefer keg parties and studying. All of Scandinavia was alluring, with its ice fishing and snowcaps, but everyone knew about the legend of ingrained unhappiness among Finns, Norwegians, and Swedes: their drinking, their mournful, baying songs, their muffled darkness smack in the middle of the day.

Wallace pointed to the left side of the photograph where our mutual friend stood alone at the outskirts of the assembly. Given another minute, I would certainly have identified Tinker. He looked just as you’d expect him to look at the age of fourteen—his hair a little tussled, his jacket a little wrinkled, his eyes trained on the camera as if he were ready to spring. Then Wallace smiled and moved his finger across the photograph to its opposite edge. —And he’s here. Sure enough, at the far right of the assembly was another figure, slightly blurred, but unmistakably him. In order to have the whole school in focus, Wallace explained, they used the old box cameras on stilts where an aperture is slowly pulled across a large negative, exposing one part of the assembly at a time. This allows someone on the far side to sprint behind the student body and appear in the photograph twice—but only if he times it well and runs like the devil. Every year a few freshmen tried the stunt, but Tinker was the only one Wallace remembered succeeding. And from the wide smile on the second Tinker’s face, you sensed that he knew it.

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?

Every year, researchers from UCLA survey a nationwide sample of college freshmen to gauge their values and what they want out of life. In 1966, 80 percent of freshmen said that they were strongly motivated to develop a meaningful philosophy of life. Today, less than half of them say that. In 1966, 42 percent said that becoming rich was an important life goal. By 1990, 74 percent agreed with that statement. Financial security, once seen as a middling value, is now tied as students’ top goal. In 1966, in other words, students felt it was important to at least present themselves as philosophical and meaning-driven people. By 1990, they no longer felt the need to present themselves that way. They felt it perfectly acceptable to say they were primarily interested in money.

Bud Light?” she asks in a distasteful tone. “Did you think you would be getting a microbrew? It’s a college house.” “Still”—she takes a sip and cringes—“I thought you’d have a little more class.” “You’re giving me too much credit.” I nod my head toward the corner of the loft where there are less people. When she doesn’t initially follow me, I turn back around, grab her hand like I had to in class, and pull her across the loft until we’re settled in the corner. I lean against the wall and prop one leg behind me. She eyes me, giving me a full once-over. I do the same. She’s damn hot, and I’m regretting my actions last Saturday, passing out mid grope. Finally she says, “You seem to have lost your shirt.” She motions with her finger over my bare chest. I look down at her legs and reply, “Must be where the other half of your skirt is.” “Think they’re making out in a laundromat somewhere?” She takes a sip of her beer and cringes again. A few more sips and she’ll get used to it; always happens for me. “If they are, I hope they use the gentle cycle.” Her brow pulls together. “Not sure if that makes sense.” “Oh, because half of a skirt and a shirt making out in a laundromat does?” “In children’s books, sure.” “What kind of perverted children’s books did you read growing up?” I counter. “You know, the classics,” she answers causally. “One Fish, Two Fish, Red Fish, Blue Fish and Skirt and Shirt, Lovers for Life.” “Ah, yes, I forgot about that passionate yet eye-opening youth literature that took the New York Times by storm.” “I have five signed first-edition copies in a box in my parents’ attic. Banking on them to clear out my student loans.” She sips her beer, flips her hair behind her shoulder, glances at my chest again. “Five?” I answer sarcastically. “Damn, forget college loans, you’re set for life.” “You think?” She glances around. “What the hell am I doing here then?” “To see me of course,” I answer with a smile. She rolls her eyes. “More like dragged to this party because my roommate has a crush on one of your freshmen.” “Yeah, which one?” I look over her head, eyeing all the partygoers. “No idea, but apparently he has amazing blue eyes.” “Amazing, huh? Has to be Gunner. I was even stunned by his eyes when he was recruited.” No joke, the dude won the lottery for irises. I’m even jealous with how . . . aqua they are. “Not ashamed to admit that?” she asks, shifting on her heels. “Not even a little.

Part of making a market thick involves finding a time at which lots of people will participate at the same time. But gaming the system when the system is “first come, first served” can mean contriving to be earlier than your competitors. That’s why, for example, the recruitment of college freshmen to join fraternities and sororities is called “rush.” Back in the late 1800s, fraternities were mostly social clubs for college seniors. But in an effort to get a little ahead of their competitors in recruiting, some started “rushing” to recruit earlier and earlier. Fast-forward to today, when it is first-semester students who are the targets of fraternity and sorority rush.

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Asians are still a small minority—14.5 million (including about one million identified as part Asian) or 4.7 percent of the population—but their impact is vastly disproportionate to their numbers. Forty-four percent of Asian-American adults have a college degree or higher, as opposed to 24 percent of the general population. Asian men have median earnings 10 percent higher than non Asian men, and that of Asian women is 15 percent higher than non-Asian women. Forty-five percent of Asians are employed in professional or management jobs as opposed to 34 percent for the country as a whole, and the figure is no less than 60 percent for Asian Indians. The Information Technology Association of America estimates that in the high-tech workforce Asians are represented at three times their proportion of the population. Asians are more likely than the American average to own homes rather than be renters. These successes are especially remarkable because no fewer than 69 percent of Asians are foreign-born, and immigrant groups have traditionally taken several generations to reach their full economic potential. Asians are vastly overrepresented at the best American universities. Although less than 5 percent of the population they account for the following percentages of the students at these universities: Harvard: 17 percent, Yale: 13 percent, Princeton: 12 percent, Columbia: 14 percent, Stanford: 25 percent. In California, the state with the largest number of Asians, they made up 14 percent of the 2005 high school graduating class but 42 percent of the freshmen on the campuses of the University of California system. At Berkeley, the most selective of all the campuses, the 2005 freshman class was an astonishing 48 percent Asian. Asians are also the least likely of any racial or ethnic group to commit crimes. In every category, whether violent crime, white-collar crime, alcohol, or sex offenses, they are arrested at about one-quarter to one-third the rate of whites, who are the next most law-abiding group. It would be a mistake, however, to paint all Asians with the same brush, as different nationalities can have distinctive profiles. For example, 40 percent of the manicurists in the United States are of Vietnamese origin and half the motel rooms in the country are owned by Asian Indians. Chinese (24 percent of all Asians) and Indians (16 percent), are extremely successful, as are Japanese and Koreans. Filipinos (18 percent) are somewhat less so, while the Hmong face considerable difficulties. Hmong earn 30 percent less than the national average, and 60 percent drop out of high school. In the Seattle public schools, 80 percent of Japanese-American students passed Washington state’s standardized math test for 10th-graders—the highest pass rate for any ethnic group. The group with the lowest pass rate—14 percent—was another “Asian/Pacific Islanders” category: Samoans. On the whole, Asians have a well-deserved reputation for high achievement.

Conversation turned to a case that was in the news—Donald Williams Jr., an African American freshman at San Jose State University, had been relentlessly bullied by the white students he lived with in a four-bedroom dormitory suite. The white kids, also freshmen, had insisted on calling Williams “three-fifths,” a reference to the clause in the original US Constitution that counted slaves as three-fifths of a person when determining population for representation in Congress. They clamped a bike lock around his neck and claimed to have lost the key. They wrote Nigger on a whiteboard and draped a Confederate flag over a cardboard cutout of Elvis Presley in the suite’s living room. They locked him in his room. And they claimed it was all just a series of good-natured pranks. In the end, three eighteen-year-old white students were expelled for what they did to Williams, and a seventeen-year-old was suspended. The three who were expelled were also charged in criminal court. The charge: misdemeanor battery with a hate-crime enhancement, which carried a maximum penalty of a year and a half in county jail. A jury eventually convicted all three of battery but acquitted one of the students of the hate-crime charge and deadlocked on the others. “Girl, they got misdemeanors,” Regis said. “Nobody got charged with any felonies. Three white boys on one black boy.

team of psychologists asked one group of young students to imagine that they would be moving far away in 30 days, and told them to plan their next 30 days accordingly: It would be the students’ last chance for a very long time to enjoy all the special people and places they’d come to like about their college. In short, the students were urged to savor their remaining time on campus. Then, every week that month, the researchers asked the students to write down their activities. By contrast, another group of freshmen weren’t told to imagine anything or to do any kind of savoring of their days—they merely had to track their daily activities. Guess what happened? As you can imagine, the students in the first group were happier by the end of the 30 days than the second group. Whether they did more or just managed to squeeze more enjoyment out of whatever they did on a daily basis, the mere act of deliberately thinking about their time as limited definitely helped. What’s the takeaway here? Being aware that your time is limited can clearly motivate you to make the most of the time you do have. We’ve