Undergraduate Graduation Quotes

Life is funny. I'd applied to the wrong graduate program, but that eventually led me to the right grad program. I'd taken what I thought was the wrong undergraduate major, and that was the thing that set me apart and allowed me to find my niche. I don't know if there are any lessons to take from that except to realize that the things you think are mistakes may turn out not to be mistakes. I realized wherever you are, if you make the most of what you've got, you can find a way to keep moving forward.

It may take a decade or two before the extent of Shakespeare's collaboration passes from the graduate seminar to the undergraduate lecture, and finally to popular biography, by which time it will be one of those things about Shakespeare that we thought we knew all along. Right now, though, for those who teach the plays and write about his life, it hasn't been easy abandoning old habits of mind. I know that I am not alone in struggling to come to terms with how profoundly it alters one's sense of how Shakespeare wrote, especially toward the end of his career when he coauthored half of his last ten plays. For intermixed with five that he wrote alone, Antony and Cleopatra, Coriolanus, The Winter's Tale, Cymbeline, and The Tempest, are Timon of Athens (written with Thomas Middleton), Pericles (written with George Wilkins), and Henry the Eighth, the lost Cardenio, and The Two Noble Kinsmen (all written with John Fletcher).

Somehow she’d clabbered together a series of student loans to get her undergraduate degree at Boston College. Her graduation gift to herself was a new name and a new city.

Imagine if we taught baseball the way we teach science. Until they were twelve, children would read about baseball technique and history, and occasionally hear inspirational stories of the great baseball players. They would fill out quizzes about baseball rules. College undergraduates might be allowed, under strict supervision, to reproduce famous historic baseball plays. But only in the second or third year of graduate school, would they, at last, actually get to play a game. If we taught baseball this way, we might expect about the same degree of success in the Little League World Series that we currently see in our children’s science scores.

New Rule: Now that liberals have taken back the word "liberal," they also have to take back the word "elite." By now you've heard the constant right-wing attacks on the "elite media," and the "liberal elite." Who may or may not be part of the "Washington elite." A subset of the "East Coast elite." Which is overly influenced by the "Hollywood elite." So basically, unless you're a shit-kicker from Kansas, you're with the terrorists. If you played a drinking game where you did a shot every time Rush Limbaugh attacked someone for being "elite," you'd be almost as wasted as Rush Limbaugh. I don't get it: In other fields--outside of government--elite is a good thing, like an elite fighting force. Tiger Woods is an elite golfer. If I need brain surgery, I'd like an elite doctor. But in politics, elite is bad--the elite aren't down-to-earth and accessible like you and me and President Shit-for-Brains. Which is fine, except that whenever there's a Bush administration scandal, it always traces back to some incompetent political hack appointment, and you think to yourself, "Where are they getting these screwups from?" Well, now we know: from Pat Robertson. I'm not kidding. Take Monica Goodling, who before she resigned last week because she's smack in the middle of the U.S. attorneys scandal, was the third-ranking official in the Justice Department of the United States. She's thirty-three, and though she never even worked as a prosecutor, was tasked with overseeing the job performance of all ninety-three U.S. attorneys. How do you get to the top that fast? Harvard? Princeton? No, Goodling did her undergraduate work at Messiah College--you know, home of the "Fighting Christies"--and then went on to attend Pat Robertson's law school. Yes, Pat Robertson, the man who said the presence of gay people at Disney World would cause "earthquakes, tornadoes, and possibly a meteor," has a law school. And what kid wouldn't want to attend? It's three years, and you have to read only one book. U.S. News & World Report, which does the definitive ranking of colleges, lists Regent as a tier-four school, which is the lowest score it gives. It's not a hard school to get into. You have to renounce Satan and draw a pirate on a matchbook. This is for the people who couldn't get into the University of Phoenix. Now, would you care to guess how many graduates of this televangelist diploma mill work in the Bush administration? On hundred fifty. And you wonder why things are so messed up? We're talking about a top Justice Department official who went to a college founded by a TV host. Would you send your daughter to Maury Povich U? And if you did, would you expect her to get a job at the White House? In two hundred years, we've gone from "we the people" to "up with people." From the best and brightest to dumb and dumber. And where better to find people dumb enough to believe in George Bush than Pat Robertson's law school? The problem here in America isn't that the country is being run by elites. It's that it's being run by a bunch of hayseeds. And by the way, the lawyer Monica Goodling hired to keep her ass out of jail went to a real law school.

Too many students, both graduate and undergraduate, think that the aim of education is to memorize settled answers to someone else's questions. It is not. It is to learn to find your own answers to your own questions. To do that, you must learn to wonder about things, to let them puzzle you--particularly things that seem most commonplace.

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

I wish I had asked myself when I was younger. My path was so tracked that in my 8th-grade yearbook, one of my friends predicted— accurately— that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past. the best paths are new and untried. will this business still be around a decade from now? business is like chess. Grandmaster José Raúl Capablanca put it well: to succeed, “you must study the endgame before everything else. The few who knew what might be learned, Foolish enough to put their whole heart on show, And reveal their feelings to the crowd below, Mankind has always crucified and burned. Above all, don’t overestimate your own power as an individual. Founders are important not because they are the only ones whose work has value, but rather because a great founder can bring out the best work from everybody at his company. That we need individual founders in all their peculiarity does not mean that we are called to worship Ayn Randian “prime movers” who claim to be independent of everybody around them. In this respect, Rand was a merely half-great writer: her villains were real, but her heroes were fake. There is no Galt’s Gulch. There is no secession from society. To believe yourself invested with divine self-sufficiency is not the mark of a strong individual, but of a person who has mistaken the crowd’s worship—or jeering—for the truth. The single greatest danger for a founder is to become so certain of his own myth that he loses his mind. But an equally insidious danger for every business is to lose all sense of myth and mistake disenchantment for wisdom.

Instead of educating college students for jobs that are about to disappear under the rising tide of technology, twenty-first-century universities should liberate them from outdated career models and give them ownership of their own futures. They should equip them with the literacies and skills they need to thrive in this new economy defined by technology, as well as continue providing them with access to the learning they need to face the challenges of life in a diverse, global environment. Higher education needs a new model and a new orientation away from its dual focus on undergraduate and graduate students. Universities must broaden their reach to become engines for lifelong learning.

The life of the grownups had caught me, at first by a lock of hair or a finger, but soon it would have caught and bound me completely, the life lived according to goals, according to numbers, the life of order and jobs, or professions and examinations; soon the hour would strike for me too, soon I would be undergraduate, graduate student, minister, professor, would pay calls with a high hat and leather gloves to go with it, would no longer understand children, would perhaps envy them. But actually in my heart I didn't want any of this, I did not want to leave my world where things were good and precious. There was, to be sure, a completely secret goal for me when I thought about the future. The one thing I ardently wished for was to become a magician.

The uninitiated often assumed that undergraduate students were at the bottom rung, but undergrads were the paying customers, or at least their parents were. And paying customers needed to be kept happy. Grad students worked for the school as teaching and research assistants--TAs and RAs--but weren't really proper employees, and as such they weren't entitled to the benefits that, say, a cataloger in the Coffey Library received. Then there was the fact that they had to learn to leave behind passive studying and test taking, which was what most of them had been taught in their school careers up to that point, and learn how to actively attack research problems and come up with new ideas, all while being poorly paid. Like Helen had said, a not insignificant number of grad students left after a year instead of sticking around to work on obtaining their PhDs. Who could blame them? Industry paid more and had better benefits.

Dontchev was born in Bulgaria and emigrated to America as a young kid when his father, a mathematician, took a job at the University of Michigan. He got an undergraduate and graduate degree in aerospace engineering, which led to what he thought was his dream opportunity: an internship at Boeing. But he quickly became disenchanted and decided to visit a friend who was working at SpaceX. “I will never forget walking the floor that day,” he says. “All the young engineers working their asses off and wearing T-shirts and sporting tattoos and being really badass about getting things done. I thought, ‘These are my people.’ It was nothing like the buttoned-up deadly vibe at Boeing.” That summer, he made a presentation to a VP at Boeing about how SpaceX was enabling the younger engineers to innovate. “If Boeing doesn’t change,” he said, “you’re going to lose out on the top talent.” The VP replied that Boeing was not looking for disrupters. “Maybe we want the people who aren’t the best, but who will stick around longer.” Dontchev quit. At a conference in Utah, he went to a party thrown by SpaceX and, after a couple of drinks, worked up the nerve to corner Gwynne Shotwell. He pulled a crumpled résumé out of his pocket and showed her a picture of the satellite hardware he had worked on. “I can make things happen,” he told her. Shotwell was amused. “Anyone who is brave enough to come up to me with a crumpled-up résumé might be a good candidate,” she said. She invited him to SpaceX for interviews. He was scheduled to see Musk, who was still interviewing every engineer hired, at 3 p.m. As usual, Musk got backed up, and Dontchev was told he would have to come back another day. Instead, Dontchev sat outside Musk’s cubicle for five hours. When he finally got in to see Musk at 8 p.m., Dontchev took the opportunity to unload about how his gung-ho approach wasn’t valued at Boeing. When hiring or promoting, Musk made a point of prioritizing attitude over résumé skills. And his definition of a good attitude was a desire to work maniacally hard. Musk hired Dontchev on the spot.

The biology of potential illness arises early in life. The brain’s stress-response mechanisms are programmed by experiences beginning in infancy, and so are the implicit, unconscious memories that govern our attitudes and behaviours toward ourselves, others and the world. Cancer, multiple sclerosis, rheumatoid arthritis and the other conditions we examined are not abrupt new developments in adult life, but culminations of lifelong processes. The human interactions and biological imprinting that shaped these processes took place in periods of our life for which we may have no conscious recall. Emotionally unsatisfying child-parent interaction is a theme running through the one hundred or so detailed interviews I conducted for this book. These patients suffer from a broadly disparate range of illnesses, but the common threads in their stories are early loss or early relationships that were profoundly unfulfilling emotionally. Early childhood emotional deprivation in the histories of adults with serious illness is also verified by an impressive number of investigations reported in the medical and psychological literature. In an Italian study, women with genital cancers were reported to have felt less close to their parents than healthy controls. They were also less demonstrative emotionally. A large European study compared 357 cancer patients with 330 controls. The women with cancer were much less likely than controls to recall their childhood homes with positive feelings. As many as 40 per cent of cancer patients had suffered the death of a parent before the age of seventeen—a ratio of parental loss two and a half times as great as had been suffered by the controls. The thirty-year follow-up of Johns Hopkins medical students was previously quoted. Those graduates whose initial interviews in medical school had revealed lower than normal childhood closeness with their parents were particularly at risk. By midlife they were more likely to commit suicide or develop mental illness, or to suffer from high blood pressure, coronary heart disease or cancer. In a similar study, Harvard undergraduates were interviewed about their perception of parental caring. Thirty-five years later these subjects’ health status was reviewed. By midlife only a quarter of the students who had reported highly positive perceptions of parental caring were sick. By comparison, almost 90 per cent of those who regarded their parental emotional nurturing negatively were ill. “Simple and straightforward ratings of feelings of being loved are significantly related to health status,” the researchers concluded.

It is somewhat ironic to have us so deeply disturbed over a program where race is an element of consciousness, and yet to be aware of the fact, as we are, that institutions of higher learning, albeit more on the undergraduate than the graduate level, have given conceded preferences up to a point to those possessed of athletic skills, to the children of alumni, to the affluent who may bestow their largess on the institutions, and to those having connections with celebrities, the famous, and the powerful.

his undergraduate degrees in English and creative writing from the University of North Carolina–Chapel Hill, publishing his first two novels within five years of graduation. Since then he has published eight additional novels as well as multiple

Just before I left for Long Island and my new life, I got another call, this one from Dr. Ernest Sachs, up at Dartmouth Medical School. He was head of neurology at the time, and he invited me up to give a lecture. I was thrilled. I was to play the role of professor at my old alma mater! It was especially sweet because the very same medical school had rejected my application eleven years earlier, even though I was an undergraduate at Dartmouth and my brother was one of their stellar graduates. It is events like this in one’s past that fall off the story line. What if I had been accepted and gone? There would have been no split-brain work for me. How would that whole story have been different? I believe that things just happen in life, and pretty much after the fact, we make up a story to make it all seem rational. We all like simple stories that suggest a causal chain to life’s events. Yet randomness is ever present.

was improving the lives of the current residents and laying the groundwork for generations to come. The CityForge founders had come up with the idea while they were undergraduates at UNC-Chapel Hill, and after graduating this past May, they had set out to make their concept a reality. They had spent the summer promoting their startup and raising money from friends, family, and passionate supporters. They used the funds for their trip to Kenya, where they planned to document every stop along the way—and identify their first “CityForge villages.” And, for reasons that remained unclear to Peyton, the two boys had made a

The recommendations were presented as twelve overarching ideas called “Imperatives.” In brief, they included strengthening the faculty both in excellence and in size, enhancing both the graduate and the undergraduate academic experiences, emphasizing the liberal arts, increasing ethnic and geographic diversity, expanding and enhancing the physical plant and landscape, developing more “enlightened” governance, attracting more financial resources, and building closer ties with the local community and the state of Texas.

There are some important myths to dispel: The average college student does not live on campus—only around 15 percent of undergraduates do. Most do not attend selective institutions that accept fewer than half of their applicants. 4 Only 19 percent of full-time undergraduates in four-year public degree programs graduate on time, and it’s 5 percent for two-year programs. 5 Students from poor families who go to college will probably remain working-class—38 percent of people from low-income families will remain in the bottom two deciles regardless of their educational accomplishment. But the biggest myth is probably the one about students and wage labor. In her book Paying the Price, Sara Goldrick-Rab (herself a scholar of education policy) writes about how she assumed that a drowsy student of hers had been partying too hard and failing to take her studies seriously. When Goldrick-Rab confronted the student, the professor learned a valuable lesson: The student had been working nights at the local grocery store because the graveyard shift paid a little better. She had been attending class after an 11-p.m.-to-6-a.m. shift, taking her education very seriously. This is a good example of the difference between college student stereotypes and the reality, and the experience prompted Goldrick-Rab to take a look at how hard students are working outside the classroom:

Swami Devi Dyal Institute of Pharmacy The Institute is approved by AICTE & Pharmacy Council of India and is affiliated to Pt. B.D. Sharma University of Health Sciences, Rohtak. Courses Offered: Bachelor in Pharmacy A Bachelor of Pharmacy (Abbreviated B Pharma) is a graduate education degree in the field of pharmacy. The degree is the basic condition for practicing in many countries as a pharmacist and it is about developing necessary skills for counseling patients about understanding and using the properties of medicines. Bachelor of Pharmacy (B.Pharm) is an undergraduate degree course in the field of Pharmacy education. The students those are interested in the medical field (except to become a doctor) can choose this course after the completion of class 12th. After the completion of this degree, the students can practice as a Pharmacist. Pharmacists can work in a range of industries related to the prescription, manufacture & provision of medicines. The duration of this course is 4 years. The B.Pharm is one of the popular job oriented course among the science students after class 12th. In this course the students study about the drugs and medicines, Pharmaceutical Engineering, Medicinal Chemistry etc. This course provides a large no. of job opportunities in both the public and private sector. There are various career options available for the science students after the completion of B.Pharm degree. The students can go for higher studies in the Pharmacy i.e. Master of Pharmacy (M.Pharm). This field is one of the evergreen fields in the medical sector, with the increasing demand of Pharma professional every year. B.Pharm programme covers the syllabus including biochemical science & health care. The Pharmacy Courses are approved by the All India Council of Technical Education (AICTE) & Pharmacy Council of India (PCI). B.Pharma – Bachelor in Pharmacy Program Mode Regular Duration 4 Years No. of Seats 60 Eligibility Passed 10+2 examination with Physics and Chemistry as compulsory subjects along with any one of the Mathematics/ Biotechnology/ Biology. Obtained at least 47% marks in the above subjects taken together. Lateral Entry to Second Year: Candidate must have passed Diploma in Pharmacy course of a minimum duration of 2 years or more from Haryana Board of Technical Education or its equivalent with at least 50% marks in aggregate of all semesters/ years.

Each of us, however old, is still an undergraduate in the school of experience. When a man thinks he has graduated, he becomes a public menace. —John Chalmers DaCosta

To pursue my career, I had always lectured myself that no momentary hesitancy or stoppage should be called a writing block. One must simply determine to go on writing, period. “Apply the seat of the pants to the seat of the chair”: the mantra I learned from Sandra and recited to undergraduate and graduate students assured them that personal effort and the struggle to continue expression would win out with the reward of word following word in paragraphs and pages that reflected their thought processes and clarified themselves to themselves. But what to write about not wanting, not doing, not knowing how to get through minute by minute of this dull but fearful day, even though (thankfully) there is no pain (I try to concentrate on this), just discomfort.

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My path was so tracked that in my 8th-grade yearbook, one of my friends predicted—accurately—that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past.

She was homeschooled and took enough dual high school and college credits as a teen that she only had to attend the university for two years to complete her undergraduate degree. Now that she’s in our graduate program she seems more excited about learning than anyone I’ve ever met in my life.

In a study of 106 undergraduate and graduate nonnative English—speaking students, Schmitt and Zimmerman (2002) found that it was rare for a student to know all four forms or no form of a word. In other words, partial knowledge of at least one form was the norm. Results also showed that learners tended to have a better understanding of the noun and/or verb forms rather than the adjective and/or adverb forms. The authors conclude that teachers cannot assume that learners will absorb the derivative forms of a word family automatically from exposure and suggest explicit instruction in this area of vocabulary.

The drama of what has happened to the President's speech, having been thoroughly politically analysed and the winners and losers fully identified, it is time to give it another perspective. Many of us, graduates may not really appreciate the meaning of the word 'plagiarism' aside what the dictionary has to offer about it (no grandstanding intended). Plagiarism is really a huge concept and theory which requires mastery of its rules by every literate user of words and ideas. The occasion of Mr. President's goofy act (if you like) is a chance for book lovers and lovers of intellectualism to pick up the topic and critically examine it. At the end, it may occur to you that you are a plagiarist all along. And to be serious, most of the thesis submitted for our undergraduate assessment is nothing close to original and wear garbs sewn in PLAGIARISM. Comment on the inclusion of a paragraph of President Obama's Speech in 2008 in the speech delivered by the Nigerian president, Muhammadu Buhari

She further claimed that she could make a computer do anything she could completely define. This announcement was met with great skepticism, but of course she was right.39 Hopper foresaw no end to the education of her computer. She told her colleagues that at present the UNIVAC had “a well grounded mathematical education fully equivalent to that of a college sophomore.” Moreover, the computer neither forgot nor made mistakes. It was making good progress in its undergraduate studies and was well on the way to graduation. “It is inevitable,” Hopper wrote, “that it will present itself as a candidate for a graduate degree.

high schools, by training undergraduate and graduate students to develop integrity education programs and serve as coaches in schools

The time I spent at two great business schools provided a very effective and provocative combination: nuts-and-bolts and qualitative instruction in the pre-theory days of my undergraduate education at Wharton, and a theoretical, quantitative education at the Graduate School of Business of the University of Chicago. It’s not the specific facts or processes I learned that mattered most, but being exposed to the two main schools of investment thought and having to ponder how to reconcile and synthesize them into my own approach.

With four years of undergraduate work-study in the stacks, not to mention two years as head librarian after graduation, her BA in history and minor in classics were just icing on the cake.

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Ruslana Kakhrumanov is a graduate of Western Illinois University, where she received both a Bachelor of Arts and a Bachelor of Science. She also interned with the Russin Police as an undergraduate.

Tyrone graduated with honors, earning a B.S. in sociology with a minor in psychology. He then applied and was accepted to the University of Missouri-Columbia School of Law, and received the CALI Excellence for the Future Award for his work when he graduated. Instead of practicing law, Tyrone and Rene—his wife, whom he met in Bible study class as an undergraduate—established Higher M-Pact, a nonprofit organization that provides tutoring, job training, counseling, and recreational activities to inner city youths in one of the most violent housing projects in Kansas City. I know that this will sound weird, but in many ways my paralysis saved my life. Before that, I was floating through the only kind of life I had ever known. I didn’t have a lot of direction or purpose. All I knew is that I wanted a better life than I had ever experienced, but I didn’t know what that would look like. I could’ve stayed floating, but misery doesn’t just love company, it loves pain. I didn’t want to be in misery forever.

Dr. Jason Walker is a practitioner with many years of mental health care experience. He is working as working full-time as a college professor. Dr. Jason Walker has previously taught psychology to graduates and undergraduates in Canada, the UK and the United States.

Alison Wood Brooks, an associate professor at Harvard Business School, had a different notion of how to handle nervousness. In a series of three studies, she subjected groups of people to experiences that most everyone would find nerve-racking: completing “a very difficult IQ test” administered “under time pressure”; delivering, on the spot, “a persuasive public speech about ‘why you are a good work partner’ ”; and most excruciating of all, belting out an 80s pop song (“Don’t Stop Believin’,” by Journey). Before beginning the activity, participants were to direct themselves to stay calm, or to tell themselves that they were excited. Reappraising nervousness as excitement yielded a noticeable difference in performance. The IQ test takers scored significantly higher. The speech givers came across as more persuasive, competent, and confident. Even the singers performed more passably (as judged by the Nintendo Wii Karaoke Revolution program they used). All reported genuinely feeling the pleasurable emotion of excitement—a remarkable shift away from the unpleasant discomfort such activities might be expected to engender. In a similar fashion, we can choose to reappraise debilitating “stress” as productive “coping.” A 2010 study carried out with Boston-area undergraduates looked at what happens when people facing a stressful experience are informed about the positive effects of stress on our thinking—that is, the way it can make us more alert and more motivated. Before taking the GRE, the admissions exam for graduate school, one group of students was given the following message to read: “People think that feeling anxious while taking a standardized test will make them do poorly on the test. However, recent research suggests that arousal doesn’t hurt performance on these tests and can even help performance. People who feel anxious during a test might actually do better. This means that you shouldn’t feel concerned if you do feel anxious while taking today’s GRE test. If you find yourself feeling anxious, simply remind yourself that your arousal could be helping you do well.” A second group received no such message before taking the exam. Three months later, when the students’ GRE scores were released, the students who had been encouraged to reappraise their feelings of stress scored an average of 65 points higher.

Parish affairs and town affairs overlapped substantially. Church and state were not officially separated in Massachusetts until 1834, and as late as that date is, Concord did not comply with the new law until 1856. The church was no longer the only social force in town. When Emerson moved there, Concord had an exclusive group called the Social Circle, limited to twenty-five members, which went back to 1778 (and which still continues), and a library that had been started in 1794 and reorganized in 1821. There was a Female Charitable Society and a Society for the Suppression of Intemperance, both dating from 1814. By Emerson’s time there was a strong antislavery society, in which Cynthia Thoreau, mother of David Henry, was active. The women of Concord sent frequent petitions and memorials to the government in Washington. A lyceum was begun in 1828; it incorporated an earlier debating society. A Mozart society was founded in 1832. By 1835 Concord had sixty-six college graduates, with another four or five currently enrolled as undergraduates. The town itself had six school districts, with separate schools for boys and girls. The schoolhouses, one of which was directly across the street from the Emersons’ new house, were plain and bare, without paint or equipment. Heated by a single stove each, they were always too hot or too cold, and they struggled with an absentee rate that averaged 33 percent. There was a small, precariously maintained private academy for college-bound students.

Meet Richel Carlus, an experienced Graduate Teaching Assistant at Texas A&M University, who has led multiple undergraduate physics laboratory courses.

In an experiment she conducted while still a graduate student, Cheryan commandeered space in Stanford’s Gates Computer Science Building, creating what she called a “stereotypical” classroom and a “non-stereotypical” classroom. The stereotypical classroom was filled with soda cans, books of science-fiction fantasy, and Star Trek and Star Wars posters. The non-stereotypical classroom featured accoutrements like nature posters, literary novels, and bottles of water. After spending time in each room, undergraduates were surveyed about how interested they were in computer science and how well they thought they would perform in that discipline. Following a few minutes in the stereotypical room, male students reported a high level of interest in pursuing computer science; female students indicated much less interest than their male counterparts. But after they spent time in the non-stereotypical room, women’s interest in computer science increased markedly—actually exceeding that of the men. Subsequent research by Cheryan has found that women exposed to a non-stereotypical classroom are more likely to predict that they will perform well in computer science courses, whereas men tend to predict that they will succeed regardless of which room they encounter. That’s important, says Cheryan, because “we know from past work in psychology that how well you expect to do in a certain environment can determine how you actually perform.

Of the two, Rick Doblin has been at it longer and is by far the more well known. Doblin founded the Multidisciplinary Association for Psychedelic Studies (MAPS) all the way back in the dark days of 1986—the year after MDMA was made illegal and a time when most wiser heads were convinced that restarting research into psychedelics was a cause beyond hopeless. Doblin, born in 1953, is a great shaggy dog with a bone; he has been lobbying to change the government’s mind about psychedelics since shortly after graduating from New College, in Florida, in 1987. After experimenting with LSD as an undergraduate, and later with MDMA, Doblin decided his calling in life was to become a psychedelic therapist. But after the banning of MDMA in 1985, that dream became unachievable without a change in federal laws and regulations, so he decided he’d better first get a doctorate in public policy at Harvard’s Kennedy School. There, he mastered the intricacies of the FDA’s drug approval process, and in his dissertation plotted the laborious path to official acceptance that psilocybin and MDMA are now following.

Also, I'd like to send greetings to all the students who are reading my story – adult students, undergraduates, graduate students, part time students, life long learners, moms who are taking courses, students in trade and vocational programs, or schools of the arts, etc. Being a student can be challenging, but education is always worthwhile. It has been a long time since I was in graduate school, (I graduated from the University of Paris prior to Étienne Tempier's attempt to revise the curriculum), but my education was an investment in myself that no one can steal or repossess. And the same is true of your education. -SR

No put downs . . . only lift ups.” Words. Our words are powerful indicators of who we are and what we believe. Marjorie, more than any other person we know, lives this idea. The words of this text are a true testament to the woman she is, how she has chosen to live her life, and the ways in which she teaches her undergraduate and graduate college students.

you must train yourself to read for thesis, not just content. In some undergraduate courses, and in most graduate ones, you will be quickly overwhelmed by the amount of reading. If you try to read every word of every book assigned, you will drown. You will not sleep. You will not eat. Instead, you will become one of the many Book Zombies—gaunt, sullen figures who haunt their department hallways. They appear as apparitions, weighed down by the mass of books loaded in their backpacks, creeping from class to class, unable to articulate a coherent thought.

Dominance is negatively related to grades in high school and undergraduate work, but the opposite is true in graduate work – with dissertations and theses, the better work is done by high-dominance people who show more creativity and independence of mind. Of course, that dominance isn’t necessarily welcomed, because professors may still find docility in students to be a desirable trait. Incidentally, creative people have a personality profile which is not everybody’s cup of tea. They are often difficult people. Their combination of high dominance and introversion is not always easy to deal with.

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.

She’d kissed Jamie on the cheek and cried when, at last, he was out of sight. Months later, off at Denison, she sat with classmates and watched the draft lottery live on the grainy common-room television. Jamie’s birthday—March 7—had come up on the second pick. So he would be among the first to be called to fight, she thought, and she wondered where he had gone, if he knew what awaited him, if he would report, or if he would run. Beside her, Billy Richardson squeezed her hand. His birthday was one of the last drawn, and anyway, as an undergraduate, he had been granted a deferral. He was safe. By the time they graduated, the war would be over and they would marry, buy a house, settle down. She had no regrets, she told herself. She’d been crazy to have considered it even for a moment.

In 1966 Israel invited a California scientist, Sidney Loeb, to spend a year at Ben-Gurion University in Beer-Sheva (the new Hebrew name for Beersheba). Loeb had worked for industry after taking an undergraduate degree in engineering in 1941. Feeling restless, he quit his job at the age of forty and went to graduate school at the University of California at Los Angeles. Like the researchers in Israel, scientists at UCLA had been seeking practical desalination methods. Loeb joined the quest with another student, a Canadian named Srinivasa Sourirajan. They developed the first successful reverse-osmosis process in 1960—“successful” in the sense that it worked in a laboratory, not that it could be deployed in the real world. Sourirajan soon ran into visa problems and Loeb continued alone, constantly tweaking the all-important membrane. By 1965 the technology had advanced enough that Loeb was able to build a commercial reverse-osmosis plant—the first in the Americas—in Coalinga, a town of about six thousand in the San Joaquin Valley. So thick with salts was its groundwater that residents had always brought in potable water by tanker cars. The

Battle is an apt metaphor for what we scientists do. There is a fierce competition that begins the day you declare yourself a physics major. First, among your fellow undergraduates, you spar for top ranking in your class. This leads to the next battle: becoming a graduate student at a top school. Then, you toil for six to eight years to earn a postdoc job at another top school. And finally, you hope, comes a coveted faculty job, which can become permanent if you are privileged enough to get tenure. Along the way, the number of peers in your group diminishes by a factor of ten at each stage, from hundreds of undergraduates to just one faculty job becoming available every few years in your field.

Battle is an apt metaphor for what we scientists do. There is a fierce competition that begins the day you declare yourself a physics major. First, among your fellow undergraduates, you spar for top ranking in your class. This leads to the next battle: becoming a graduate student at a top school. Then, you toil for six to eight years to earn a postdoc job at another top school. And finally, you hope, comes a coveted faculty job, which can become permanent if you are privileged enough to get tenure. Along the way, the number of peers in your group diminishes by a factor of ten at each stage, from hundreds of undergraduates to just one faculty job becoming available every few years in your field. Then the competition really begins, for you compete against fellow gladiators honed in battle just as you are. You compete for the scarcest resource in science: money.

India doesn’t have a monopoly on the mistreatment of women. One in four female undergraduates will experience sexual misconduct by the time she graduates, so we should also worry about American college campuses.

She would never have qualified for a diagnosis of Asperger’s, the term that was associated with verbal skill and “high functioning” autism. But many people whom doctors characterize as “high functioning” have just as many, if not more severe, social impairments as people we might think of as “low functioning.” In addition, bright and verbal people with Asperger’s, who perhaps have undergraduate or graduate degrees, might expect—or their parents might expect—that they will find employment that demands far more social ability than they possess. In those cases, it’s difficult to set one’s sights lower. The same is true for the parents of so-called low functioning adults who set their sights higher.

The effects of migration on poverty reduction dwarf those of free trade. Migrants who succeed in moving from poor countries to rich countries become better off than they were at home, and their remittances help their families do better at home. Remittances have very different effects than aid, and they can empower recipients to demand more from their governments, improving governance rather than undermining it. Of course, the politics of migration is even tougher than the politics of free trade, even in countries where the urge to help is most strongly developed. A helpful type of temporary migration is to provide undergraduate and graduate scholarships to the West, especially for Africans. With luck, these students will develop in a way that is independent of aid agencies or of their domestic regimes. Even if they do not return home, at least at once, the African diaspora is a fertile (and internal) source of development projects at home.

depletion and climate change. For the older generation it’s easy to misunderstand the word ‘student’ or ‘graduate’: to my contemporaries, at college in the 1980s, it meant somebody engaged in a liberal, academic education, often with hours of free time to dream, protest, play in a rock band or do research. Today’s undergraduates have been tested every month of their lives, from kindergarten to high school. They are the measured inputs and outputs of a commercialized global higher education market worth $1.2 trillion a year—excluding the USA. Their free time is minimal: precarious part-time jobs are essential to their existence, so that they are a key part of the modern workforce. Plus they have become a vital asset for the financial system. In 2006, Citigroup alone made $220 million clear profit from its student loan book.2

As a counterpoint, he offered his own experiences as someone who had lived both as a man and as a woman. Barbara Barres struggled to have her intellectual abilities taken seriously as one of few women in undergraduate and graduate science courses. Yet, when Barbara became Ben, his intellectual capabilities and research suddenly gained more value. Illustrating this change, he wrote, "Shortly after I changed sex, a faculty member was heard to say `Ben Barres gave a great seminar today, but then his work is much better than his sister's"' (Barres 2006, 134). For Barres, these experiences suggested that he was evaluated as a better scientist when he looked like a man.

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