Undergraduate Student Quotes

If you spend any amount of time doing media analysis, it’s clear that the most frenzied moral panic surrounding young women’s sexuality comes from the mainstream media, which loves to report about how promiscuous girls are, whether they’re acting up on spring break, getting caught topless on camera, or catching all kinds of STIs. Unsurprisingly, these types of articles and stories generally fail to mention that women are attending college at the highest rates in history, and that we’re the majority of undergraduate and master’s students. Well-educated and socially engaged women just don’t make for good headlines, it seems.

As an undergraduate student in psychology, I was taught that multiple personalities were a very rare and bizarre disorder. That is all that I was taught on ... It soon became apparent that what I had been taught was simply not true. Not only was I meeting people with multiplicity; these individuals entering my life were normal human beings with much to offer. They were simply people who had endured more than their share of pain in this life and were struggling to make sense of it.

To ensure a well-motivated participant, Pfungst rewarded Clever Hans with a small piece of bread, carrot or sugar each time he responded (interestingly, this same procedure still works well with most undergraduate students today).

A few years ago, Tor Wager, a neuroscientist at Columbia University, wanted to figure out why placebos were so effective. His experiment was brutally straightforward: he gave college students electric shocks while they were stuck in an fMRI machine. (The subjects were well compensated, at least by undergraduate standards.)

You know, I know I should be just as panicky as you about the filthy work - one wants to do nothing in the evenings, certainly not spread rotten books around & dredge for a 'line'. It must be like still being a student, with an essay to do after a week's drinking, only you haven't had the drinking. Quite clearly, to me, you aren't a voluntary worker, from the will: you do it by intuitive flashes, more like an act of creation, & when the flashes don't come, as of course they don't, especially when the excess energy of undergraduate days is gone, then it is a hideous unnatural effort.

I want to say to the literature teacher who remains wilfully, even boastfully ignorant of a major element of contemporary fiction: you are incompetent to teach or judge your subject. Readers and students who do know the field, meanwhile, have every right to challenge your ignorant prejudice. Rise, undergraduates of the English departments! You have nothing to lose but your A on the midterm!

Whether white, black, Asian, or Latino, American students rarely arrive at college as habitual readers, which means that few of them have more than a nominal connection to the past. It is absurd to speak, as does the academic left, of classic Western texts dominating and silencing everyone but a ruling elite or white males. The vast majority of white students do not know the intellectual tradition that is allegedly theirs any better than black or brown ones do. They have not read its books, and when they do read them, they may respond well, but they will not respond in the way that the academic left supposes. For there is only one ‘hegemonic discourse’ in the lives of American undergraduates, and that is the mass media. Most high schools can't begin to compete against a torrent of imagery and sound that makes every moment but the present seem quaint, bloodless, or dead.

I was asked to talk to a roomful of undergraduates in a university in a beautiful coastal valley. I talked about place, about the way we often talk about love of place, but seldom how places love us back, of what they give us. They give us continuity, something to return to, and offer familiarity that allows some portion of our lives to remain collected and coherent. They give us an expansive scale in which our troubles are set into context, in which the largeness of the world is a balm to loss, trouble, and ugliness. And distant places give us refuge in territories where our own histories aren't so deeply entrenched and we can imagine other stories, other selves, or just drink up quiet and respite. The bigness of the world is redemption. Despair compresses you into a small space, and a depression is literally a hollow in the ground. To dig deeper into the self, to go underground, is sometimes necessary, but so is the other route of getting out of yourself, into the larger world, into the openness in which you need not clutch your story and your troubles so tightly to your chest. Being able to travel in both ways matters, and sometimes the way back into the heart of the question begins by going outward and beyond. This is the expansiveness that comes literally in a landscape or that tugs you out of yourself in a story..... I told the student that they were at an age when they might begin to choose the places that would sustain them the rest of their lives, that places were much more reliable than human beings, and often much longer-lasting, and I asked each of them where they felt at home. They answered, each of them, down the rows, for an hour, the immigrants who had never stayed anywhere long or left a familiar world behind, the teenagers who'd left the home they'd spent their whole lives in for the first time, the ones who loved or missed familiar landscapes and the ones who had not yet noticed them. I found books and places before I found friends and mentors, and they gave me a lot, if not quite what a human being would. As a child, I spun outward in trouble, for in that inside-out world [of my family], everywhere but home was safe. Happily, the oaks were there, the hills, the creeks, the groves, the birds, the old dairy and horse ranches, the rock outcroppings, the open space inviting me to leap out of the personal into the embrace of the nonhuman world.

A fellow undergraduate student, majoring in history, as was I, who didn't care about the advanced aerodynamic principles of things like boundary layer separation during stalls and exactly why you might get detonation within the cylinders of the engine if the mixture was grossly improperly adjusted for a given power setting at a given altitude.

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.

remedial work needed? It often is. In my introductory political science classes, I encounter far too many students who cannot write coherently. I would like to think this is being remedied in composition courses, since without that competence they can’t do college-level work. But it’s quite another thing to say that all undergraduates need advanced algebra to proceed toward their degrees.

The Student" “In America,” began the lecturer, “everyone must have a degree. The French do not think that all can have it, they don’t say everyone must go to college.” We incline to feel, here, that although it may be unnecessary to know fifteen languages. one degree is not too much. With us, a school—like the singing tree of which the leaves were mouths that sang in concert— is both a tree of knowledge and of liberty— seen in the unanimity of college mottoes, lux et veritas, Christo et ecclesiae, sapiet felici. It may be that we have not knowledge, just opinions, that we are undergraduates, not students; we know we have been told with smiles, by expatriates of whom we had asked, “When will your experiment be finished?” “Science is never finished.” Secluded from domestic strife, Jack Bookworm led a college life, says Goldsmith; and here also as in France or Oxford, study is beset with dangers—with bookworms, mildews, and complaisancies. But someone in New England has known enough to say that the student is patience personified, a variety of hero, “patient of neglect and of reproach,"—who can "hold by himself.” You can’t beat hens to make them lay. Wolf’s wool is the best of wool, but it cannot be sheared, because the wolf will not comply. With knowledge as with wolves’ surliness, the student studies voluntarily, refusing to be less than individual. He “gives him opinion and then rests upon it”; he renders service when there is no reward, and is too reclusive for some things to seem to touch him; not because he has no feeling but because he has so much.

A few years ago I was standing around the photocopier in Boston University’s Department of Religion when a visiting professor from Austria offered a passing observation about American undergraduates. They are very religious, he told me, but they know next to nothing about religion. Thanks to compulsory religious education (which in Austria begins in elementary schools), European students can name the twelve apostles and the Seven Deadly Sins, but they wouldn’t be caught dead going to church or synagogue themselves. American students are just the opposite. Here faith without understanding is the standard; here religious ignorance is bliss.

With no larger educational ideals to shape the undergraduate experience," Lewis says, "decisions affecting students are calculated to satisfy their immediate demands." Instead of humanities, students are getting amenities.

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

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 objected anytime a student was automatically dismissed for having a B on a transcript or for having gone to a less prestigious undergraduate program. If we were serious about bringing in minority lawyers, I asserted, we’d have to look more holistically at candidates. We’d need to think about how they’d used whatever opportunities life had afforded them rather than measuring them simply by how far they’d made it up an elitist academic ladder. The point wasn’t to lower the firm’s high standards: It was to realize that by sticking with the most rigid and old-school way of evaluating a new lawyer’s potential, we were overlooking all sorts of people who could contribute to the firm’s success. We needed to interview more students, in other words, before writing them off.

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.

They tried to befriend the second-year cohort, too, a group of five white boys who lived just across the way on Merton Street. But this went south immediately when one of them, Philip Wright, told Robin at a faculty dinner that the first-year cohort was largely international only because of departmental politics. ‘The board of undergraduate studies is always fighting over whether to prioritize European languages, or other . . . more exotic languages. Chakravarti and Lovell have been making a stink about diversifying the student body for years. They didn’t like that my cohort are all Classicists. I assume they were overcorrecting with you.’ Robin tried to be polite. ‘I’m not sure why that’s such a bad thing.’ ‘Well, it’s not a bad thing per se, but it does mean spots taken away from equally qualified candidates who passed the entrance exams.’ ‘I didn’t take any entrance exams,’ said Robin. ‘Precisely.’ Philip sniffed, and did not say another word to Robin for the entire evening.

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.

Three researchers at Stanford University noticed the same thing about the undergraduates they were teaching, and they decided to study it. First, they noticed that while all the students seemed to use digital devices incessantly, not all students did. True to stereotype, some kids were zombified, hyperdigital users. But some kids used their devices in a low-key fashion: not all the time, and not with two dozen windows open simultaneously. The researchers called the first category of students Heavy Media Multitaskers. Their less frantic colleagues were called Light Media Multitaskers. If you asked heavy users to concentrate on a problem while simultaneously giving them lots of distractions, the researchers wondered, how good was their ability to maintain focus? The hypothesis: Compared to light users, the heavy users would be faster and more accurate at switching from one task to another, because they were already so used to switching between browser windows and projects and media inputs. The hypothesis was wrong. In every attentional test the researchers threw at these students, the heavy users did consistently worse than the light users. Sometimes dramatically worse. They weren’t as good at filtering out irrelevant information. They couldn’t organize their memories as well. And they did worse on every task-switching experiment. Psychologist Eyal Ophir, an author of the study, said of the heavy users: “They couldn’t help thinking about the task they weren’t doing. The high multitaskers are always drawing from all the information in front of them. They can’t keep things separate in their minds.” This is just the latest illustration of the fact that the brain cannot multitask. Even if you are a Stanford student in the heart of Silicon Valley.

Drama and activities of that sort have nothing to do with your academic work, you find your own time to do them. As a result, such pursuits flower, fruit and flourish as nowhere else. If I had had to submit to some drama teacher casting me in plays, directing me or telling me how it was done I should have withered on the vine. The beauty of our way was that everyone was learning as they went along. The actors and directors were all students, as were the lighting, sound, set construction, costume, stage management, production crew, front of house and administration. All were undergraduates saying, ‘Oh, this looks like fun.

The first is that students have become increasingly less patient with the time it takes to understand the syntactically demanding sentence structures in denser texts and increasingly averse to the effort needed to go deeper into their analysis. The second is that student writing is deteriorating. I have, to be sure, heard this criticism of undergraduates as long as I have been teaching. The question is nevertheless important for every age to confront. In our epoch, we must ask whether current students’ diminishing familiarity with conceptually demanding prose and the daily truncating of their writing on social media is affecting their writing in more negative ways than in the past.

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.

In a similar study conducted at Yale University, undergraduate participants were offered the opportunity to use the same kind of casuistry to maintain the occupational status quo. The students evaluated one of two applicants (Michael or Michelle) for the position of police chief. One applicant was streetwise, a tough risk-taker, popular with other officers, but poorly educated. By contrast, the educated applicant was well schooled, media savvy, and family oriented, but lacked street experience and was less popular with the other officers. The undergraduate participants judged the job applicant on various streetwise and education criteria, and then rated the importance of each criterion for success as a police chief. Participants who rated Michael inflated the importance of being an educated, media-savvy family man when these were qualities Michael possessed, but devalued these qualities when he happened to lack them. No such helpful shifting of criteria took place for Michelle. As a consequence, regardless of whether he was streetwise or educated, the demands of the social world were shaped to ensure that Michael had more of what it took to be a successful police chief. As the authors put it, participants may have ‘felt that they had chosen the right man for the job, when in fact they had chosen the right job criteria for the man.’21 Ironically, the people who were most convinced of their own objectivity discriminated the most.

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 boy, called Urbain, is now fourteen years old and wonderfully clever. He deserves to be given the best of educations, and in the neighborhood of Saintes the best education available is to be had at the Jesuit College of Bordeaux. This celebrated seat of learning comprised a high school for boys, a liberal arts college, a seminary, and a School of Advanced Studies for ordained postgraduates. Here the precociously brilliant Urbain Grandier spent more than ten years, first as schoolboy, and later as undergraduate, theological student and, after his ordination in 1615, as Jesuit novice. Not that he intended to enter the Company; for he felt no vocation to subject himself to so rigid a discipline. No, his career was to be made, not in a religious order, but as a secular priest.

The CRT is really hard. But here’s the strange thing. Do you know the easiest way to raise people’s scores on the test? Make it just a little bit harder. The psychologists Adam Alter and Daniel Oppenheimer tried this a few years ago with a group of undergraduates at Princeton University. First they gave the CRT the normal way, and the students averaged 1.9 correct answers out of three. That’s pretty good, though it is well short of the 2.18 that MIT students averaged. Then Alter and Oppenheimer printed out the test questions in a font that was really hard to read—a 10 percent gray, 10-point italics Myriad Pro font—so that it looked like this: 1. A bat and a ball cost $1.10 in total. The bat costs $1.00 more than the ball. How much does the ball cost? The average score this time around? 2.45. Suddenly, the students were doing much better than their counterparts at MIT.

The New York Times recently reported that the most expensive schools are paradoxically cheaper for low-income students. Take, for example, a student whose parents earn thirty thousand per year—not a lot of money but not poverty level, either. That student would pay ten thousand for one of the less selective branch campuses of the University of Wisconsin but would pay six thousand at the school’s flagship Madison campus. At Harvard, the student would pay only about thirteen hundred despite tuition of over forty thousand. Of course, kids like me don’t know this. My buddy Nate, a lifelong friend and one of the smartest people I know, wanted to go to the University of Chicago as an undergraduate, but he didn’t apply because he knew he couldn’t afford it. It likely would have cost him considerably less than Ohio State, just as Yale cost considerably less for me than any other school.

At Columbia, Obama wrote an article in a student weekly, Sundial, calling for an end to the U.S. military industrial complex. Obama’s article was a response to the so-called nuclear freeze movement that was sweeping American campuses at the time. As an undergraduate at Dartmouth in the early 1980s, I remember well the paranoia of the freeze activists, who seemed convinced that the world was about to end unless their nuclear freeze solution was immediately implemented. Calling as it did for a reciprocal freeze in U.S. and Soviet nuclear arsenals, the freeze was a liberal cause, but apparently not liberal enough for Obama. For him the issue came down to the big, bad military industrial complex and its irrational, insatiable desire for more costly weapons. “Generally the narrow focus of the freeze movement as well as academic discussions of first versus second strike capabilities suit the military-industrial interests, as they continue adding to their billion dollar erector sets.”21

The school you went to is the most important thing. They don’t recruit at less prestigious schools. I was lucky. I didn’t go to a great school. I mean in my analyst class, we had thirty from Harvard, twenty from Wharton[’s undergraduate program], and only five from [my top-fifteen school]. Once in a while, you see someone from a state school. But usually they’re there because of connections. The most common type of connection was a personal one—either a direct or indirect friendship—with an employee of a particular firm. Michael, also a banker, came from a nonlisted school. He used his own job search experience as an example of the usefulness of connections: If you’re not from the core, then it’s much more difficult to get a job here. All firms say that you can submit your résumé online, but I’m not sure if I’ve ever heard of someone who was successful this way. In my case, I had to come out here [to New York, from the South], work through friends and friends of friends, really use connections and be proactive.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6

Good luck. For most of my generation, it would just go to student debt and cocktails. If anything came to me (an impossibility), I would dump it into a poorly managed career in edgy luxury items. You can’t make opera money on perfume that smells like cunts and gasoline. At any rate, I didn’t usually make an appearance beyond the gala. Or, I hadn’t until recently. But Joseph Eisner had promised me a fortune, and now he wouldn’t take my calls. He did, however, like his chamber music. It had been an acquired taste for me. In my distant undergraduate past, when circumstance sat me in front of an ensemble, I spent the first five minutes of each concert deciding which musician I would fuck if I had the chance, and the rest shifting minutely in my seat. I still couldn’t stand Chanel. And while I had learned to appreciate—indeed, enjoy—chamber ensembles, orchestras, and on occasion even the opera, I retained my former habit as a dirty amusement to add some private savor to the proceedings. Tonight, it was the violist, weaving and bobbing his way through Dvořák’s Terzetto in C Major like a sinuous dancer. I prefer the romantics—fewer hair-raising harmonies than modern fare, and certainly more engaging than funereal baroque. The intriguing arrangement of the terzetto kept me engaged, in that slightly detached and floating manner engendered by instrumental performance. Moreover, the woman to my left, one row ahead, was wearing Salome by Papillon. The simple fact of anyone wearing such a scent in public pleased me. So few people dared wear anything at all these days, and when they did, it was inevitably staid: an inoffensive classic or antiseptic citrus-and-powder. But this perfume was one I might have worn myself. Jasmine, yes, but more indolic than your average floral. People sometimes say it smells like dirty panties. As the trio wrapped up for intermission, I took a steadying breath of musk and straightened my lapels. The music was only a means to an end, after all.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.

Non-Tenure Writing Jobs The MLA session on the adjunct crisis indicates where higher education has come to in the Brave New World of the 21st century. Research by the MLA itself, by Gloria McMillan, by Eileen Schell and other colleagues, already confirm the deep replacement of tenure-track faculty with contingent adjuncts and others. This crisis is deepest in composition and in community colleges. Doug Hesse’s program at Denver Univ. is no solution; it will extend the subordination of composition through sub-faculty lines while rationalizing it as “good for students"(before research has even proved it so). But, sub-faculty writing lecturers will never be treated as “real” professors by their institutions and will never be accepted as colleagues by their tenure-track peers. Such sub-faculty plans will weaken the faculty as a whole in the academy by further dividing it into competing sub-groups. Neither will a sub-faculty plan benefit the 14 million undergraduates on campus, most who attend under-funded public colleges with no billion-dollar endowments or corporate angels to turn to. Community colleges, in particular, where about 6 million students are enrolled, can have up to 65% of classes taught by adjuncts. The sub-faculty plan is thus really a management tool available in the short-term to those colleges with deep pockets and deep readiness to entrench a lesser sub-faculty in their writing programs. Doug Hesse acknowledges such an outcome as a possibility. He is quoted in the IHE report saying he was disturbed by the degree of interest other WPAs took in DU’s new sub-faculty writing program, fearing that DU was installing a “Vichy"-type model(collaborating with the authorities desire to de-tenure faculty generally and to subordinate writing instructors particularly). But, Hesse is quoted as making peace with this because he feels that sub-faculty lines for writing teachers are at least good for writing students. Even if we knew for sure this was true, why must writing teachers be the only professionals in higher education called upon to make such sacrifices? A large private grant to finance Denver University’s program($10 million for Hesse’s project)is good fortune for one campus, but it offers no model for how we can solve the national disgrace of exploited adjuncts.

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.

Economists like to strike the pose of a scientist. I know, because I often do it myself. When I teach undergraduates, I very consciously describe the field of economics as a science, so no student would start the course thinking he was embarking on some squishy academic endeavor.’1

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.

All of this changed in 1993, when Marc Andreessen, a twenty-two-year-old undergraduate student at the University of Illinois, Urbana-Champaign, coauthored Mosaic—both the very first web browser and the Internet’s first user-friendly user interface.5 Mosaic unlocked the Internet.

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.

researchers from the University of Wales in the United Kingdom gave seventy-one female undergraduate students slow- or fast-digesting carbohydrate-based breakfasts and then tested their cognitive functioning. They found that memory, especially for hard words, was impaired throughout the morning after the fast-digesting breakfast.

I used Harvard’s computer system only once as an undergraduate, to run regressions for my senior thesis on the economics of spousal abuse. The data was stored on large, heavy magnetic tapes that I had to lug in big boxes across campus, cursing the entire way and arriving in a sweaty mess at the sole computer center, which was populated exclusively with male students. I then had to stay up all night spinning the tapes to input the data. When I tried to execute my final calculations, I took down the entire system. That’s right. Years before Mark famously crashed that same Harvard system, I beat him to it.

Harvard, and most other elite private schools, claim that their admissions are merit-based and need-blind, and that everyone who qualifies will receive enough financial aid to attend. This is bullshit, of course. If your parents went to Harvard (or another Ivy League university, such as Yale, Princeton, etc.) and have donated money, or if your father runs a huge global bank or is prime minister somewhere, your chances are surely somewhat improved. But forget about that—just look at the money and the students. In the 2011 academic year, Harvard’s administration proudly announced that slightly over 60 percent of its undergraduates received some level of financial aid and also stated that no student whose family earned less than $180,000 per year would be required to pay more than 10 percent of their total costs.17 Think about that for a minute. If you’re a Harvard student who receives no financial aid at all, you come from a family that makes much more than $180,000 per year. Let’s say the eligibility cutoff for receiving any financial aid at all is $300,000 (Harvard doesn’t reveal the number). This means that nearly 40 percent of Harvard undergraduates came from families whose income is at the very upper end of the American income distribution. This means that Harvard’s income distribution is probably even more skewed than America’s: in the nation as a whole, in 2010 the top 1 percent of families received about 20 percent of all annual income.

I don’t understand why Universities only offer undergraduate classes during the day when their professional staff should be smart enough to know that a large percentage of their students are non-traditional.

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.

When the recruiting team gathered in a conference room in Chicago with a pile of student résumés to review, I objected anytime a student was automatically dismissed for having a B on a transcript or for having gone to a less prestigious undergraduate program. If we were serious about bringing in minority lawyers, I asserted, we’d have to look more holistically at candidates. We’d need to think about how they’d used whatever opportunities life had afforded them rather than measuring them simply by how far they’d made it up an elitist academic ladder. The point wasn’t to lower the firm’s high standards: It was to realize that by sticking with the most rigid and old-school way of evaluating a new lawyer’s potential, we were overlooking all sorts of people who could contribute to the firm’s success. We needed to interview more students, in other words, before writing them off.

Their particular ire was directed at David Swensen, the legendary head of the Yale endowment, whose investment returns had, among other things, financed the scholarships of many students. “If we stopped producing fossil fuels today, we would all die,” Swensen had recently said. “We wouldn’t have food. We wouldn’t have transportation. We wouldn’t have air conditioning. We wouldn’t have clothes.” He added, “The real problem is the consumption” and “every one of us is a consumer.” The president of another major university was surprised when told that the financial loss from divesting energy would be greater than the university’s entire budget for undergraduate scholarships.

extend that to undergraduate education. The century-old style of the almighty professor lecturing to the passive students should increasingly be rare. Instead, we should encourage interactive experiences between undergraduates and professors as well as among students—

The church elders were not happy about it, but they allowed her to go to New Orleans, on the condition that she return to Junction City afterward and marry the young man they’d approved for her. Now twenty-two years old, with a husband she did not want, she found herself in a strange and sinful city competing with medical students who had undergraduate degrees from places like Harvard and Stanford. She finished the first semester at the top of her class. Her new husband complained to the church elders that his wife was spending all her time working. “He told me I was being disobedient by working so hard,” recalled Charity. “And they agreed with him. They told me I should be at the fiftieth percentile of my class. No better.” After the next semester, when her grades remained high, the church elders sent her a letter instructing her to drop out of medical school and return to Junction City.

The Profs delivers quality tuition for thousands of students online or in person in London, UK. We specialise in GCSE, A-Level, admissions, undergraduate, dissertations, postgraduate, official examinations, and professional qualifications tutoring. Our tutors are academic experts who deliver personalized student support and guidance at a time to suit your schedule. Our bespoke process involves manual matching of tutors and tutees. This ensures students get the right help, right away.

NIFT is a country wide-degree entrance examination that gives both undergraduate and postgraduate packages. Here, the creativity, writing capabilities, visualization, and commentary capacity of students are tested. Depending on this, the scholars need to prepare for the doorway examination. As there are extended competition to seem for the entrance, getting help from BRDS will improve your chance. Its years of instructional overall performance in NIFT are proof of its education method and the scholar lecture group to assist the scholars. Our guides are unique and cling to today's examination syllabus and sample so one can assist teach college students better, helping them perform well in the front exam. Our instructional excellence shows that we're one of the most popular picks for NIFT Institute In Kolkata. So, for any doubt of students' weaknesses, our academics provide them steering and assist them to get back their self-assurance in it. If you need to recognize extra approximately NIFT Institute In Kolkata before enrolling with BRDS, get in touch with our expert crew, who're available spherical the clock.

Once, enrolled in any undergraduate study program of the Superior University means confidence to be part of a setup where guaranteed job placement is waiting for everyone. It can easily happen with the unique 3U1M Program offered by the university which allows the students to spend three years learning with fun at the campus with all assignments, practical, projects, and classroom studies through OBE (Objective Based Education) and PBL (Program Based Learning) programs. The final year is wholly spent with the experiential learning in the most prestigious public or private sector organizations.

Tethering one's pedagogy to notions of social justice and activism affords an automatic claim to moral superiority and, by extension, social legitimacy, which most undergraduate students cannot readily distinguish from intellectual competency.

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.

While stressful experiences can happen at any college, and social conflicts can and do erupt among Black students at Black colleges as well, there is considerable evidence that Black students at historically Black colleges and universities achieve higher academic performance, enjoy greater social involvement, and aspire to higher occupational goals than their peers do at predominantly White institutions.4 For example, according to data from the National Science Foundation, Spelman College, a historically Black college for women, sends more Black women on to earn PhDs in the sciences than any other undergraduate institution.5

The smallest Ivy and the one with the strongest emphasis on undergraduates. Still the most traditional student body in the Ivy League, but not the hotbed of conservatism it once was. Administration has worked hard to shed “animal house” image by bringing in more scholars. If you love the outdoors, you’ll be in heaven. (The Elite Private Universities - Dartmouth College)

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.

A second experiment tested the same general idea by priming the concept of the elderly, using words such as Florida, bingo, and ancient. After the participants in this experiment completed the scrambled-sentence task, they left the room, thinking that they had finished the experiment—but in fact the crux of the study was just beginning. What truly interested the researchers was how long it would take the participants to walk down the hallway as they left the building. Sure enough, the participants in the experimental group were affected by the “elderly” words: their walking speed was considerably slower than that of a control group who had not been primed. And remember, the primed participants were not themselves elderly people being reminded of their frailty—they were undergraduate students at NYU.

As medical students, we were confronted by death, suffering and the work entailed in patient care, while being simultaneously shielded from the real brunt of responsibility, though we could spot its specter. Med students spend the first two years in classrooms, socializing, studying and reading; it was easy to treat the work as a mere extension of undergraduate studies. But my girlfriend, whom I met in the first year of medical school, understood the subtext of the academics. Her capacity to love was barely finite, and a lesson to me. One night on the sofa in my apartment, while studying the reams of wavy lines that made up EKGs, she puzzled over, then correctly identified, a fatal arrhythmia. All at once, it dawned on her and she began to cry: wherever this “practice EKG” had come from, the patient had not survived. The squiggly lines on that page were more than just lines; they were ventricular fibrillation deteriorating to asystole, and they could bring you to tears.

district court, Kirstein v. University of Virginia,20 may well mark the turning point in the long effort to place equal opportunity for women under the aegis of the Federal Constitution.21 The court held inconsonant with the Fourteenth Amendment’s Equal Protection Clause the exclusion of women from the University of Virginia’s undergraduate school at Charlottesville; it approved a plan which, after a two-year transition period, requires the admission of women on precisely the same basis as men. Although sixteen years have elapsed since Brown v. Board of Education,22 Kirstein v. University of Virginia is the first decision to declare unconstitutional exclusion of women from educational opportunities afforded to men by a state institution.23 Significantly, “private” institutions of higher learning that might escape a constitutional prod confined to “state action” are beginning to volunteer similar reforms. For example, Cornell University’s College of Arts and Sciences announced during the 1969–70 academic year that it would admit women on the same basis as men and would offer students of both sexes the same options with respect to housing accommodations

The minimum they receive is the amount they will need in order to function properly in their work. In addition they are each given a “luxury-knowledge package” to enhance their feeling of worth, the size of each such package being in accord with the person’s probable social prestige. The schools are the factories in which these overall knowledge packages are produced—although schools usually claim they mean to bring the students in touch with the highest achievements of the human mind. Many undergraduate colleges are particularly adroit in nurturing these illusions.

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.

So swearing, when used reciprocally and in good fun, might help to bond a team, but does swearing really help you get things done? In their paper “Indecent Influence,” Dr. Cory Scherer and Dr. Brad Sagarin from the Northern Illinois University decided to test the use of a single, mild swear word on the way in which a message is received.6 Scherer and Sagarin knew from previous research carried out in the 1990s that—at least when we hear a message we disagree with—we tend to react with disgust and reject both the messenger and the message. They wondered whether the same effect held true for a message that the audience was sympathetic to. They showed a video of a speech to eighty-eight of their undergraduate students individually. The speech was about lowering tuition fees at a neighboring university. What the students didn’t know was that each person saw one of three different versions of the speech at random. One version included a mild swear word (“Lowering of tuition is not only a great idea, but damn it, also the most reasonable one”), one opened with it (“Damn it, I think lowering tuition is a great idea”), and one had no swearing at all. The actor delivering the speech did his best to keep every other part of his delivery the same between speeches. The students who saw the video with the swearing at the beginning or in the middle rated the speaker as more intense, but no less credible, than the ones who saw the speech with no swearing. What’s more, the students who saw the videos with the swearing were significantly more in favor of lowering tuition fees after seeing the video than the students who didn’t hear the swear word.

American undergraduates. They are very religious, he told me, but they know next to nothing about religion. Thanks to compulsory religious education (which in Austria begins in elementary schools), European students can name the twelve apostles and the Seven Deadly Sins, but they wouldn’t be caught dead going to church or synagogue themselves. American students are just the opposite. Here faith without understanding is the standard; here religious ignorance is bliss.

If you really want this acceptance, then you need to display that now. Acceptance into the college of your choice may happen, but it likely won’t happen from mediocrity or luck. Put in the time and effort, do the research, and constantly strive for excellence on a daily basis. This needs to be a fundamental aspect of your mindset as a student.

After completing their undergraduate degrees at NYU, both Mortimer and Raymond had applied to med school. But during the 1930s, many American medical programs had established quotas on the number of Jewish students who could be enrolled. By the mid-1930s, more than 60 percent of applicants to American medical schools were Jewish, and this perceived imbalance prompted sharp restrictions. At some schools, such as Yale, applications from prospective students who happened to be Jewish were marked with an H, for “Hebrew.” Mortimer, who applied to medical school first, found that he was effectively blacklisted on the basis of his ethnicity. He couldn’t find a medical school in the United States that would take him. So, in 1937, he

Here’s an example from the test Marty and his students developed to distinguish optimists from pessimists: Imagine: You can’t get all the work done that others expect of you. Now imagine one major cause for this event. What leaps to mind? After you read that hypothetical scenario, you write down your response, and then, after you’re offered more scenarios, your responses are rated for how temporary (versus permanent) and how specific (versus pervasive) they are. If you’re a pessimist, you might say, I screw up everything. Or: I’m a loser. These explanations are all permanent; there’s not much you can do to change them. They’re also pervasive; they’re likely to influence lots of life situations, not just your job performance. Permanent and pervasive explanations for adversity turn minor complications into major catastrophes. They make it seem logical to give up. If, on the other hand, you’re an optimist, you might say, I mismanaged my time. Or: I didn’t work efficiently because of distractions. These explanations are all temporary and specific; their “fixability” motivates you to start clearing them away as problems. Using this test, Marty confirmed that, compared to optimists, pessimists are more likely to suffer from depression and anxiety. What’s more, optimists fare better in domains not directly related to mental health. For instance, optimistic undergraduates tend to earn higher grades and are less likely to drop out of school. Optimistic young adults stay healthier throughout middle age and, ultimately, live longer than pessimists. Optimists are more satisfied with their marriages. A one-year field study of MetLife insurance agents found that optimists are twice as likely to stay in their jobs, and that they sell about 25 percent more insurance than their pessimistic colleagues. Likewise, studies of salespeople in telecommunications, real estate, office products, car sales, banking, and other industries have shown that optimists outsell pessimists by 20 to 40 percent.

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

In the 1930s and 1940s, non-Jewish Jews were among the leading pro-Soviet and anti-American agitators. During these two decades Jews constituted half of the membership of the American Communist Party.III Two alienated Jews, Julius and Ethel Rosenberg, were convicted in the early 1950s of helping to smuggle America’s atom bomb technology to Stalin. A study by Professor Joseph Adelson in the early 1960s of the relationship between political orientation and personal background among undergraduates at the University of Michigan revealed that 90 percent of radical students came from Jewish backgrounds.20 A national survey sponsored by the American Council of Education in 1966-67 revealed that the “best single predictor of campus protest was the presence of a substantial number of students from Jewish families.” In 1970, a Harris study showed that 23 percent of Jewish college students termed themselves “far Left” versus 4 percent of Protestants and 2 percent of Catholics.

One of the most fascinating pieces of research, in my opinion, that has come out in recent years with regards to saving behavior was published in the Journal of Marketing Research in 2011. The researchers had a large group of undergraduates think about something they planned to save for within a month’s time. They asked half of them to set a specific dollar amount (low-level goal), and the other half to set a more general goal to save as much as they could (high-level goal). The researchers also had everyone take a test to find out what their chronic construal level was. This resulted in four groups (see Figure 3.1). Figure 3.1 Saving Study: Four Groups Then, the students came back a month later and reported on how much they had actually saved for their goal. Can you guess which people saved the most? When I first read the study, I assumed that everyone who set a specific dollar amount would save more than those who kept their goal vague and nonspecific. The actual results were far more interesting. As it turned out, the people who set a goal that was in contrast to their normal way of thinking were the ones who saved the most. High-level thinkers who set a specific dollar amount and low-level thinkers who kept their goal nonspecific saved far more on average than the people who kept their goal consistent with their chronic construal level (see Figure 3.2).51

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.

AS A KID GROWING UP IN A RURAL PENNSYLVANIA COAL COUNTRY in the 1930s and 1940s, Bill McGowan never dreamed of a career as a businessman, unaware that such a profession even existed. The son of a railroad engineer and a schoolteacher, McGowan got his first glimpse of the wider world during a three-year stint in the U.S. Army in postwar Europe, after which he returned home to complete an undergraduate degree in chemistry at King’s College in Wilkes-Barre, Pennsylvania. McGowan excelled at chemistry, thanks to his talent for comprehending the rules of complex systems, but found little joy in the subject. His plans for a career in medicine left him similarly lukewarm. One King’s College professor surmised the gregarious, hyper-analytical student’s true calling and suggested he apply for a seat in Harvard Business School’s class of 1954.

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.

Your expenses grow to match your income. As the decades pass and you realize that no, you’re not going to save the world, the money becomes a more and more important part of the justification. And when you have kids, you’re stuck; it’s much easier to deprive yourself of money (and what it buys) than to deprive your children of money. More important, you internalize the rationalizations for the work you are doing. It’s easier to think that underwriting new debt offerings really is saving the world than to think that you are underwriting new debt offerings, because of the money, instead of saving the world. And this goes for many walks of life. It’s easier for college professors to think that, by training the next generation of young minds (or, even more improbably, writing papers on esoteric subjects), they are changing the world than to think that they are teaching and researching instead of changing the world. Sure, there are self-parodying, economically delusional, psychotherapy-needing, despicable people on Wall Street . . . but there are also a lot of people who went there because it was easy and stayed because they decided they couldn’t afford not to and talked themselves into it. A college student asked me at a book talk what I thought about undergraduates who go work on Wall Street. And individually, I have nothing against them, although I do think they should do their best to keep their expenses down so they will be able to switch careers later. But as a system, it’s a bad thing that a small handful of highly profitable firms are able to invest those profits into skimming off some of the top students at American universities—universities that, even if nominally private, are partially funded by taxpayer money in the form of research grants and federal subsidies for student loans—and absorbing them into the banking-consulting-lawyering Borg.7

The Mass. Ave. Bridge is open... Some MIT students once measured it by repeatedly placing an undergraduate named Smoot on the ground and marking off his length. Every six feet or so there is still the indication of one smoot, two smoots, painted on the pavement. I could never remember how many smoots long the bridge was.

But in 1946 Wittgenstein fell in love with Ben Richards, an undergraduate student of medicine at Cambridge who was nearly forty years younger than him; this relationship brought him great joy and continued until his death.

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:

Times have changed. In 1960, 25 percent of full-time college students between the ages of sixteen and twenty-four worked while enrolled. Five decades later, national statistics show that over 70 percent of undergraduates are working…. Twenty percent of all undergraduate students are employed full time, year-round.

For all the jokes about students living off ramen, undergraduates are significantly more likely to experience high levels of food insecurity (in technical terms: “hunger”) than to live in a dorm. 7 Millennials have changed what it means to be a college student in practice, but the American “Town vs. Gown” imaginary hasn’t been updated.

Often, through no fault of their own, it is the students themselves. Unfortunately, they are not taught to have a questioning nature, they are taught to have an answering nature. They expect us to ask questions and for them to give the answers because that is they way they have been educated. This

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

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

Out of sheer convenience, the vast majority of experimental studies, which have been conducted by academic researchers in North America, Europe, Israel and Australia, have used their own universities’ undergraduate students as their subjects. As a result, between 2003 and 2007, 96 percent of people studied in such behavioural experiments came from countries that were home to only 12 percent of the world’s population.

A financial-aid officer had stolen thousands from her as an undergraduate student at a White university, but she still held that university in high regard. A botched transcript and she condemned her Black university. What hypocrisy. At the time, I could not be angry at her without being angrier at myself. How many times did I individualize the error in White spaces, blaming the individual and not the White space? How many times did I generalize the error in the Black space—in the Black church or at a Black gathering—and blame the Black space instead of the individual? How many times did I have a bad experience at a Black business and then walk away complaining about not the individuals involved but Black businesses as a whole?

By the mid-1980s, [Stephen Jay Gould] had emerged as a major public figure, using his background as a paleontologist to dive into controversies with radical stances on the ways new species emerge and how evolutionary change comes about. His [popular history of life] college class was composed of around six hundred students who, taking it as a distributional requirement, were unlikely to become science majors. This audience proved an ideal focal group for Gould to try out his new theories and presentations. Every Tuesday and Thursday in the fall he held forth, lecturing with dramatic flourish to undergraduates who either sat rapt in the front rows or sprawled sleeping in the rear ones.

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

The Christian Coalition, like many evangelical organizations of the day, was concerned with abortion, homosexuality, and other, as they saw it, moral issues, but it rocketed to success as a powerful lobbying arm under the control of Ralph Reed, who was hired as executive director in 1990. Reed, who was president of his College Republicans chapter, had spent his undergraduate years writing columns for the student newspaper about such topics as “Black genocide,” decrying a high rate of abortions in the African American community. This angle was and continues to be an important strategy for evangelicals to reach out to churchgoing African Americans in order to bring them into supporting the pro-life position and into voting for conservative issues.

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.

Years ago, back in the 1990s, the political scientist Andrew Hacker posed a theoretical question to his white undergraduates at Queens College in New York. He asked them how much they would have to be paid to live the next fifty years as a black person. The students thought it over and came back with a figure. Most said they would need $50 million—$1 million for every year that they would have to be black. They felt they would need it, he said, to “buy protection from the discriminations and dangers white people know they would face once they were perceived to be black.

Stalwart Career Institute is a trusted name when it comes to management education for MBA entrance exam preparation and for undergraduate exams like CET, SET, IPM and more. We believe in making students realize their potential and fulfill their dreams by providing Best-in-Class Teaching &Technology Enabled Learning with utmost dedication.

Spires Online Tutors enables students to connect with the best tutors and work together in our virtual classroom. Multi-award-winning Spires was set up by Oxbridge graduates to bring the highest level of academic and exam tutoring to students at all levels. Professionals are available to teach more than 200 subjects and help prepare for examinations. GCSE, IB, A-Level, Higher, Admissions, Undergraduate, Postgraduate & Professional level tutoring.

The hypothesis of “discriminative grandparental investment” predicts that behavioral and psychological indicators of investment should follow the degree of certainty inherent in the different types of grandparental relationships: most for MoMo, least for FaFa, and in between these two for MoFa and FaMo. Studies from different cultures have tested the hypothesis of discriminative grandparental solicitude. In one study conducted in the United States, evolutionary psychologist Todd DeKay (1995) studied a sample of 120 undergraduates. Each student completed a questionnaire that included information on biographical background and then evaluated each of the four grandparents on the following dimensions: grandparent’s physical similarity to self, grandparent’s personality similarity to self, time spent with grandparent while growing up, knowledge acquired from grandparent, gifts received from grandparent, and emotional closeness to grandparent. Figure 8.2 summarizes the results from this study. Findings show that the mother’s mother is closer to, spends more time with, and invests most resources in the grandchild, whereas father’s father scores lowest on these dimensions. Findings presumably reflect evolved psychological mechanisms sensitive to the degree of certainty of genetic relatedness.

As the economic writer Ben Casselman pointed out in 2016, most college applicants “never have to write a college entrance essay, pad a résumé or sweet-talk a potential letter-writer,” because more than three-quarters of American undergraduates attend colleges that accept at least half their applicants. Only 4 percent attend schools that accept 25 percent or less, and fewer than 1 percent attend elite schools that accept fewer than 10 percent of their applicants.3 Students at these less competitive institutions then struggle to finish, with only half completing a bachelor’s degree within six years. Many

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.

Based on my study of Harvard undergraduates, the average number of romantic relationships over four years is less than one. The average number of sexual partners, if you’re curious, is 0.5 per student. (I have no idea what 0.5 sexual partners means, but it sounds like the scientific equivalent of second base.) In my survey, I found that among these brilliant Harvard students, 24 percent are unaware if they are currently involved in any romantic relationship. What

Harry was so exasperated by his frog experiments that one day he began venting to anyone who would listen. He even told his undergraduate class that he had spent countless hours just to prove that frogs were stupid. One of the students happened to be a reporter for the student newspaper, the Daily Cardinal, and the next day, Harry was in print: “Professor Harlow says that the frog is the dumbest of all animals.... Professor Harlow’s experiments showed that the frog does not seem to be able to learn anything at all.” It was a natural story for any journalist. The next day, one of the local papers rewrote the student version. It now carried the headline: “Frog Dumbest of Animals, Experimenters Discover.” That

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

George Vaillant’s famous longitudinal study of Harvard students from their time as undergraduates through their entire adulthood also concluded that chores in childhood is an essential contributor to success in life. In an interview for a 1981 New York Times article, Vaillant explained that “work plays a central role in an individual’s life”—so much that it trumped having a strong family background as a predictor of mental health in adulthood.

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.