My undergraduate education, at the City College in New York, was made possible only by the existence of that excellent free institution and the financial sacrifices of my parents.
My undergraduate degree was in history, and I wish I had been smart enough to really excel at maths, physics, chemistry or biology because... the voyagers and adventurers and real contributors - that's where they come from.
As an undergraduate, I did maths and physics. That doesn't make me a scientist. So I try to read and understand and talk to scientists.
When I first started out in Houston, it was theater or bust. And I loved it. I still love it. And then I went to undergraduate and graduate school for acting.
Here at Wisconsin we didn't get an undergraduate course in mathematical logic until the '60s.
I always wanted to be a scientist, I always thought I'd be a scientist, that was the narrative I was carrying around. I worked in a neuroscience lab as an undergraduate and then after, almost five years in total, but I realized I just wasn't good at science. I didn't have the discipline for it.
Critics of American colleges typically attribute the failings of undergraduate education to a tendency on the part of professors to neglect their teaching to concentrate on research. In fact, the evidence does not support this thesis, except perhaps in major research universities.
There's a picture of my dorm room in the college yearbook as the most messy, most disgusting room on the Harvard campus, where I was an undergraduate.
As an undergraduate at Harvard in the 1960s, I was fascinated by my visits to psychologist B.F. Skinner's laboratory.
Look, Mrs. McGillicuddy, it's not my fault your son jumped out a dorm room window on Christmas eve. I've written over fifty books as a Columbia professor, all right? You don't do that by holding hands with every at-risk undergraduate who says he's homesick, or he's turning gay, or the dog ate his term paper. I write about Lincoln, and freedom, and great ideas. I don't always have time for students. It's like Dean Martin used to say: if you want to talk, go to a priest. Hey -- what's the gun for?
My decision to begin research in radio astronomy was influenced both by my wartime experience with electronics and antennas and by one of my teachers, Jack Ratcliffe, who had given an excellent course on electromagnetic theory during my final undergraduate year.
On all levels primary, and secondary and undergraduate - mathematics is taught as an isolated subject with few, if any, ties to the real world. To students, mathematics appears to deal almost entirely with things whlch are of no concern at all to man.
I am suggesting that quality in undergraduate education means giving students a perspective that is global.
The physics of undergraduate text-books is 90% true.
I started writing novels while an undergraduate student, in an attempt to make sense of the city of Edinburgh, using a detective as my protagonist. Each book hopefully adds another piece to the jigsaw that is modern Scotland, asking questions about the nation's politics, economy, psyche and history ... and perhaps pointing towards its possible future.
The environmental issues we face today are complex and span many knowledge domains. This undergraduate degree programme in Environmental Studies will nurture a pool of graduates who are able to think deeply and broadly about these issues, and help develop novel solutions for Singapore, Asia and beyond. I am delighted at this programme for another reason - it is the first undergraduate course that draws on expertise from eight Faculties in NUS, making full use of the comprehensive strengths of our University.
St. Andrews provided a gentle forgetfulness over the preceding painful years of my life. It remains a haunting and lovely time to me, a marrow experience. For one who during her undergraduate years was trying to escape an inexplicable weariness and despair, St. Andrews was an amulet against all manner of longing and loss, a year of gravely held but joyous remembrances.
If start-up activity is the true engine of job creation in America, one thing is clear: our current educational system is acting as the brakes. Simply put, from kindergarten through undergraduate and grad school, you learn very few skills or attitudes that would ever help you start a business.
I was an undergraduate at Princeton, and I was pressed by the math department to go on to graduate school. Actually they gave me fellowships that paid my way, otherwise I would not have been able to continue.
Doubtless many can recall certain books which have greatly influenced their lives, and in my own case one stands out especially-a translation of Hofmeister's epoch-making treatise on the comparative morphology of plants. This book, studied while an undergraduate at the University of Michigan, was undoubtedly the most important factor in determining the trend of my botanical investigation for many years.
While its [Harvard's] undergraduate life was still controlled [in 1908-1912] by a select group of rich and fashionable families whose sons merely arrived when they were due to fill the places that had been waiting for them from the day they were born, it was, at the same time, opening its doors to a more cosmopolitan student population and beginning to take the first tentative steps toward mitigating the evils of a pyramidal social system that concentrated all its social honors upon the rich and the wellborn.
I majored in religion for my entire undergraduate career at Duke University and then I went to seminary for a year unsure whether or not I really had the call to be a minister. I spoke with a pastor of my home church and told him I was going to seminary. He said "Do you feel the call to be a minister?" and I said "Honestly, I don't. I know it's the greatest call you could have but I'm not feeling that call myself. He said "Well, you know, you're wrong. It's not the greatest call. The greatest call is whatever calling God has for you."
I teach child development and social policy as an undergraduate course, and I tell my students, "Look, on any of these issues, if you don't want to work on it for thirty years, don't start."
I shot my undergraduate work on 35mm. I love the way it looks, but I haven't shot film in a while. If you can avoid scanning, it makes your practice faster. Oh, and I shoot a lot of Polaroid, too. I have about five hundred Polaroids from my film that I hope to show soon.
In undergraduate classes, I often see writers who are still simply imitating. I mean, we all imitate - that's how we learn to speak or write in the first place - but they're writing a Dean Koontz novel or something.
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