A Quote by Vivek Wadhwa

I became an academic so that I could share my knowledge and experience with students. — © Vivek Wadhwa
I became an academic so that I could share my knowledge and experience with students.
When I turned 17, I created a website for the students at my University. It enabled students to share lectures and discuss exams, and became popular very quickly.
I wanted to lose 30 pounds healthfully and still be able to enjoy my college experience. Having succeeded in doing just that, I wanted to share my experiences with others who could benefit from my direct knowledge of the difficulty of trying to balance college life with being healthy. It became a journey about healthy lifestyle choices, including tips and tricks for creating a new relationship with food where I was in control and could learn to love food healthfully again.
While the most disadvantaged students - most often poor students of color - receive the most considerable academic benefits from attending diverse schools, research demonstrates that young people in general, regardless of their background, experience profound benefits from attending integrated schools.
You can see it on the Internet now. New society demands that people share their knowledge. It's asking multimillionaires to share their money and creative people to share their creativity. Whoever doesn't share their wealth, be it knowledge, money, or creativity, will be dead.
Poverty became something one could see and experience firsthand, no matter where one was on the economic ladder; it became something you could viscerally experience through the lives of friends, family, neighbors, colleagues. I'd venture to say it's a rare person in 2013 America who knows nobody who lost a job in the recession, or knows nobody whose home went underwater or who went into foreclosure.
Research shows that whether you are low-income or not, mindset is a bigger predictor of success than academic skills, and how students gain great academic skills and persevere in the face of challenges.
For the academic the rhetorical sense of superiority through the possession of knowledge is essential for facing the daily grind, turning again to the otherwise boring article, braving the students who, fresh as each class may be, will still ask the same questions year after year. Psychological survival is not achieved without effort, and the environment must be managed, knocked about with one's elbows until it takes a shape comfortable to one's sense of self. This is not selfishness, for in reshaping the environment the academic is also reinvigorating the educational process.
Christianity began in Palestine as an experience, it moved to Greece and became a philosophy, it moved to Italy and became an institution, it moved to Europe and became a culture, and it moved to America and became a business! We've left the experience long behind.
The Common Core State Standards Initiative is an important step forward in ensuring that the United States remains competitive in the global economy. Career technical education (CTE) shares the Initiative s goal that all students must be college and career ready. CTE programs that incorporate the Common Core Standards will ensure students have the academic and technical knowledge and skills to be successful in the 21st century workplace.
He became my confidante, someone with whom I could share thoughts I could never voice...In exchange, he trusted me with his.
Many faculty retreated into academic specializations and an arcane language that made them irrelevant to the task of defending the university as a public good, except for in some cases a very small audience. This has become more and more clear in the last few years as academics have become so insular, often unwilling or unable to defend the university as a public good, in spite of the widespread attacks on academic freedom, the role of the university as a democratic public sphere, and the increasing reduction of knowledge to a saleable commodity, and students to customers.
Bastions of free-flowing discussion with civil exchange are the academic ideal. But during my time in academia, it became increasingly clear that prisons of political correctness with peer-engendered public shaming are now the academic reality.
If the students don't want to learn about evolution, they shouldn't be in the course. A biology course that teaches creationism is not a science course, it's a religion course. So the students demanding that creationism be given credence in that course are out of line and are denying the academic freedom of the professor. They are calling into question the scientific basis of the material that's being presented. And students are not in a position to do that.
Credit card companies pay college students generously to stand outside dining halls, dorms, and academic buildings and encourage their fellow students to apply for credit cards.
For some students, especially in the sciences, the knowledge gained in college may be directly relevant to graduate study. For almost all students, a liberal arts education works in subtle ways to create a web of knowledge that will illumine problems and enlighten judgment on innumerable occasions in later life.
Schools serving disadvantaged students need more time to help these students catch up and gain the core academic skills they will need to succeed in our economy and society.
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