Academic Mentorship Quotes

I did study with Anne Carson briefly in Michigan. She taught there, and that's where I first encountered her, in her class.

The thing that was great about San Jose State was, I got connected with some very good professors.

I believe it’s impossible to claim you have taught, when there are students who have not learned. With that commitment, from my first year as an English teacher until my last as UCLA basketball teacher/coach, I was determined to make the effort to become the best teacher I could possibly be, not for my sake, but for all those who were placed under my supervision.

In 1986, I was asked by the then-Dean of Science at the University of British Columbia, Dr. R.C. Miller, Jr., to establish a new interdisciplinary institute, the Biotechnology Laboratory. I decided that it was time for me to start paying back for the thirty years of fun that I had been able to have in research.

However, I should perhaps add that during the 20 years I have been back in Cambridge, I have been actively involved in the teaching of undergraduates, as well as of course supervising research students.

The [Steve Harvey] foundation started originally about the educational needs of children. But, as I got into it more and more, one of my main objectives became mentoring programs for young African American men because that's our problem in our community - it's the African American men.

I probably learned most at MIT by teaching and working with Peter Diamond, who acted like a big brother to me during my time in the department.

I enjoyed teaching. I liked the students. Having to formulate my ideas about literature made them clearer. I did not particularly enjoy the more bureaucratic aspects of the job. However, if you are teaching fervently, your energy and time are used up at a great rate.

What is wonderful about a university like LSE is that you not only receive teaching of very high quality, you also learn where to find the knowledge you are seeking. And you make unexpected discoveries; it was a Marxist professor who introduced me to the work of Cardinal Newman, a great master of English prose as well as theology.

I grew up in my mom's third grade classroom and always helping her, and I also got a passion for kids that way.

There's something melancholy about professors because they're chronically abandoned. They form these lovely relationships with students and then the students leave and the professors stay the same. It's like they're chronically abandoned.

It was at the graduate school at Columbia University that I first met Wesley C. Mitchell, with whom I was associated for many years at the National Bureau of Economic Research and to whom I owe a great intellectual debt.

Of all the excellent teachers of college English whom I have known I have never discovered one who knew precisely what he was doing. Therein have lain their power and their charm.

My professional apprenticeship at Iowa State College from 1930 to 1943 could not have been better; the Great Depression made it so, and the talented younger economists at Ames during that period made it an exciting and profitable intellectual experience.

He never gave up on me, I only stopped being matriculated.

At the age of eleven, I began Euclid, with my brother as my tutor. This was one of the great events of my life, as dazzling as first love. I had not imagined there was anything so delicious in the world. From that moment until I was thirty-eight, mathematics was my chief interest and my chief source of happiness.

In 1905, I was privileged to be given a place in the private laboratory of my revered teacher, Professor W. H. Perkin, Jr. at the University of Manchester.

The office of the scholar is to cheer, to raise, and to guide men by showing them facts amidst appearances.

Freshly minted Ph.Ds typically teach the way their favorite professors taught.

I am absent altogether too much to be a suitable instructor for a law-student. When a man has reached the age that Mr. Widner has,and has already been doing for himself, my judgment is, that he reads the books for himself without an instructor. That is precisely the way I came to the law.

The majority of the research I do is archaeological research, but to me, as a professor, the most important thing is to encourage and mentor students.

It was at "Little Lodge" I was first menaced with Education. The approach of a sinister figure described as 'the Governess' was announced.

I liked Columbia, but it was like high school in that there was this big social world that I was not part of. I existed on the side, far away. That might be temperamental, my own fear of large groups, more than anything else. But I had a handful of professors who meant a lot to me.

we defer therefore till this time twelve month to avail ourselves of the instruction of that place, and particularly of your kindness in the two branches of Botany and Natural history to which we wish him particularly to apply.

One of my graduate school professors, to whom I started sending poems when I started writing again after a 10-year hiatus, suggested I prepare a book manuscript which he could send to publishers for me.