Abstract

Several years ago I began a mentoring relationship with an undergraduate student named Sadie.1 By all traditional measures, Sadie was a common student, earning slightly above average grades and participating in all the activities one might expect of a typical undergraduate. Our relationship lasted through her third and fourth years in school, and the longer I knew her, the more I understood her uniqueness. Sadie was incredibly self-reflective and had a profound love of learning, yet she took the types of academic risks that, though personally and intellectually gratifying, yielded neither a narrow disciplinary focus nor the strongest grade-point average.While Sadie's approach to her own education embodies what ..