After spending five months at Harvard, I found myself back in a middle school classroom, tasked with informing eighth graders about the university and the college admissions process. The energy in the room was palpable, with kids full of excitement and boundless enthusiasm, a stark contrast to the more serious demeanor one might expect in a higher education setting.

The teacher introduced me, and I began to present from a sheet of prepared notes. However, within moments, it became clear that this method wasn’t engaging the students. So, I adjusted my approach, speaking more directly and personally, which seemed to capture their attention better. By the end of the session, the students had set goals for themselves, ranging from joining the track team to exploring new activities and seeking support for challenging personal situations. Their initial pessimism shifted to a newfound sense of possibility and ambition, illustrating the immense potential of young students when encouraged and supported.

During the January break, I collaborated with the admissions office to increase the recruitment of minority students for Harvard. Despite efforts to build a diverse campus, many underprivileged and minority students remain unaware of Harvard as an option, often discouraged by misconceptions about the admissions process and financial aid. Many believed they couldn’t get in, or if they did, they couldn’t afford it, painting a picture of an unreachable dream.

To address these issues, I visited 13 high schools and two middle schools in the San Francisco Bay area with significant minority populations. The stories I heard were heart-wrenching, detailing abuse, addiction, and financial struggles. Many students had lost hope and saw college as a distant and unattainable goal. However, as I shared my experiences and explained the holistic admissions process and generous financial aid packages, their attitudes began to shift. Questions changed from focusing on test scores and parental background to inquiries about campus life and accessibility. This shift demonstrated a growing realization that their dreams could become realities.

At the end of each visit, the students expressed gratitude and newfound motivation. Comments like “I’m not saying I can get in, but I want to try” and “Harvard seems more like a possibility” underscored the impact of our efforts. Weeks later, I continued to receive emails from students seeking advice, expressing thanks, and asking further questions. These interactions reinforced the importance of ongoing mentorship and support for these students.

The undergraduate minority recruitment program aims to not only attract students who might feel excluded from selective institutions but also to continue guiding them through their educational journey. On my visits, I aimed to provide the advice and encouragement that I needed during my high school years, showing that there are multiple paths to success and that seemingly out-of-reach goals can be achieved with determination and support.

On October 6, 2026, a memorial tribute was read for the late John E. Malmstad, celebrating his contributions to the Harvard community.

Other articles in the issue included:

• Why We Love the Charles: Some find solace in the river for physical movement, writing, relaxation, reflection, or people-watching.
• Pencil-and-Paper: Advocates argue that using traditional writing methods enhances student engagement and understanding compared to digital tools.
• Should Quitting Smartphones Be This Hard?: Offers tips for breaking tech addiction, especially when work demands constant connectivity.
• Is Your Parenting Style Working?: Experts suggest that raising happy, healthy children requires specific “ingredients,” such as consistent boundaries and open communication.

The full article can be accessed here.

News is prepared from public university announcements for general guidance. Policies change frequently; confirm current details with each university admissions office.