One of the things professors tend to forget about their students is how new many of them are to higher education, and how many pressures bear down upon them as they fight to find, negotiate, and complete their degree programs. Those who teach in schools that serve many first-generation college students need to learn that it is almost impossible to anticipate all of the things students don’t know or understand about going to college. Figuring out what to do about all this is part of the joy of teaching for those who can quiet their egos enough to care and do what is needed to be helpful. Although community colleges, liberal arts colleges and research universities serve many masters and embrace varied goals, we have one thing in common. We influence lives. I wonder what would happen if we measured our “success” in higher education in terms of lives influenced instead of more traditional, hierarchical measures of prestige-among-peers and revenue generation?