MIT has the highest mid-career median pay of any university in the world. Here is the top 10 as of 2024

At Futures Forge we want to assemble the strongest possible teams across all our courses: smart, motivated peers who can match your intensity and push you to grow. That’s where we put our energy.

(Or any Ivy school?) Let’s cut to the chase: nope. How do we know that? And what are the implications?

Many high-performing students we speak to ask us, “How do I become a great leader?” They want to learn how to motivate others, communicate better, and use the strengths of their peers to help the group. These students have likely experienced good leadership before, and hope to emulate it, or perhaps have read about the impact of a great leader.

From part 1, you know that feedback is critical to becoming your best self, and that most of us have an aversion to receiving constructive feedback, likely taught to us in childhood. The first step to overcoming this aversion is to just pay attention to yourself. Sense your aversion to asking for feedback, or a certain amount of defensiveness in yourself when either getting it or thinking about asking for it.

Many ambitious students ask their mentors, coaches, or role models for advice, hoping to uncover the secrets to success. These students are typically high achievers, excelling in school and striving to get ahead of their peers. Their mentors may give actionable tips–like “setting clear goals” or “creating a study schedule”.

Imagine, you are given an objective by your boss, the scope is wide, and the expertise level is low but it’s on you to get an outcome. This is common in the start-up world, you face new challenges each day, big goals are set, and you need to ultimately get a net positive outcome (get closer to the goal). How do you start?

Students face challenges, solve problems, and navigate complex interactions every day. Yet most move through these experiences without pause–completing tasks, resolving issues, or having tough conversations, only to move on without much thought. Top performers take a different approach. They intentionally set aside time to reflect, analyze their actions, and learn from their experiences–this is their secret weapon to getting 10x more learning and growth out of everything they

Most teachers we know complain that students are constantly late. One thing we’re finding is that teachers are inadvertently encouraging this behavior. When students are late, we typically see one of three responses: Shame: “You're late. Take your seat, and we'll talk after class.” Letting it slide: “Glad you could join us. Let’s get started.” (Or many simply don’t acknowledge it) Preventing it: Calling everyone in from the hallway with one minute left.

Students in the U.S. have a plethora of options when it comes to picking up extracurriculars: there’s debate classes, coding clubs, mentorship programs, and endless other options. Ambitious students seek extracurriculars they think will make a difference in their college application and success, whether through the experience, “prestige,” or networking opportunities.