The notion of student protest perceived as an essential element of higher education, as presented in Serge Schmemann’s article (“Student protest an essential element of higher education,” Star-Advertiser, Insight, May 1) is intriguing — seeing disruption as a byproduct that also shapes and enhances education. Long engendered both by feelings of shame and an extension of the educational process, discourse and debate of issues, there was a rise in social service, idealism and faith in change.