Running head: FINAL PART II – DAVIS
Final Project (Teaching College Students) – Part 2
Deborah Davis
Liberty University
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Abstract
Galations 6:2 tells us “Bear one another’s burdens, and thereby fulfill the law of Christ” (King
James Version). While we each, as Christians, are intended to share the load of one another, thus
distributing it as to be less burdensome to anyone, there are those who are gifted to counsel and
advise. Some have followed the path of their gift into counseling and clergy. For that, we can
all be grateful. We are reminded that “Yet man is born unto trouble, as the sparks fly upward”
(Job 5:7). As young people become adults, the confusion of facing their own choices frequently
gives them pause, and many need guidance. Their sparks may lead them along fiery paths, but
good and godly counsel can cool the spirit, and focus their paths.
Keywords: College counseling, Clergy at the college, Psycho-Social issues of education
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Teaching College Students – The Counselor/Clergy View
The Counselor interviewed in this case was Dr. Michael J. Hughes, Ed.D. Dr. Hughes
has been a school counselor at Shawnee State University for twenty-five years and brings a
wealth of experience to aid in the understanding. Mr. Derreck Lute is a young minister, directly
from Welch College in Nashville, and has been actively ministering within the college
community there. The answers to their questions are woven together to encompass and
understanding of college student needs from their disparate views.
At any rate, in any locale, at
any place in the process, most would agree that there is a high degree of stress involved in
pursuing a college degree (Lucas, 2012).
Openness
Students in college today seem to fall into two categories -- traditional and nontraditional. Traditional students would be those that leave high school, and enter college in the
following term for a full-time student load. Non-traditional would be those returning to college
after a collegiate break, those who attend part-time, those who took a break after high school, etc.
Both participants were queried regarding which type of students were more open to the things
they had to offer.
Dr. Hughes presents that the non-traditional students seem to be more open to counseling
because of greater maturity levels. The need for a greater understanding of something beyond the
here and now finds, for Mr. Lute, a greater openness to discussion spiritual issues.
Public Profile – Being Engaged
Collegiate students in public universities seem to be, in many cases, obsessed with a need
to be exceptionally free with their emotional baggage – talking to friends, publishing issues on
social media, etc. College is, for traditional students, a time of searching and learning. While
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Lucas (2012) posits that those most in need of ongoing counseling fail to pursue it, Dr. Hughes
seems to find that this public display of emotion allows those who would have previously
tamped their issues to be more willing to explore options toward healing than they once were.
Collegiate students in public universities seem to be less engaged with whatever Christian
roots they established than they once were. The media are rife with stories of Christians and
ministries being encouraged not to be a presence on college campuses. This is, for traditional
students, a time of searching and learning. Mr. Lute was questioned regarding student and
campus receptions. While some find that campuses are not fully utilizing the assets available
through campus ministries (Craft, Weber, & Menke, 2009), Mr. Lute serves via the LifeGroup
ministry program and the many campuses with which he has been involved have been
welcoming to his ministry.
Keeping the Faith
As a college counselor at a public university, Dr. Hughes deals with students from all
faiths (and lack of faith). For his practice, there has been a greater position of non-faith
allegiance visible and that he sees as a negative trend. He has found that students without a
strong faith base find themselves seeking more broadly for things in which to believe. Do you
see any impact in the overall psychological health of our students from the changes in religious
diversity and expression on campus? Would you consider this a positive or negative trend? If
positive, how can it be encouraged? If negative, how can it be altered?
Many members of clergy in dealing with college students find traditional students are
caught up in the excitement of the new experience. Frequently, they do not seem to want to take
time to have their faith addressed, questioned or nurtured (Craft et al., 2009). Mr. Lute finds that
feeding their faith far deeper than the shallowness of baby food feeds their need to find Christ
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within the whole being. Students are learning to learn, to inquire, and to find answers. Student
ministries can show them the answers for all their needs are within the Lord.
Finding Student Patients and Congregants
Students are frequently on an emotional roller-coaster as they deal with the stresses of
college (Christie, Tett, Cree, Hounsell, & McCune, 2008). However, Dr. Hughes finds that they
are more willing than they once were to seek out and stay with the counselors on campus.
Working within the campus environment for many years, he has found this to be a positive trend
of recent terms.
Mr. Lute states, “Tradition and polity is coming back in vogue because many have great
focus on the scriptures and truth that is unlike the fluid societal changes of modern society.” As a
result, he finds that the experiments of the last forty years or so are waning and there is a greater
trend toward traditional services. He presents, in concert with his Southern Baptist heritage, that
standing fast in the ways of the past will lead sinners home again.
Faculty Support and Spiritual Attack
Dr. Hughes was questioned about how faculty members can encourage students to seek
counseling if warranted. While the school encourages students via publications throughout the
campus, Dr. Hughes notes that when it comes to faculty, it is very personal saying, if faculty
members “believe in the process they will refer without hesitation.” He also notes that those
who do not support the program will not support the program.
Mr. Lute believes that college campuses and the students thereon are absolutely under
demonic attack. He presents that the vulnerabilities of students whose minds are being opened to
questions in an environment largely antagonistic to Christianity are multitude. Students today
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need to be on guard, instead they are open and questioning. Clergy on campus need to be
diligent, setting the pace alongside the students to provide a hedge of protection around them.
Conclusion
Dr. Hughes and Mr. Lute bring a disparity of experience to the primary issue of the
psycho-social-spiritual needs among today’s college students. In some ways, they are congruent
in their realizations, but in some they are stridently different. Probably the most pressing issue is
one of openness. While it is healthy to be open and appropriately honest with feelings and
emotions, doing so makes the students highly vulnerable to those who would run roughshod over
their spiritual roots and care little if their foundations of faith are smashed. While neither saw
issues with clergy on campus, in researching this paper, I had difficulty in locating clergy who
interact routinely on our local college campuses, and reached out to Mr. Lute from two states
away!
The reality is that students on today’s college campuses seem to lack the depth of a
spiritual foundation. This has them seeking. While seeking can be a good thing, it is incumbent
on those in a position to do so to be engaged with the student populous, that they make seek and
find the light.
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References
Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). 'A real rollercoaster of
confidence and emotions': learning to be a university student. Studies in Higher
Education, 33(5), 567-581. doi: 10.1080/03075070802373040
Craft, C. D. M., Weber, W. M., & Menke, D. J. (2009). Campus ministers in public higher
education: Facilitators of student development. College Student Affairs Journal, 28(1),
61-80.
Lucas, M. S. M. u. e. (2012). Counseling on campus: Client persistence and progress. Journal of
College Student Psychotherapy, 26(3), 227-240. doi: 10.1080/87568225.2012.685856
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Appendix 1
Interview Transcript
Date of Interview: Jun 9, 2015
Name of Person Interviewed: Michael J. Hughes
Interview Method: electronic recording and digital follow-on
Interviewed By: Deborah Davis
Introduction information: This interview is conducted in conjunction with a class in Teaching
the College Student held during Summer 2015 at Liberty University Online, wherein Deborah
Davis is a student.
Questions
Question 1: Students in college today seem to fall into two categories -- traditional and nontraditional. Traditional students would be those that leave high school, and enter college in the
following term for a full-time student load. Non-traditional would be those returning to college
after a collegiate break, those who attend part-time, those who took a break after high school,
etc. As a counselor, do you find that students from one group is more in tune with their own
emotional and psychological needs than the other? If so which? and, in your experience, why?
Answer 1: NON-TRADITIONAL STUDENTS DEFINITELY. THEY TEND TO BE OLDER,
MORE MATURE WITH A BROADER RANGE OF LIFE EXPERIENCES. THEY COME TO
COLLEGE WITH A CLEARER SET OF OBJECTIVES AND ARE MOTIVATED TO
OBTAIN THEIR GOALS UNDERSTANDING THAT THEIR EDUCAITON IS CRITICAL
TO THEIR FUTUTRE SUCCESS.
Question 2: Collegiate students in public universities seem to be, in many cases, obsessed with a
need to be exceptionally free with their emotional baggage – talking to friends, publishing issues
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on social media, etc. College is, for traditional students, a time of searching and learning. Do
you think this trend is healthy, or are students getting too much information by presenting their
issues to the world as opposed to getting professional assistance?
Answer 2: THEY HAVE BECOME DEPENDENT ON SOCIAL MEDIA AND RELY ON
WHAT THEY HEAR AND SEE TO GUIDE THEIR ACTIONS. ONLY WHEN THIS IS
UNSUCCESSFUL DO THEY TURN TO COUNSELING, SOMETIMES CREATING MORE
PERSONAL PROBLEMS DUE TO POOR CHOICES ALREADY MADE.
Question 3: As a college counselor at a public university, it would be presumed that you deal
with students from all faiths (and lack of faith). Do you see any impact in the overall
psychological health of our students from the changes in religious diversity and expression on
campus? Would you consider this a positive or negative trend? If positive, how can it be
encouraged? If negative, how can it be altered?
Answer 3: MORE AND MORE STUDENTS ARE REPORTING NO RELIGIOUS
AFFILIATION. ONLY FOR A FEW STUDENTS HAS RELIGIOUS VALUES PLAYED AN
IMPORTANT PART IN THEIR DECISION MAKING PROCESS IN COUNSELING. ONCE
AGAIN, SOCIAL MEDIA IS WHERE STUDENTS GO FOR INPUT INTO MAKING
DECISIONS WHICH ARE BASED ON SOCIETY'S VALUES AND BELEIFS AT THAT
TIME OR THE ADVICE OF THEIR PEERS. I SEE THIS TREND AS NEGATIVE. I
BELIEVE A STRONG GROUNDING IN A FAITH THAT TEACHES MORAL AND ETHICS
VALUES IS IMPORTANT IN HELPING AN INDIVIDUAL THROUGHOUT LIFE WHEN
FACING THE HARD DECISIONS. THOSE WITHOUT A FAITH BASE SEEM LOST AND
LOOKING FOR SOMETHING BIGGER THAN THEMSELVES.
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Question 4: Do you find that students are more or less willing to seek professional counseling
services than they once were? Or has there been a change in willingness?
Answer 4: WILLINGNESS TO SEEK COUNSELING HAS INCREASED GREATLY OVER
THE PAST 20 YEARS. WITH SOCIAL MEDIA MAKING THEIR LIFE AN 'OPEN-BOOK',
THE HESITANCY TO SEEK COUNSELING AND OPENLY DISCUSS THEIR PROBLEMS
HAS DIMINISHED SIGNIFICANTLY.
Question 5: What do you think faculty members on the college campus can do within their
classrooms to encourage the emotional and psychological health of their students?
Answer 5: THIS IS DEPENDENT ON THE FACULTY'S OWN PERSONAL BELIEFS ON
THE VALUE OF COUNSELING. IF THEY BELIEVE IN THE PROCESS, THEY WILL
REFER WITHOUT HESITATION. FOR THOSE WHO DON'T, THEY SIMPLY DO NOT
ADDRESS THE STUDENT'S NEEDS AS EXHIBITED IN THE CLASSROOM AND DON'T
ENCOURAGE A REFERRAL TO COUNSELING.
Demographic questions:
Your name: Michael J. Hughes
Your education and credentialing:
-B.S. - University of Scranton in Psychology
-M.S. - University of Scranton in Rehabilitation Counseling
-Ed.D. - West Virginia University in Counseling Psychology
-Licensed as a Psychologist(WV) and Clinical Counselor(WV, OH and KY)
-Nationally Certified Clinical Trauma Professional
Your school: Shawnee State University - 940 Second Street - Portsmouth, Ohio
How long have you been counseling at the college level: 25 years
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Do I have your permission to use the content of these answers for an in-class project at Liberty
University? Yes
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Appendix 2
Interview Transcript
Date of Interview: Jun 9, 2015
Name of Person Interviewed: Derreck Lute
Interview Method: electronic recording and digital follow-on
Interviewed By: Deborah Davis
Introduction information: This interview is conducted in conjunction with a class in Teaching
the College Student held during Summer 2015 at Liberty University Online, wherein Deborah
Davis is a student.
Question 1: Students in college today seem to fall into two categories -- traditional and nontraditional. Traditional students would be those that leave high school, and enter college in the
following term for a full-time student load. Non-traditional would be those returning to college
after a collegiate break, those who attend part-time, those who took a break after high school, etc.
As a clergy member, do you find that students from one group more than the other is more in
tune with spiritual needs than the other? If so which? and, in your experience, why?
Answer to Question one: It seems that there is not a strong correlation between the two class
loads and their "in-tuneness" with spiritual needs. However those who take some time before
school to work or establish themselves seem to carry with them a greater maturity when entering
into a college setting. Many times this greater maturity helps the student to resist the youthful
binges and be more aware of spiritual needs. Those who have greater responsibilities like a
family or regular job also seem to be aware of their own spiritual needs. This is because in this
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stage of life people are starting to understand that there is more to life than immediate pleasure,
but there is deeper needs within the heart like family and faith.
Question 2: Collegiate students in public universities seem to be less engaged with whatever
Christian roots they established than they once were. The media are rife with stories of
Christians and ministries being encouraged not to be a presence on college campuses. This is,
for traditional students, a time of searching and learning. How do you, as clergy, reach out to
college students within your community to fulfill their spiritual needs and provide spiritual
guidance? Do you believe your efforts are aided or stymied by policies on the local college
campus? How or why?
Answer to question 2: Our church is fully devoted to our LifeGroup ministry. LifeGroups are
made up of 3 or more people who meet and help one another take one step closer to God. These
groups can be focused around activities like soccer or golf or they can be focused around certain
book studies. No matter what the activity of the group is, all groups share Scripture among one
another and invest in one another's daily lives. These groups are so successful especially among
college age students because it meets them where they are and can meet at any time that fits in
their schedule. These groups also are lead by those in similar circumstances and life stages. As a
minister, I supervise many of these groups. The college and university guidelines do not seem to
hinder this outreach and people ministry because the groups are genuinely student lead. The
college guidelines have no impact on my ministry through LifeGroups.
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Question 3: Many members of clergy in dealing with college students find traditional students
are caught up in the excitement of the new experience. How do you, as clergy, keep them
engaged in the church and grounded in the faith?
Answer to question 3: The main problem with many traditional college students is that many
have been brought up in a very shallow and superficial youth ministry in their churches. Even if
the student wasn't raised through a youth ministry, many times they are not taught the deep
theological and scientific truths of their faith and the apology of it. Then when they are
introduced to freedom and a real concrete basis of information they gravitate to it. The "Jesus
loves you" philosophy of only teaching simple truths has starved the college students of the
church. This is why many students leave because they are finally being introduced to concepts
that challenge their brain and heart. While many churches are seeing great departures of these
aged students. Some churches are growing rapidly. One of these disciplines is the Southern
Baptist Conference because many focus on educating their people on the strict theology of 5
point Calvinism. This doctrine is what many hold onto through education. My strategy to
keeping and bringing people is by educating them in the deep doctrines of the church in a
practical mode. If people believe these things and are in an active group, they will be less likely
to be disengaged with the church.
Question 4: Do you, as clergy within your denomination, believe that young adults are turning
toward or away from the traditional construct of church? If toward, then why? and how can this
trend be encouraged to spiritually strengthen our students and our churches? if away, then why?
and how can this trend be altered?
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Answer to question 4: The church is in an unusual stage in its development. During most of all of
the church age the style of church has been similar to one another. Even unorthodox churches
usually had a similar construct of worship. In today's church, there are many different
experiments coming in and out of popularity. Many college students like to experiment with
these changes. An example of this is having a painting corner in the auditorium during the
service for people to connect with God that way. Even though these experiments have been
going on for the past forty years, the direction of the church is stabilizing to a more traditional
and balanced construct. The reasons for this is the same reasons that people are flocking toward
deep theological truths. Tradition and polity is coming back in vogue because many have great
focus on the scriptures and truth that is unlike the fluid societal changes of modern society.
Question 5: Do you believe, as clergy within your denomination, that college students are, as a
class, under spiritual attack? How and why and what can be done about it?
Answer to question 5: College students are under attack. The demonic forces love to focus on the
weak and unsure or those who are passionate but do not have a strong foundation of faith
understanding. College is a perfect place for such an attack because the student will be
introduced to new and unfamiliar ideologies and philosophies. Also the world of academia often
is antagonistic to those who ascribe to a certain faith or belief system. To counter this, youth and
college ministries can proactively address possible issues that they may face. The church can
also check on and address situations at a congruent pace to each student’s education.
Demographic questions:
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Your name: Derreck Lute
Your church (name, address, and denomination):Donelson Fellowship , 3210 McGavock Pike
Nashville TN 37214, Free Will Baptist.
Your position within your church: Currently do not hold a paid position.
How long have you been clergy: 2.5 years
Do you have an "affiliate" college and if so, what is it: The church does not minister only to a
particular college, but we do minister to students from Welch College, Travecca University,
Union University, Vanderbilt University, and Tennessee State University.
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Research Strategies Plan
Deborah Davis
Liberty University
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Abstract
Needs. Everyone has them. Most educated people are familiar with and would agree with
Maslow’s traditional hierarchy of needs. For purposes of this analysis, though, the focus is not
on the general needs of personhood. The focus is on some needs of the college student as a
person – emotional, psychological, and spiritual needs. Along with those are the specific needs
for the college student environment – self-management, time management and learning or study
skills. Managing one’s own personhood, including psycho-spiritual and emotional wellness, is
part of the maturation process that frequently faces challenges within the first year or two of
college. Managing one’s time and learning skills needed to succeed academically are alternative
challenges that must also be faced.
Key terms: Self-management, Time management, College Students,
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Research Strategies Plan
It is sometimes easier, in this “go with the flow” world to let the ebbs and flows of the
tide of humanity direct the paths of each of us. We are not, however, designed to be a part of this
world. It is in the prayer for the disciples in John 17:15-16 that Jesus says, “I pray not that thou
shouldest take them out of the world, but that thou shouldest keep them from the evil. They are
not of the world, even as I am not of the world” (King James Version). As followers of the living
God, we are His disciples, and therefore we need to remember that this is not our home. As we
walk that narrow path as did Josiah who “did what was right in the LORD's sight and walked in
the ways of his ancestor David; he did not turn aside to the right or the left.” In doing so, we can
influence those around us to look to the bigger plan.
Focus on the Trees
Anyone who has ever been in college knows that the first experience can be
overwhelming. There are so many choices – personal, academic, etc. Whatever foundation the
student had can easily be washed away in the excitement of the new experience. One important
method of dealing with this issue is to focus on the trees, not the forest. If various trees along the
wooded path represent the choices for each student, then the species represent categories of
choices. Oaks may be academics, poplars may be the social life, fir trees can be choices for food
and exercise dropping their cones of poundage onto the unsuspecting freshman. The underbrush
may wreak havoc on the surefootedness of presumed maturity in study skills and time
management. However, by focusing on the individual trees, the diversity of the paths become
apparent (Calvert, 2011).
Students are responsible for their own schedules. They have to learn how long things
take at this different level. Writing a paper in the secondary level is a completely different
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experience than at the post-secondary experience or the graduate level or the post graduate level.
It is critical that the student become acquainted with personal learning styles and time factors
(Calvert, 2011).
Take the Time – Feel the Bark
Each portion of the maturation experience is different. Some students are more tactile
than others. Some can intuitively identify trees at a glance. Others need to feel the bark, or taste
the bark, or smell the leaves or needles. Intervention, by trained counselors, can aid students by
finding interventions that work for those students (Smith & Oyserman, 2015). Whatever the
issue, there are professionals on most every campus to aid the students toward success. Dr. Mike
Hughes, an experienced psychological counselor at a small four-year university in the foothills of
Appalachia finds there have been changes over the years. He presents that students are more
open to counseling for their emotional and psycho-social needs than they once were. This is a
critical facet to student development.
Education is stressful. Balancing school and work and family life while developing
individual personhood is a tremendous challenge. The student has to balance the cost in time
and money against the benefit of education (Smith & Oyserman, 2015). Mr. Derreck Lute, a
young minister in campus ministry finds that students who are more engaged within the depth of
their spiritual life are less stressed by the other factors of college life. The programs sponsored
by his ministry, LifeGroups, reach out to the students and provide Christian influence to those
students. Mr. Lute has found that planting seeds in this manner has reaped tremendous response
among students of all faiths. Taking time for counselors to integrate into the community of
students, gives the students a sense of belonging and concern that opens doors for counselors and
clergy.
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Chipping Away at the Issues
Kanar (2001) presents “keys to success in college” which will be idealized as leaves for
purposes of this metaphor. Taking a leaf out of this effort is assessing skills (Kanar, 2001).
Knowing skill levels allows a student to find resources to augment weaknesses. Learning styles
are another leaf. Students need to know how they best learn in order to replicate those methods
to the best efficacy (Kanar, 2001). Student academic counselors and support services exist
simply to help the student identify and grow in these areas. Dr. Wood has been teaching at the
college level for several years, and she finds that there is a special challenge in teaching
freshmen. Freshman seem to think that what worked in high school will work in college and
frequently it does not. As an instructor, Dr. Wood finds she spends a goodly amount of her
classroom time aiding students in basic skills that should probably not be part of her class.
Fortunately for those students, Dr. Wood works at a school that supports the need to aid the
student in adapting, providing many student support services for academic as well as social and
psychological counseling.
One leaf not specifically mentioned in the Kanar (2001) text was motivation. Motivation
is a leaf essential to academic success, perhaps the main method by which the information
presented can be synthesized to become part of the memory and understanding for the student
(Griffin, MacKewn, Moser, & VanVuren, 2012). Student motivation as a determinative factor in
learning had been previously determined (Griffin, MacKewn, Moser, & VanVuren, 2011), but
students who were able to identify their own learning styles and align themselves with teachers
or even override teaching styles to learn materials showed a deep seated motivation that was a
harbinger of success (Griffin et al., 2012). For some students, the old Greek aphorism to “know
thyself” will be one of the hardest things they will ever learn. Many will not pursue this
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knowledge because the struggle is too much of a challenge. The motivated student will struggle
through the challenge, and that student will succeed.
Ripening Fruit
At many schools, new students take a course to orient them to the college environment
and the learning challenges faced there. Some schools begin those programs with some form of
personality index to allow students to begin to learn about their own styles and needs
(McClanaghan, 2000). Doing so, helps these students recognize how they will learn and where
they need to seek assistance. It gives them time and tools to mature as learners.
Learning takes time. It is not an instantaneous process. Emphasizing to students the
importance of learning themselves is critical, perhaps more critical than anything else in allowing
them to succeed at college (Griffin et al., 2012). If students allow themselves to learn their own
styles and needs the rest will come in time. Managing their time is a huge limb on the tree of
knowledge. Students need to know themselves to know what it takes for them to learn –
including how long it takes. A direct relationship between time spent studying and achieving
later success has been shown (Smith & Oyserman, 2015). The consistent attitude of success and
the willingness to take time to prove themselves is absolutely essential.
Weathering the Storms
It would be a wonderful imagining to believe that college life is all parties and games,
sunshine and bright breezes. Fortunately or unfortunately, it is not. Life gets in the way of the
fun times, but it is the challenges through which most people find their strength. Like Sisyphus,
many students feel they are rolling a stone up a hill indefinitely. While they may not be
undergoing a punishment, they have likely been deceiving themselves about how hard college
would be. At those times, the strength of their roots will be tested.
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Dr. Hughes reports that while students seem more willing to seek assistance in recent
years, their persistence in counseling is not what it once was. Benefits to counseling are not
really an issue, most agree that there are benefits. Dr. Hughes notes that the faculty perception of
the benefit is key in referring students. Referring students to counseling, and having them go or
persist in counseling are, however, very different things. Students seem to look for quick fixes
these days, and those who need the most help will seldom persist until counseling is complete
(Lucas, 2012).
Freshmen college students seem particularly vulnerable to spiritual influence. Mr. Lute
believes that college students are under spiritual attack. Recently, college campuses have
seemed somewhat less supportive of Christian ministry influences on their campuses, while
being open to alternative spiritual influences (Craft et al., 2009). Mr. Lute and LifeGroups
ministry work alongside the campus, building relationships with students, and providing support
in challenging times. They are also increasingly challenged on new campuses or told they can
participate but not proselytize.
Conclusion
The seeds of success are sometimes buried deep within the student. It takes different
things to bring them to harvest. Student self-awareness is absolutely critical. Some students will
find their own way into fruition, and others need help. Colleges provide a plethora of assistance
to student for academic, social, psychological, and spiritual needs. Some students may be
encouraged to use one form of counseling or another or multiple venues. Some students will not
follow through with referrals and will not seek help on their own or will not persist in any
counseling endeavor.
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The student with the most motivation to succeed will be the one most likely to succeed in
any area. While this would seem logical, the reality is that the storms of life can distract students
from their goals. Spiritual attack can also defer students from growing straight along their given
paths. Students today are vulnerable, and they need all the help they can get. Educators,
counselors, and clergy can abound, but if the students will not seek or accept help, then those
students may become bogged down in the tanglefoot of distractions to their academic careers.
Once in a while, though, a student will allow for the nurturing, and the pruning, that is needed to
grow strong, produce wonderful fruit, and go out into the world leaving seeds of wisdom on the
path.
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References
Calvert, K. (2011). Adaptive strategies for PhD candidates to a changing academic environment:
Diversification and time management. Geographical Bulletin, 52(2), 81-86.
Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). 'A real rollercoaster of confidence and
emotions': learning to be a university student. Studies in Higher Education, 33(5), 567-581. doi:
10.1080/03075070802373040
Craft, C. D. M., Weber, W. M., & Menke, D. J. (2009). Campus ministers in public higher education:
Facilitators of student development. College Student Affairs Journal, 28(1), 61-80.
Griffin, R., MacKewn, A., Moser, E., & VanVuren, K. W. (2012). A study of aspects of learning skills and
motivation: Correlates to superior academic performance. Global Conference on Business &
Finance Proceedings, 7(2), 310-319.
Griffin, R., MacKewn, A. S., Moser, E., & VanVuren, K. W. (2011). Learning and study strategies gender
differences in academic performance. Global Conference on Business & Finance Proceedings,
6(2), 475-482.
Kanar, C. (2001). The Confident Student.
Lucas, M. S. M. u. e. (2012). Counseling on campus: Client persistence and progress. Journal of College
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