Learning in War-Time: The Importance of Professional Development during the Semester

My desk is currently covered with stacks of paper. Event requests and charter applications for approval, notes from and for student meetings, reference letters to be mailed, invoices to be paid, and on and on. I have my computer in my lap because there is no room on the desk. It’s “wartime”.

In C.S. Lewis’s well-known collection of addresses entitled The Weight of Glory there is a lecture entitled “Learning in War-Time”. In this lecture, Lewis defends the importance of continuing to pursue knowledge even while many of his students’ peers are fighting The Great War. He argues that while learning may seem a frivolous luxury next to the grim weight of war, in reality, he states, “the war creates no absolutely new situation; it simply aggravates the permanent human situation so that we can no longer ignore it” (Lewis, 2001, p. 53). Because all of humanity is ultimately headed towards eternal ends, the argument goes, war only serves to bring that reality to the fore. By this logic, learning should be valued no less in war-time than in peace-time.

While the academic year for student development professionals is not literal war-time, the barrage of tasks and relationships creates something of a figurative war-time. The demands of our work mount assaults against normalcy and routine. A closed door quickly becomes an open door for a student in need. A quiet week can quickly turn into the craziest in recent years. All this while administrative tasks attack both our flanks. It is easy in these situations to feel as though all our supplies are depleted and reinforcements are unlikely to come. We may identify with Bilbo Baggins, “. . . [feeling] thin, sort of stretched, like butter scraped over too much bread” (Tolkien, 2012, p. 32).

It is easy to see the value of such learning when time is plentiful and spirits are high (read: summer), but what about war-time? Taking Lewis’s argument a step further, I want to suggest that it is in these moments, the heat of the semester moments, that we need to learn most. We need to press into the fray and mount our counter-assault through regular and strategic professional development. If we wait for “the right moment” throughout the year, the tyranny of the urgent will ensure we never get around to this important task and, before long, our forces will be diminished.

Taking time to learn during war-time re-establishes the supply lines in our time of need. It does so not by building up our war chest of knowledge, but instead by calling us to revel in the all-knowing God. As we drink from infinite sources of knowledge we will be captivated by a world of truth that begins and ends with our glorious God. We will recognize our finitude and God’s infinitude. We will be humbled as we recognize any truth we offer a student was first God’s truth. These are good things, for in our liminal space—where we begin to understand our position in the cosmos of God—we begin to recognize the truth of the human situation that was there all along—an utter dependence upon God.

I think you’ll find, as I have, that when taking the time to “learn in war-time” student “interruptions” become less interrupting, and we can see them truly as our work. When we have taken the time to fill up our reservoir of wisdom and truth, we will be all the readier to pass it along to the students we love. Meetings that were once draining and exhausting will become opportunities to explore the realist reals and the truest truths. In this way, learning in war-time is counter-intuitive. By adding another task to our plate, we can actually be more energized in our work.

With all that there is to do, with all the stacks of paper and mounting responsibilities, failing to take time to learn would be like forgetting to feed your soldiers on the eve of a major assault. With no fuel in their bellies, the soldiers would be forced to fight a battle on two fronts—war and hunger. I pray you’d heed my warning: don’t go into battle on an empty stomach—defend time for that which will sustain you.

IDEAS FOR LEARNING IN WAR-TIME

So, what could this look like? For starters, we must arm ourselves with the sword of the Spirit. This can only be done through regular time in the Word and in fellowship with believers. As we do so, we will, habituate the desires of our heart towards the very heart of God (Smith). These are the primary ways we ought to learn. Once in place, there are number of other ways to develop as professionals. Below are some suggestions for how to “learn during war-time.”

Discover new ways to engage God’s Word. If reading God’s Word seems more like a chore than a daily delight, try switching up how you engage it. If you typically read a single passage at a time, try reading large swaths of Scripture and look for major themes. If you’ve never done an inductive study on a text, try digging in deep to a verse and its surrounding context. Or if you’re always flipping between different books of the Bible, consider reading the same passage of scripture for a month to see how it proves to be living and active all 30 plus days.

Create a Reading List. Explore and read what interests you. If you’re interested in what you’re learning, you’ll be more likely to turn to it amidst a busy week.

Read widely. Don’t feel like professional development ought to limit your reading to your specific area (e.g. student development theory, responding to mental health, leadership development, etc…). Take time to read fiction, poetry, or perhaps something out of your normal discipline. When you do, your world is expanded, your understanding of humanity deepens, and I suspect you’ll find you have resources to connect and respond with/to a wider range of students and situations.

Block off time. We’ve all seen tennis balls and rice to demonstrate the importance of setting priorities. (if you put the rice into the jar first, the tennis balls won’t fit, but if you put the tennis balls in first, the rice settles in around the balls and all of it can fit). In the same way, if we fail to block off time before the needs of the week are apparent, there will be no time left for professional development. But, if we prioritize time for professional development from the outset, you’ll be surprised at how little needs to be sacrificed.

Read biographies. As you spend time reading about people you respect, you will be drawn to imitate their wisdom.

Seek out mentors. Take time to seek out professional mentors who can speak truth into your work, even while you’re amidst it. As you do, you’ll begin to imitate them. 

FOR FURTHER READING

Bible

Exodus 36–39 — “Making”

While these chapters are often skimmed due to their repetitive nature, they offer us a beautiful picture of the body. In these chapters, as the Lord and Moses call out the specific skills of the people, we see we are given skills for purposes beyond ourselves.

2 Corinthians 13:10 — “For Building up and Not for Tearing Down”

Paul offers this verse towards the end of the book as an expression of authority. From it we can glean some wisdom on how authority can be best used.

Titus — “Putting Theory into Practice”

The form of book of Titus is shaped like an hourglass in that it starts with practical out workings of the gospel, which funnels to the gospel itself, then flairs out again to the practical implications. In it, Paul gives one of the clearest articulations of the gospel and how we ought to live in light of it.

Leadership

Nouwen, H. J. M. (1993). In the Name of Jesus: Reflections on Christian Leadership. New York: Crossroad Publishing Co

This book is a classic on leadership—if you haven’t yet read it, I would highly recommend you start here. The book is a quick read and provides a vision for what leadership looks like in the Kingdom of God. The book is Christ-centered and intensely practical. Our office often gives this book to student leaders to read and discuss at the start of the year.

Crouch, A. (2013). Playing God: Redeeming the Gift of Power. Downers Grove, IL, United States: Inter-Varsity Press.

This book investigates the origins of power as well as how to wield it wisely. Crouch argues that we have an opportunity to reflect the nature of God in how we use our influence. He investigates this first in theory, then in practice. If time doesn’t allow for a full reading (the book is long), the introduction and first two chapters get at the heart of the argument.

Harvard Business Review (2015). HBR’s 10 Must Reads on Emotional Intelligence. United States: Harvard Business Review Press.

This collection of articles from the Harvard Business Review on Emotional Intelligence lays out what emotional intelligence actually is, what benefits it provides, and how it can be learned. I’ve used these articles with students who are leading other students to help them begin to learn how to foster an environment where the team can “take on the perspective of another.”

Education

Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (10th ed.). San Francisco, CA: Jossey-Bass Inc.,U.S.

A classic text on the joys and struggles of teaching. Starting at the heart of the teacher, Parker works outward to eventually offer a model of education that is subject-centered and stems from a community of truth.

Smith, J. K. A. (2009). Desiring the Kingdom: Worship, Worldview, and Cultural Formation (4th ed.). Grand Rapids, MI: Baker Academic, Div of Baker Publishing Group.

If you have yet to read this book, I’d encourage you to move it to the top of your list. This book will transform the way you do your job. In short, Jamie Smith argues that our actions are not just things that we do, but they are things that do something to us. In light of that, we ought to be mindful of what our actions are making us to be. To what kingdom are you becoming a citizen? I cannot laud this book enough. The book might look dense at first, but it reads easy once you’re into it. If you do decide to read it and would like to discuss it further, shoot me an email!

Poetry

A quick note: Poetry can be daunting at first—many fear incorrectly interpreting it. I’d encourage you not to worry, and just enjoy it. Poetry is an art form that seeks to evoke a sense of a thing rather than the thing itself. The poet uses fewer words not to cloud a concept, but instead to get at the heart of it.

Foster, B. (2011). The Garbage Eater: Poems. Evanston, IL: TriQuarterly Books/Northwestern University Press.

A beautiful collection of modern poetry with vivid imagery and emotion. My favorites include, “Nights of Fireworks, Days of Drought” and “The Snow Day.”

Hopkins, G. M. (1974). Poems and Prose of Gerard Manley Hopkins (10th ed.). Baltimore, MD: Penguin Group (USA).

From this collection, I’d specifically recommend “As Kingfishers Catch Fire.” It is a masterful poem that asks and explores the question, “What does it mean to be oneself.”

On Reading

Jacobs, A. (2011). The Pleasures of Reading in an Age of Distraction. New York: Oxford University Press.        

If my article didn’t convince you of the importance or joys of reading/learning, this book will. Alan Jacobs makes a case for the joys of reading, while cautioning against the desire to “have read.”

Fiction

Lowry, L. (2014). The Giver. United States: Houghton Mifflin Harcourt.

You likely read this book in elementary school. Even if you have, I’d encourage you to pick it up again with a more mature set of eyes. Lowry helps us explore the logical ends to the ideals of “same-ness” and “difference.” A profound work that says more than a first glance at its elementary writing might indicate.

Tolkien, J. R. R. (2014). The Silmarillion. United States: Mariner Books.

While I’d encourage only the most devout of Tolkien fans to read the whole of this book of history, the first chapter “Ainulindalë” is accessible, beautiful, and worth the read. The chapter is, in essence, the creation story of middle earth (the mythical land in which The Lord of the Rings takes place). There are components that might turn non-enthusiasts off at first but I’d encourage you to wade through it. Having done so, you will have experienced a beautiful discussion on the nature of power and how it can be corrupted.

 

REFERENCES

Lewis, C. S. (2001). The Weight of Glory and Other Addresses. San Francisco: HarperCollins Publishers.

Tolkien, J. R. R. (2012). The Fellowship of the Ring. Boston: Mariner Books/Houghton Mifflin Harcourt.

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Kevin Villegas

Baylor University, Dean of Intercultural Engagement and Division of Student Life Initiatives

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Dr. Kevin Villegas serves as the Dean of Intercultural Engagement and Division of Student Life Initiatives. In his role, Dr. Villegas is responsible for leading a comprehensive approach to empower all students and Division of Student Life staff in the creation of a more vibrant, inclusive, and supportive campus environment as an expression of the Baylor University mission. He has more than two decades of demonstrated leadership experience in a variety of roles within higher- and secondary-education settings, which includes working in or overseeing areas such as campus ministries, student leadership development, new student orientation, student activities, international student programs, athletics coaching, and public relations. He has also led international service trips, co-led a cross-cultural course, and taught strategic leadership in higher education, and leadership and first-year seminar courses for undergraduate students. Dr. Villegas is an active member of the Association for Christians in Student Development (ACSD) and served for several years on the executive committee as the chair of the Diversity Leadership Team. He was a recipient of ACSD’s Jane Higa Multicultural Advancement Award in recognition of his significant contributions toward increased understanding and promotion of multiculturalism in ACSD and at Messiah University, where he worked for 17 years. 

 Beyond the realm of education, Dr. Villegas also worked in the entertainment industry and in pastoral ministry. 

A native of New York City, Dr. Villegas is a decorated veteran of the United States Marine Corps, having served on active duty for four years before going on to earn his Bachelor of Arts degree in communication from Messiah College, his Master of Arts degree in Christian Leadership from Fuller Theological Seminary, and his Doctor of Education degree in Educational Leadership from Gwynedd Mercy University.

Why are you excited to be a part of Elevate?
I’m excited to be a part of Elevate because equipping our professional members to better serve and develop multicultural student populations on our respective campuses is vital work. In an increasingly diverse society, knowing how to navigate differences of all sorts with conviction and compassion is needed now more than ever.

Leah Fulton

Trinity Christian College – Palos Heights, IL, Vice President of Student Success

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Leah comes to Trinity with a B.A. from Ball State University, an M.A. in Intercultural Studies from Wheaton College, and a Ph.D. in Higher Education with a minor in African American Studies from the University of Minnesota. Leah’s research explores the historical and contemporary motivations and barriers facing African Americans in foreign missions, the history of Black women in doctoral education and the experiences of Black mother doctoral students. She also studies the experience of students and adjunct faculty of color in leadership education.

Leah has over a decade of higher education experience, primarily in student affairs, beginning at Wheaton College where she was a founding member of the Shalom House- a living learning community for students to explore racial reconciliation. She has served as Assistant Dean of Students for the University of St. Thomas and as Associate Dean for Intercultural Student Programs and Services at Bethel University where she launched the Act Six program and the Cultural Connection Center- a campus affinity space designed to cultivate understanding, friendship, and shalom in the way of Jesus. She is also the founder and principal consultant for Project 51, which serves leaders and not-for-profit organizations seeking to grow in their approach to justice, to belonging, to equity, and to diversity.

Why are you excited to be a part of Elevate?
Dr. Fulton is excited to be part of Elevate because of how important it is to support professionals of color in Christian higher education. She benefited from the wisdom and experience of professionals before her and is eager to invest in other professionals to support their ability to navigate the industry, care for students, be well, and effectively make lasting change.

Eric Fehr

Grove City College, Assistant Dean of Student Life

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Eric has worked in college student development/higher education since he graduated from Longwood University in 2010, and has been a member of ACSD since 2014. He has held positions overseeing student employment programs for dining service operations, commuter student life programming, student and campus activities, student recreation, student clubs and governance, career services, international student advising, and more. Eric has been married to his wonderful wife, Barbara, since 2011. They have four children: Liam, Benat, Raegan, and McKenzie. He holds a Bachelor of Arts in History from Longwood University (2010), a Master of Science in Education in Student Affairs Administration from the University of Wisconsin-La Crosse (2014), and a Master of Arts in Religion in Discipleship and Church Administration from Liberty University (2018).  Eric is currently pursuing a Doctor of Education in Higher Education from Union University.

Why are you excited to be a part of Elevate?
I am excited to participate in sharing my experience and any knowledge/wisdom that the Lord has helped add to my life with others. I believe Elevate is a great opportunity to serve others and I can’t wait to help others prepare to propose workshops for ACSD 2025!

Nii Abrahams

Butler University, Director of the First-Year Experience

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Nii has a special passion for helping college students and young professionals discover and fulfill their God-given potential, whether it’s in ministry or the marketplace. While actively involved in church growing up, it wasn’t until he became a member of a dynamic college ministry at Missouri State University that his faith began to soar. He played an instrumental role in watching the ministry grow from 30 to over 200 people in a couple short years. Shortly after graduate school, he and a group of friends moved to the Indianapolis metro area, by faith, to plant Parkside Church—a young and vibrant faith community that meets at a YMCA, where he serves on the pastoral team as the Connections Pastor. He holds both his Bachelors and Masters degrees in Communication from MSU and is proud to be the inaugural Director of the First-Year Experience at Butler University. In his downtime, you can find him hanging out with his wife and daughter, playing Monopoly Deal, and searching for the best donut shops in Indianapolis. 

Why are you excited to be a part of Elevate?
As a Ghanaian-American, I uniquely understand the weight multicultural practitioners carry cultivating belonging on campus. It’s an honor to help develop and encourage leaders who are making an impact across the country! 

MORE FAq's

Elevate is a year-long certification from June 2024 through June 2025. It begins during the June 2024 ACSD Conference and ends during the June 2025 ACSD Conference.

Elevate is geared toward higher education professionals serving in a student-facing, multicultural role and are either (or both) a department of one or are early in their higher education career. Those in positions of directors, coordinators, specialists, or similar titles should consider applying and participating.

ELEVATE is aimed at professionals who are student-facing and oversee programming. We want to equip our student development professionals who are working to make a more welcoming compass experience for students.

To provide an intentional space for cohort participants to foster genuine connections and grow their network, the cohort size is 10 participants.

Participants will have 10 total hours of workshop instruction. Additionally, participants should anticipate 5-8 hours of workshop preparation over the year of the certification. Participants are also required to attend the Elevate retreat which is the weekend before (days before) the 2024 ACSD Conference.

Elevate applications will be reviewed by the ACSD Diversity Leadership Team and participants will be selected based on the following criteria:

  • Applicant is eager for new learning and support (department of one, early career professional in this field)
  • Applicant is interested in learning more about best practices within multicultural (higher ed) work
  • Applicant currently serves in student facing multicultural role (part time or full time)
  • Applicants have the support and institutional backing to participate in 2 ASCD conferences, all Elevate workshops, and to eventually use their learning to strengthen the impact of their department/role/institution.
  • Applicant will document how they will contribute to the cohort and shared learning experience

 

Applicants will be notified of their acceptance status the first week of March 2024.

The Elevate Certification is $300, including all fees for the retreat at the 2024 ACSD Conference and the full-year certification program.

Additional related costs to consider:

    • $100 annual ACSD membership fee
    • $350 (early bird) ACSD Conference registration 
    • Cost of travel to the conference for 2024 and 2025

The Diversity Leadership Team will award 2 Elevate scholarships that cover the cost of the Elevate Certification (value of $300). To be considered for an Elevate Scholarship, indicate your interest in the Elevate application and complete the short answer question about financial need.

Yes, Elevate applicants and/or participants are eligible for both the ACSD Multicultural Scholarship and the Elevate Scholarship. The ACSD Multicultural Conference Scholarship covers the amount of the annual conference registration fee.

Yes, either a supervisor or a senior colleague must complete a professional reference form confirming their support of your participation in Elevate and a desire for you to return with lessons (ideas, practices, policies, programs, etc.) that will positively influence your department and work.

No. A supervisor or senior colleague approval is required to ensure that participants have departmental support to implement what they are learning (ideas, practices, policies, programs, etc.) in their department and/or role as a multicultural practitioner.

Participants will continue networking and fostering relationships with their Elevate cohort members in addition to receiving continued support from the ACSD Multicultural Collaborative and the Diversity Leadership Team. 

Elevate participants will be asked to participate in recruitment videos, photos, and provide written testimonials sharing their experience with Elevate.

Those interested in Elevate should only apply if they are certain they can attend the 2024 and 2025 ACSD Conferences.

The Diversity Leadership Team understands department budgets or personal changes may occur between conferences and will work with you to ensure attendance is possible for both conferences.

Yes. The Diversity Leadership Team understands professional changes happen and they will work with you to continue towards completion of the certification.