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Rest: Sacred Moments for Student Development Professionals

This content is brought to you by the Association for Christians in Student Development (ACSD), a volunteer membership organization committed to equipping and challenging faithful professionals to infuse their Christian faith into student development practice and scholarship. Thoughtful content such as this is made possible by volunteer contributions and the financial support of membership dues. Interested in becoming a member for more awesome content just like this? Join today by clicking here!

The work we do as Christians in student development, while challenging, is immensely impactful for the growth of the students we serve. The years that students live and learn at our institutions are formative and there is a certain joy that comes with helping students as they journey to achieve their goals. For many of us in student development positions, our efforts are aimed towards faithful student flourishing. We care both about what they learn and also who they are becoming as they reach the finish line of graduation. These visions for student thriving are worth pursuing, yet this work can be draining as well.

For many Christian student development professionals, the work can be viewed as a sacred calling that motivates our daily efforts and drives us even when the work is taxing in many ways (Glanzer, et al. 2020). Whether a student development professional has worked in the field for 10 years or 10 months, the immense social, physical, and emotional exhaustion that comes from working so closely with college students becomes readily apparent. Even for those of us who carry the hope of the Gospel into our everyday work, certain periods of “professional disenchantment” can creep in that not only discourage us personally but can also affect the students we feel called to serve (Schultz, 2022). It is important to acknowledge and speak truth to the challenges of student development work, but then it is even more important to also develop healthy, faithful ways to deal with stress and burnout. 

Rest: Finding Sacred Moments

One helpful way that Christian student affairs professionals can engage in soul-care for personal and professional enlivenment is to engage in more regular experiences of rest. While we may not be able to take full sabbaticals like our faculty colleagues, creating a cultural emphasis on rest can help student development professionals to identify and reflect on “sacred moments.” These moments do not need to be profound, life-changing, “burning bush” moments (such as Moses had), but rather can be small and meaningful experiences which come incidentally or through intentional periods of rest. Perhaps it involves conversations with students or walks across your campus, or maybe you set aside one afternoon every week for prayer and devotion, or you try and block one weekend every month to encounter Sabbath rest time. Sacred moments such as these can be reminders of the “why” behind our work. They can reveal the significant ways God is moving in the lives of students on our campuses, and they can serve as refreshing periods that recalibrate our focus on Kingdom-priorities. 

It goes without saying that rest can certainly feel hard to find for student development professionals. Many roles in our field involve on-call duties, late nights, weekends, responding to emergencies, and integrating as much as possible into the lived experiences of the student body. It is within this context that experiencing rest and sacred moments can be hard, wherein the duties of the job often supersede some areas of our personal schedules. Yet, finding balance within your own work, and also encouraging the entire institution to model healthy boundaries that allows others to pause is of critical importance for the spiritual well-being of the entire community (Glanzer, et al., 2020). 

First and foremost, leaders in student development units should be exemplary models of allowing for moments of rest by incorporating such practices in their own work-life paradigm. Second, there should be more than just encouragement for team members to rest, but actual intentionality in cultivating cultural norms for rest. Without being too predetermined, where are the places and spaces within the work-life paradigm that allow for moments of separation, distance, and recalibration – all with the intention of allowing for soul-care for team members to return to their tasks rejuvenated? Ultimately, having such conversations amongst colleagues can help enculturate the shared value of rest into student development dynamics. In turn, this shows students how important such values are in their own educational and discipleship journeys. One helpful model for thinking about rest as sacred moments is to explore these concepts within the lives of student development professionals as daily, weekly, and monthly experiences.

Daily Rest

Finding rest in the daily experiences of serving our students is of vital importance to personal soul-care and persistence in the industry. Within even the most challenging and time-consuming days, finding even a few minutes to break away and rest is key. This could include:

  • Identifying a “thin place” on your campus (Genesis 28:16). Celtic Christian tradition teaches that thin places are spaces where it seems the distance between heaven and earth are uniquely narrow. I’d argue that many of our campuses have such spaces, and they can be meaningful spots to experience sacred moments of rest, prayer, and reflection. 
  • Take a walk and appreciate campus life. Perhaps sacred moments can occur on a daily basis by disrupting routines and taking a few minutes to walk around campus. Observing and appreciating student life on campus can be a restful practice that interrupts the monotony of task-oriented patterns such as emails and reports. Stop and appreciate the student lives you see on your campus.
  • Capture encouraging moments. One practice that has been particularly helpful to me is to save or jot down notes about encouraging experiences, emails, conversations, or other moments from each day. Saving these tokens of gratitude provides a catalog of sacred moments that can be a reprieve after particularly challenging moments in any day. Take time to pull out these tokens in moments of need.
Weekly Rest

In addition to daily rest, weekly rest is not only practically valuable but also divinely modeled for us through scripture. Sabbath rest is a way for us to participate in the work of God week in and week out (Genesis 2:2). In addition to the immensely important participation in local faith and church communities on a weekly basis, student development professionals can also ensure they experience intentional moments of rest on a weekly basis. Even for those with on-call duties, periods of weekly rest can be rejuvenating after the culmination of a week and before the onset of a new workweek. Finding sacred moments through rhythms of weekly rest can look vastly different for everyone, but a few ideas come to mind:

  • Take a hike! For some, weekly rest may involve making time to read a good book over the weekend, going on a hike with friends, utilizing artistic giftings, or engaging in personal wellness and physical activity. These sacred moments need not be “Christian” experiences, but in both the sacred and secular we can be reminded of God’s presence in all things.
  • Get off campus. Regardless of specific activities one may engage in for rest, it is also important to identify the balance of on-campus versus off-campus time. Student development professionals frequently spend a great deal of time on-campus, even during nights and weekends. Be sure to find time to get off-campus – for both sacred moments or simply just restful moments of disconnect and recalibration. Move away so that you can move back in.
  • “Close out” the week. It can also be particularly helpful to take a moment at the end of each week (whatever that looks like for you) and mentally “close out” each week by writing, journaling, and reflecting on the last few days. Pray in these moments and allow God to renew your heart as a new week is about to begin.  
Monthly Rest 

Student development professionals likely will have a hard time finding the margin to “get away” for a period of time within any given semester. But how rejuvenating might it be to our souls and our motivations for us to be able to rest in a significant way at least once per month? This does not have to be a vacation or an expensive excursion. Rather, think of monthly rest as developing habits that model Jesus’ rhythms of retreat in scripture. 

We see many times that Jesus intentionally separated himself from regular patterns of his life to engage in sacred moments with God the Father, all so that he could then reenter the world full and continue his work (Matt. 14:13; 14:23; 15:29; Mark 1:12; 1:35; 1:45; 3:13; 6:31-32; 6:46; 14:32; Luke 5:15-16; 6:12-13, among others). This type of approach gives student development professionals a model for monthly rest that can involve retreating from the job so as to reenter it spiritually fuller and more prepared. Some thoughts to consider include:

  • Plan ahead. Pick a day and time or weekend (and be flexible as sometimes duties require adjustments) and be intentional about the activities or experiences you want to engage in. 
  • Plan who. Discern whether your times of rest need to be solo, or in community, with family or friends, mentors, or other key people. 
  • Plan what. Do fun and life-giving things. Enjoy these moments and make them memorable, breaking monotonous routines. Create dense memories that come from trying new things and pushing yourself outside of your comfort zone. Yet also ensure your rest is recuperation as you prepare for a new month ahead.
  • Reflect on why. Reflect more in-depth on the themes and patterns that came from your previous month. Pray for the students you’ve encountered and the challenges you (and they) have overcome. Ultimately, recommit to your “why” and the calling you feel to be in student development (or seek discernment if you are feeling pulled towards other paths in your future). 

I’d like to steal a moment here to offer one important encouragement as you think through rest personally or encourage other student development professionals: consider mental wellbeing. Perhaps the most sacred rhythm you or someone you know can implement right now is to engage in clinical therapy. Whatever that may look like for you or those around you, foster a culture of support around mental wellbeing as a facet of rest.

Final Thoughts

Dallas Willard is cited as having once told pastors, “I pray you will never hurry again,” which ultimately is an idea borne from observing the life Jesus lived (Glanzer, 2021, p. 154). Understanding that rest is a critical facet of our participation in God’s kingdom work, and also modeled for us in the ministry of Jesus. It demonstrates to us that slowing down to rest ought to be a regular rhythm in our personal and professional lives. However you decide to think through engaging in rest as a student development professional, I hope that small sacred moments will be made known to you and that you can acknowledge and appreciate them as life-giving reminders of God’s sustaining power through the Holy Spirit that works within us. May daily, weekly, and monthly moments of rest empower you to do the work set before you in service to our students, our institutions, and God’s Kingdom. 

References
  • Glanzer, P. L., Cockle, T. F., Jeong, E. G., & Graber, B. N. (2020). Christ-enlivened student affairs: A guide to Christian thinking and practice in the field (p. 27). ACU Press.
  • Schultz, Q. (2022). Servant teaching: Practices for renewing Christian higher education (p. 37). Edenridge Press LLC.
  • Glanzer, P. L., Cockle, T. F., Jeong, E. G., & Graber, B. N. (2020).
  • Glanzer, P.L. (2021). Identity in action: Christian excellence in all of life (p. 154). ACU Press.
Picture of Andrew Frazier, EdD

Andrew Frazier, EdD

Andrew Frazier serves as the Vice President for Student Life at Johnson University (Knoxville, TN). He has worked in higher education for more than 11 years, with experience also as university registrar and in the office of admissions. Andrew holds the Ed.D. in educational leadership from the University of New England, as well as the M.A. and B.A. degrees from Johnson University. He also serves on the Student Affairs Executive Committee for the Appalachian College Association. Andrew lives with his wife and three kids on the campus of JU.

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Comfort Olugbuyi

Florida Atlantic University, Associate Director for Center for Learning and Student Success and eSuccess   

Workshop: Be the Standout: Elevating your Workshop Skills

Dr. Comfort Olugbuyi comes to Florida Atlantic University with a B.A. in Psychology from the University of North Texas, an M.A. in Youth and Family ministries from John Brown University, and a Ed.D in Higher Education Leadership from Bethel University (MN). Comfort’s research and experience focuses on academic support for college students. She looks for opportunities to support students where they are in the ever-changing world and create partnerships and connections to close gaps and increase retention and overall sense of belonging for students. Comfort joined ACSD June 2008 and has loved the partnership, friendships, mentorships, and overall camaraderie experienced through the years. She currently serves as the Chair of the Diversity Leadership Team, and previously served as New Professional Retreat facilitator (Vice Chair and Chair).

Dr. Comfort Olugbuyi has almost two decades of higher education experience in various positions. She started as a Graduate Assistant Caterer and event coordinator at the University of North Texas, moving on to a Resident Director at John Brown University and Palm Beach Atlantic University (PBA). Comfort then spent over a decade in various student affairs positions at Palm Beach Atlantic University within First Year Advising, Academic Support, and Disability Services. She had additional opportunities to invest and support employee professional development, employee health and wellness, multicultural programming, and NCAA athletics all at PBA. Currently, Comfort serves as the Associate Director of Academic Support at Florida Atlantic University, which is part of the Center for Learning and Student Success (CLASS) where she provides academic support and serves as a liaison to online and hybrid students to all six campuses. When she is not on a college campus you can find Comfort serving at her local church as a welcome host and greeter, volunteering at local community events, or watching local musical theater/play productions.

Why are you excited to be a part of Elevate?
Dr. Olugbuyi is excited and honored to partner with Elevate. There is tremendous value within this professional development opportunity. Comfort is excited to share her ideas through her unique perspectives. She looks forward to collaborating with this group of professionals to share information and offer support in helping to create workshops to enhance ACSD and other conferences.

Shino Simmons

Keck Graduate Institute, Dean of Students

Workshop: Strategic Planning: How to Create a Multicultural Strategy in Your Area of Influence

Shino was born in Japan and raised in Hawaii. Shino has served in higher education for the past 27 years, and she felt the call to raise up the next generation of leaders through higher education. She began her career as a resident director but quickly rose to various leadership positions, including associate director of residence life, directorship in various offices, Title IX Coordinator, associate dean of students, Vice President for Student Affairs, and currently the Dean of Students at Keck Graduate Institute.

Shino received her B.A. in Psychology and M.Ed. in College Student Affairs from Azusa Pacific University. She continued her education at Claremont Graduate University and received her Ph.D. in Higher Education, where she learned from scholars such as Dr. Daryl Smith, Dr. Linda Perkins, and Dr. Susan Paik.

Shino has been married for almost 26 years to Eric, and they have two beautiful, fun, strong, smart, and crazy kids (Kayla, 17 and Travis, 13). She loves having great conversations over a good cup of coffee (and dessert). She especially enjoys seeing the next generation of leaders be trained, equipped and developed so that they can continue to lean into what God is calling them to do.

Why are you excited to be a part of Elevate?
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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

Workshop: Development: Institutional Partnerships and Operational Efficiency

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.

Jerry Woehr

Wheaton College, Director of International Student Programs

Workshop: International Students: Your Role in Their Flourishing

As Director of International Student Programs at Wheaton College, Jerry empowers international students (F-1 visa, MKs & TCKs) to flourish by advising student organizations,  advocating for international student needs, mentoring students, and providing leadership for the F-1 visa student program. Partnering with his office staff and student leaders, Jerry seeks to fulfill a vision of developing students that follow Jesus, as members of God’s global kingdom, through relationships that foster belonging, active learning experiences, and meaningful engagement with their communities. He considers it a privilege to know God more deeply through his experience, and support of, a vibrant and multicultural community at Wheaton.

Why are you excited to be a part of Elevate?
I hope to encourage the Elevate cohort with the experiences and lessons God has given me in higher education, just as so many have done (and still do) for me! I also had the unique privilege of being a part of the team that created the Elevate certificate and returning as a workshop presenter is a gift.

Nii Kpakpo Abrahams

Butler University, Senior Director, Student Experience and Engagement

Workshop: Programming: Innovative Approaches to Multicultural Programming

Nii Kpakpo Abrahams serves as the inaugural Senior Director of Student Experience and Engagement at Butler University. While reporting through Academic Affairs, the office sits between university divisions to partner with and collaborate across campus to cultivate a relationship-rich, high-impact, and seamless student experience that fosters a sense of belonging for all students. He is extremely passionate about helping college students discover, develop, and deploy their giftings and passions. In addition to his work at Butler, Nii is a church planter in the Indianapolis metro area. He holds both his Bachelors and Masters degrees in Communication from Missouri State University. In his downtime, you can find him spending time 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 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.

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

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.

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.

ACSD Executive Committee voting is now live!