written by: Travis D. Williams
I Am a Witness: The Story in Progress
During the summer months of 2023, my colleagues and I were requested to set aside time from our busy planning schedules for a week-long student services professional staff training. Initially, I felt annoyed that I had to take a break from my summer preparations, but looking back, I found the experience to be surprisingly rewarding. It was during this training that I stumbled upon the inspiration for this essay.
Usually, when I hear about professional development training, I envision an external expert coming in to provide guidance and resources. However, my former dean of students had a different plan in mind for us. She asked each of us to present on a theory directly related to our respective roles and daily responsibilities. As the former Director for Student Activities and Engagement, I was assigned Alexander Astin’s Theory of Student Involvement. Astin’s theory which suggests that students who actively participate in both academic and extracurricular activities are more likely to succeed in college compelled me to reflect on my own collegiate journey.
As I delved into the theory, I could almost hear the voice of my late pastor and mentor, the Rev. Dr. Timothy Stewart, using a phrase he often employed when making impactful points in his sermons: ‘Can I get a witness?’ In my mind’s ear, I could hear the response of my late grandmother declaring, “I am a witness,” in agreement. In that profound moment, I realized that I had indeed been a witness to the impact of Alexander Astin’s theory of student involvement throughout my journey. So much so that I am now on the other side of the coin, ensuring that students are engaged and involved. Today, I am here to share a firsthand account of how my involvement in student and campus life reshaped my career path, leading me from pursuing theology/ministry to embracing a role in student affairs.
The Evolution of My Path
On a sunny winter morning, I left Nassau, The Bahamas, to pursue my theological studies in the cold temperatures of Nashville, Tennessee. As a 19-year-old, leaving behind my family and friends was a difficult and lonely experience. However, it also filled me with excitement as I embarked upon new opportunities.
As an international, first-generation student, I have faced numerous difficulties I had not initially anticipated. The challenges of adjusting to a new environment, academic rigor, and financial responsibilities weighed heavily on my shoulders. Fortunately, during this transformative phase, the helpful guidance and mentorship I received from the administrators and professors at my undergraduate Historically Black College, American Baptist College, deeply impacted my life. Figures such as Drs. Jewel Brazelton, LaShante Walker, Jamye Hardy-Willé and Professor Martin Espinosa played pivotal roles in helping me navigate this uncharted path.
Their support extended beyond academic advice; they encouraged me to tap into school resources like study support and counseling, and most significantly, they urged me to immerse myself in campus life. Initially, my primary focus had been attending classes and returning to my dorm room. However, I underwent a remarkable transformation during those years.
I embraced a leadership role as the president of the Baptist Student Union, served as both vice-president and president of the Student Government Association and actively engaged in campus activities. Although my studies in Western Civilization, Theology of Death and Dying, and Pastoral Care were fulfilling, I discovered a profound passion for giving back to my campus community and creating transformative experiences for my fellow classmates.
This newfound dedication was so compelling that it led me to contemplate furthering my theological studies, with the goal of working directly with college students. I wanted to provide others with the same support and opportunities that I had received. In the weeks leading up to my undergraduate graduation, I had a thought-provoking conversation with Dr. Jamye Hardy-Willé, during which I shared my uncertainty about my future, torn between my passion for ministry and higher education. I distinctly recall her handing me a printed sheet of paper adorned with a train. She shared that each section of the train symbolized a different stage of my life and reminded me that I possessed the power to strategically plan and shape my life according to my desires. This conversation not only offered me relief but also provided me a newfound sense of direction.
I transitioned from my undergraduate studies to graduate school at Vanderbilt University Divinity School with the initial intention of minimizing my involvement in the community. I shared with a dear friend at the time that my goal was to attend my classes, take in the knowledge, and then return home. However, that was not the case. I partially attribute this to my highly active cohort.
Vanderbilt University (VU) provided transformative opportunities. One noteworthy experience was serving on the interim Chancellor’s Diversity Council, which opened my eyes to an entirely new world of higher education. I had the privilege of collaborating with seasoned professors and administrators for an entire academic year, devising strategies to further the causes of diversity, equity and inclusion on our campus. This experience illuminated the expansive scope of student affairs, extending beyond my daily interactions with administrators. In addition to my campus involvement, I explored my dual passions by working as the coordinator for Religious Life and a teaching assistant at my alma mater, later assuming the role of ministry administrator at a local Presbyterian Church.
Having engaged in experiential learning on both paths, I made a significant commitment to a career in higher education. This decision is not a renunciation of my love and passion for church ministry or preaching; rather, an appreciation for what halls of Higher Education have offered to me during my development. A few months before my graduation from VU, I began formulating strategies to transition into the higher education realm without having a formal degree in the field. Trusted voices guided me to explore campus ministry, emphasizing that it would allow me to leverage my theological background while gaining valuable experiences and making meaningful connections in higher education.
Amid the challenges posed by the COVID-19 pandemic, I relocated to Norman, Oklahoma, taking on an opportunity to join the leadership team of the United Methodist campus ministry at the University of Oklahoma. During this period, my role in higher education became unequivocally clear: to cultivate environments where students can comfortably imagine (and sometimes re-imagine) their lives within a system that enriches our lives but often demands performance.
Theology’s Gift: A Skill for Student Affairs
This shift in focus from pastoral Ministry to student affairs has highlighted the profound impact of my theological education on my approach to leadership and personal development. I have discovered that these skills and newfound insights did more; they not only prepared me for a career but also enriched my life. Sitting in the classrooms of Dr. Febbie Dickerson, Professor Martin Espinosa, and Dr. Bruce Rogers-Vaugh prompted me to engage in deep reflection and contemplation of life’s lessons, guiding me on how to live and lead in alignment with a belief system that breathes life into me every day. My theological education and experience have afforded me the opportunity to develop skills in critical thinking, empathy, compassion and awareness.
When I entered my studies in theology, I initially anticipated an in-depth exploration of Early Church History, Old Testament and New Testament studies, and Christian Doctrine – expectations commonly associated with my degree program, Bible and Theology. However, my programs called me inward, prompting me to reflect on my personal experiences and how I engaged with the Biblical text and the world around me. This introspection revealed a deep realization that I had adhered to ideas and beliefs without questioning or critically thinking about their impact on my life or others. As a result, I began to deconstruct this dangerous belief system. Despite the difficulties and challenges, I have been able to reimagine life and embrace a more flexible framework that fosters growth and evolution as I continue to learn and develop.
Embracing this transformative framework has impacted many areas of my life, especially my leadership abilities and my approach to ministry. This framework has led me to show up with an open mind and heart, ready to offer support while also being receptive to receiving it in any given moment. I no longer presume that I alone have all the answers or solutions to the questions that arise in any space we enter. Instead, I approach situations with a healthy skepticism, prepared to engage critically with the ideas presented, which is antithetical to the traditional core ministry.
Through this approach, I have developed a greater capacity for listening and a deeper appreciation for the lived experiences of others, understanding that these experiences shape one’s perspective and worldview. By taking the time to truly understand a person and everything they bring to the table, I can assist them (if they allow) in strategizing a plan for their journey.
This experience has profoundly shaped my interactions with my students. Although I was not initially prepared for the work of higher education and student affairs within a classroom setting, the lessons from my ministerial work have provided me with a deeper understanding of the personal journey of transformation and self-discovery.
I extend as much compassion to myself on this journey as I do to my students as they navigate their own paths. I vividly recall an instance when a student confided in me about their mother’s cancer diagnosis and another who had difficulties in sharing their sexual identity with their parents. During those emotional moment, I sat with them, empathizing with their feelings, and provided a few suggestions to assist them through the challenging period. Similarly, an international student opened up to me about their difficulties in meeting their tuition balances and having to be innovative to make ends meet. It is in these very moments that I felt honored to witness their vulnerabilities and deeply grateful to be here to support their growth and development. I have found deep appreciation in learning and listening to my students’ life stories because they often serve as a reminder of how each of their stories and my story connect us.
Bearing Witness
During this life and career journey, I have borne witness to numerous beautiful revelations. I firmly believe that each of us is endowed with the innate capacity not only to survive but to thrive in any endeavor we pursue. My transition from Pastoral Ministry to my current role in Student Success has been shaped and continues to be guided by my deep trust in my abilities and the conviction that they will lead me to truth, light, love, and fulfillment.
I have discovered and continue to cultivate is my capability to think strategically. This skill equips me with the tools to sketch out various possibilities for my life’s path. There was a time where I thought I was purposed for one pathway, but my experience has revealed that there are more if I open myself to seeing what I did not previously seek and paying attention to things I used to overlook. Through strategic thinking, I have navigated my career and engaged in continuous learning, self-reflection, and personal growth. This gift has empowered me to maximize opportunities and chart my path forward with confidence.
Reflection and Forward Thinking
As I’m trusting in my capacity and forging ahead on my own journey, I leave with you some reflective prompts. I encourage you to take the time to consider these questions as you think about your own journey, where you are today, and the various possibilities for your future.
-
- How has your trust in your abilities influenced the direction of your life and career?
- What revelations have emerged from reflecting on the interconnected events in your life, and how have they shaped your path forward?
- What role does community that does not necessarily share your truths and values play in your personal growth and resilience?
- How has your trust in your abilities influenced the direction of your life and career?
Similar to Alexander Astin’s Theory of Student Involvement, which emphasizes the importance of active engagement in shaping our experience and outcomes, in his book Holy Play: The Joyful Adventure of Unleashing Your Divine Purpose Kirk Byron Jones suggests that “… purpose is not something we passively receive from God; purpose is something we actively create with God.” May you take proactive steps to shape the life you desire, so that you too can declare, ‘I am a witness.’
About the Author
Travis D. Williams (he, his, him) is an imaginator, agitator and a servant of love who believes in the transformative power of self-confidence and community.