Investing in Students: The Hidden Return

Matt Green, Exercise Physiology
University of Northern Alabama

[ Jan 16, 2009 ]

I taught at the University of Alabama for four years and one of the most rewarding parts of that position was the feeling that when I invested in a student — as they worked on a thesis, dissertation or an independent study, the investment showed a return. Their work revealed that they were eager to learn and, most often, very grateful for the help.

Further, they were budding young scientists, enthusiastic about the latest journal articles and on fire to discuss new research projects they might develop, and well-read enough that the conversations were sometimes lively. I remember thinking that it would be near impossible to purposely design a job more suitable for an intellect – the opportunity to interact with other intelligent people, discuss current knowledge and how we might add to that knowledge. And we get paid for it – what a deal!!!!

Heavier Teaching Load

In 2008 I accepted a position at a smaller school so that we could be less than a half hour from the home of my parents and my in-laws. With no doctoral program and only a small master’s program here, I knew I’d miss the interaction with graduate students. Also, with a much heavier teaching load, time for research would be greatly reduced; all worth it to be close to family, of course.

Near the end of the first term, fatigue started to root and I caught myself ready for the holidays. I had to remind myself of where my undergraduates were academically compared to master’s and doctoral students I had worked with at Alabama. In one particular class I had gotten mildly frustrated feeling like class discussions paralleled an argument that two plus two wasn’t really four (I argued it was, just for the record).

I started to feel I was making no positive impact at all. While there were extremely bright students in the classes, I was convinced they must be introverts, content to observe the folly. Then along came “Polly.”

Polly submitted her term paper early in my Exercise Physiology course. The paper was very good and as I finished reading it, I knew it deserved an “A.” I returned it by email, congratulated her and asked if she be interested in revising some and allowing me to submit it in a university-wide student research competition.

She enthusiastically accepted and completed an excellent revision in one day while showing a great deal of gratitude that I had shown interest in her work. Her paper will be submitted in the competition in the next several weeks. The chances of winning are likely slim. Regardless, this experience prompted me to contemplate my first term experience in this new position.

I was reminded of God’s provision and His outlook

I was reminded of God’s provision and His outlook. God provided a student to remind me that by serving students, I serve Him. Also, that this service is rewarding. While God sees after His whole flock, His outlook is often a focus on individuals. He numbers each of our hairs, yet I’m ashamed that there are still a few student names I never learned before the end of the term.

In trying to have a positive impact on students I am reminded that my efforts should be for the Glory of God (Col 3:17) and are not in vain. I may not always have the pleasure of witnessing a positive outcome. However, our calling is to do our job and do it well. Our teaching may parallel our witness: be faithful and glorify God. The results, in the end, are up to Him.

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