Alma Mater: Looking for a College? Choose Your Mom

High school seniors are actively researching and selecting a college for next year, each using a unique set of factors, including location, cost, programs, food service, housing, athletics, size, and facilities. However, reflecting on the term "alma mater" may best help them decide.

The Latin phrase "alma mater" is traditionally used to refer to one's undergraduate college/university. However, it is literally translated as "nourishing mother" or (more loosely defined) "fostering/adopted mother." This definition, although somewhat archaic, makes sense. A college traditionally has assumed a parenting role (i.e., the primary nurturing influence) when a student is away from home during the college years, acting like a mother (or father) has for the first 18 years. Thus, the term "alma mater."

A Statue of Alma Mater at the University of Havana, Cuba

Many today think of college as a means to an end (primarily a job), rather than a nurturing influence in a student's life. However, with our society's movement to delay adulting, it is my argument that the college's role of an alma mater is more important now than ever.

Unfortunately, many high school students, when choosing a college, overlook this perspective and underestimate the shaping influence of a college during these important developmental years ... and many parents do the same.

Regardless of their perspective on this term, after spending four years at a college, students are deeply shaped by their institution; in short, they start to resemble their "adopted mother." Although they will continue to physically resemble their biological parents, college graduates will look more like their college than their parents in important ways, e.g., worldview, faith, actions, philosophies, morals, and ethics. As a parent, this is a sobering realization.

Each year, I see high school graduates choose a college based on a plethora of factors; rarely do these factors include if this college will be a healthy, nurturing environment for them to flourish as a person.

So how do you evaluate a college from an alma mater perspective?

Inside the Classroom
First, consider the professors. These are the individuals who will most likely nurture and shape the thinking of the student. They will be the intellectual "adopted mothers" for the students, especially within their academic program. They are the mentor in the major and will become an adviser for a student's future plans, either in employment or graduate school. Some professors skillfully challenge students to think deeper in order for them to own their beliefs, and other professors utilize their academic knowledge to intellectually bully students into believing a certain perspective. Are the professors going to belittle and tear down the intellectual nurturing that has begun in the home or are they going to deepen and enrich that foundation?

Outside the Classroom
Second, consider the student development professionals. These are the individuals who will most likely nurture and shape the lifestyle of the student, especially outside of the classroom (which is most of the time at college). Quite frankly, they will be the ones discussing topics as they sit around the "kitchen table" or late at night when a student can't sleep; they will become the adopted mother at this "home away from home." These professionals include resident assistants/directors, student activity directors, deans, coaches and chaplains, just to name a few, and they are hired to "do life" with the students. Are they the types of individuals that you would want to help parent your child? Are they going to be giving similar advice with relationships and life choices?

In conjunction with considering these individuals, every student should read the student handbook before accepting the admissions offer. This document will provide a window into what this college values regarding lifestyle and campus environment, especially outside of class; often, the student handbook is an enlightening and informative read, but one that is usually neglected until the student shows up on campus.

The Student Body
Third, look at the student body, both current students and alumni. Each college attracts students that fit its institution, in fact, admissions departments even use the term "institutional fit." To an extent, the student body will be filled with "birds of a feather." These students will become a roommate, best friend, and even a spouse; and the alumni are what current students will eventually become. What type of students are attracted to this college? What type of alumni does this college produce? Are they individuals that you would want to live with, befriend, and ultimately marry?

Faith or Worldview
Finally (but arguably most important), look at the institution's overall philosophy on life. Every individual and institution operates from a faith or a worldview; therefore, advice will be given, classes will be taught, and decisions will be made from that perspective. Personally, as a Christian, who intentionally parents my children to "bring them up in the discipline and instruction of the Lord" (Ephesians 6:4), I want to ensure that their college "adopted mothers" continue in that faith nurturing. Logically, this can imply that a Christian student should attend a Christian college and even one that coheres to the theology that has been taught in the home.

I realize that not every student who comes from a Christian home will attend a Christian college. Thankfully, Christian "alma maters" (aka ... nourishing mentors) can be found at all institutions of higher education. Connecting students to Christian organizations (campus ministries, Christian professors, campus pastors, and local churches, etc.) within a secular institution can also have a powerful, nurturing impact on students. In addition to using campus resources or your home church denomination to find these faith connections, a couple websites below help connect students to these nurturing organizations; utilize these early in the college search process. 

• Association of College Ministries 
• Campus Ministry Lists

Most importantly, students and parents need to recognize and acknowledge the life-shaping influence that a college can have, especially when it comes to faith and worldview.


Young people end up thinking, believing, and living after college like they saw modeled by their alma mater ... professors, resident assistants, coaches, or campus pastors. Of course, every college experience can be different, and students can thrive at large and small universities, public and private colleges, and religious or secular institutions. If circumstances do not allow you to choose a college that looks like your mother, then search out professors, resident life staff, and campus organizations that can fulfill the "nurturing mother" role for you.

When choosing your alma mater, pick one that looks like your mom.

Leadership Lessons from Nehemiah

What could a cup-bearer turned wall-builder in 5th century Persia teach us about leadership?

We don't know much about Nehemiah, the main character and assumed author of the Old Testament book of Nehemiah; however, what is written about him in this biblical book identifies a number of leadership lessons. If you haven't read the book of Nehemiah, I encourage you to take a look through leadership lenses.

When I did that recently, here is what jumped out at me ...

1. Ask Questions and Be Attentive to Problems

The narrative of Nehemiah opens with the king's cup-bearer, Nehemiah, asking questions about how things are going with the "Jewish remnant" and about Jerusalem (Nehemiah 1:2). These questions help to identify and uncover the brokenness of the walls and gates of Jerusalem.

Leaders need to ask questions regularly of those working on the front lines of any organization. As an educational leader, checking in with teachers, para-educators, office staff, and facilities workers on a regular basis helps to identify and uncover any problems in the school. Asking the simple questions of "how is your day/week/unit/lesson going?" and "how can I help?" allows educational leaders to take the pulse of the school climate and culture.

I often encourage teachers to connect with "every student every day" to build relationships and encourage engagement; one practice that I need to improve is "every teacher every day," i.e., getting out of my office to connect with every teacher daily to ask "how are things going?" This will help be attentive to both staff and problems that arise.

2. Identify and Approach Change Agents

Once Nehemiah hears about the problems in Jerusalem, he seeks out help from those with influence and ability to help. He first cries out to God (1:5-11) and then he approaches the king (2:1-3). Nehemiah quickly identified change agents, both spiritual and earthly, to help address the problem, and he approached them for help. Nehemiah, like Esther, used his position to address problems and to help God's people.

Often problems are identified through meeting with those on the front lines, but too often the leader doesn't take action to address these problems. If an educational leader is aware of a problem, he/she needs to identify change agents within the school community (and occasionally outside the school) to approach for help in problem solving. Prayer, of course for Christians, is an important and powerful first step when problem-solving, but often God has placed individuals in positions of influence with the critical thinking abilities to solve the problems. Identify those change agents and boldly approach them for help.

Educational leaders at all levels are placed in position with a sphere of influence; they supervise teachers and staff, and they report to supervisors. An important leadership concept is "advocate up"; listen to those you supervise and advocate for them to your supervisor. While not every problem can be solved by advocating to your direct supervisor, at the very least, the supervisor has now been made aware of the problem and ought to "advocate up" to his/her supervisor.

3. Think Deeply and Present Solutions

Not only does Nehemiah present the problem to the king, he also comes with a solution (2:4-5). Before approaching the king, Nehemiah thought about possible solutions, and he was ready for the question, "What is it you want?" (2:4).

All organizations have problems, and staff members talk about the problems. However, the difference between a high functioning, healthy organization and one that is dysfunctional and unhealthy is how staff members and leaders approach problems. If a culture of complaining/blaming is stronger than a culture of problem-solving, organizations will implode. Positively stated, if a culture of problem-solving exists, organizations flourish.

Often teachers and school staff have thought deeply about solutions to problems, and their input ought to be valued by school leaders. Like the king, when presented with a problem, educational leaders should ask a question like "what is it you want?" to explore any solutions that a staff member has already identified. Those on the front lines know the context and the issues best; there is usually nobody better to provide solutions.

4. Personally Research the Problem before Taking Action

After Nehemiah arrives in Jerusalem, he personally inspects the wall and gates (2:11-15).

Leaders, who are truly invested in an improvement culture, will personally research the problems that have been identified. Although a leader may fully trust the staff member who approaches them with a problem, sometimes individual staff members have a myopic perspective. In fact, what may be a problem for one staff member, may not be a problem for the whole staff, and solving the problem for one, may cause more problems for many. If a leader takes the time to investigate the problem before taking action, he/she is taking seriously both the staff member who identified the problem and the issue itself; this is a healthier response than just oiling the "squeaky wheel."

In a school setting, researching the problem may involve raising the issue at a staff meeting, sending a survey to parents, or conducting a focus group of student leaders. Researching carefully before taking action is especially important in schools. Schools are, more so than other organizations, interdependent organism, and a change to one area often impacts another area. Imagine a relatively simple problem of inclement weather: the "solution" of sending students to the gym for inside recess may impact a PE teacher's lesson for that period or classroom for the day. Every teacher can provide examples of when a principal's "solution" caused additional problems for them ... if they would've just asked...

5. Delegate Tasks and Share the Work

Chapter 3 of Nehemiah is a listing of all the different groups who worked on sections of the wall. Clearly, Nehemiah was able to inspire multiple groups with his re-building vision and, therefore, was able to delegate individual tasks and share the workload.

Delegation is one of the most difficult elements for a leader; however, it is also one of the most important. Leaders see the problem, identify solutions, and, often, think that they are the only ones to solve the problem ... after all, "if you want something done right ...." Leaders sometimes have a brilliant idea but try to do it all themselves, which only results in burn-out and frustration. However, leading small and large teams effectively requires the leader(s) to inspire others with a shared vision and then delegation to share the work.

School leaders make this mistake frequently. Every year brings a new "top-down" initiative that teachers and staff members need to implement. Although this initiative may be exactly what the school needs, it will only be successful if those implementing it have been a part of the process, embrace the shared vision, and are inspired to take action.

6. Be "On Guard" Against Attacks

After Nehemiah and the Israelites began work, they were ridiculed by Sanballat (4:1) and Tobiah (4:3), and plotted with "the Arabs, the Ammonites, and the people of Ashdod" (4:7) to attack and kill them. When Nehemiah realized these external threats, he placed guards so that the work could continue (4:13).

Leaders must be aware of external threats to their organization. When making significant changes, many (both externally and internally) will ridicule these changes. If left unchecked, ridicule can turn to sabotage. Those who spoke publicly against the changes will become angry when these changes are successful; unfortunately, some of these individuals, instead of swallowing their pride and admitting that they were wrong, will work against these changes. Leaders must be aware of "saboteurs" and have a plan to address these individuals ... yes, "saboteurs" should be on every SWOT analysis as a "threat."

Schools must make significant changes to thrive in an ever-changing market. In each case, leaders must guard against attacks. I have been a part of two different school leadership teams that made decisions to move to a new campus. In both cases, this was the right decision, and this change needed to happen; however, it is probably the most difficult organizational decision for a private school. While our leadership teams conducted an informal SWOT analysis, I believe we underestimated the external and internal ridicule and attacks. Being "on guard" against these potential attacks through the process would've helped us transition more smoothly and meet with the Sanballats and Tobiahs in each situation.

7.  Remember the Shared Vision during Difficulties

When the Israelites were being ridiculed and they became aware of their enemies plotting to attack them, fear set in, and they began to doubt (4:10-12). At that point, Nehemiah, in addition to posting guards, reminded them of their "great and awesome" God and their vision (4:13-14).

Any institution embarking on a significant change will face difficulties. Periodically reminding institutional stakeholders about the shared vision, exciting future, and strengths of the organization will help inspire and motivate staff to keep working towards the goal.

Schools are notoriously guilty of "shelving" strategic plans and school improvement initiatives. When the busyness of the school year comes, administrators, teachers, and staff forget about the professional development work done on strategic planning or school improvement. Essentially, the figurative (or literal) binder gets placed on the shelf to collect dust, and everyone returns to "doing what we've always done" rather than focusing on the changes needed for institutional success. This is the fault of the school leadership; once a change initiative or a new vision is embraced, this must be placed in front of the school's stakeholders (parents, donors, students, staff) on a regular basis.

8. Address Internal Dissension

In chapter 5, Nehemiah deals with internal dissension because some were abusing their power and taking advantage of others in the family of God. While this doesn't point directly to the project of rebuilding the wall, it does point to how to handle internal dissension. Nehemiah addressed it immediately (and publicly) and gave them an ultimatum ... change or leave (5:11-13).

Internal dissension can be poison in an institution, especially one that is undergoing significant changes. A leader must be aware of these internal threats and address them as soon as he/she finds out. If a leader has a person who is actively abusing his/her power or actively working against the shared vision, it is imperative that this individual is confronted. Although I don't agree that a public confrontation is helpful, others in the institution must know that a leader takes this very seriously. Leaders must have these difficult conversations, but it needs to be done delicately and within relationship. It is obvious that Nehemiah had the trust and relationship to publicly confront those working under him, and he achieved the desired results.

What is true for Israel is also true in the school environment: internal dissension must be addressed as soon as possible. If a teacher is working against the school's shared vision, a school administrator must have this difficult conversation. Ultimatums (like, "change or leave") are difficult to deliver, but, in extreme circumstances, this message must be communicated to a staff member who is toxic to the shared vision.

9. Devotion Takes Sacrifice

Nehemiah refused to eat the food allotted to him as governor and did not take extra money that previous governors did, but "Instead, I [Nehemiah] devoted myself to the work on this wall" (5:16).

Bold changes in an organization takes sacrifice from all involved, but it must start with the leadership. These sacrifices may include extra work, reduced pay, long hours, reduced vacations, and limitations on time spent with family and personal activities, but devotion to a vision takes sacrifice.  Leadership has seasons, and seasons of change most likely means sacrifice. Hopefully, leaders also see seasons of flourishing in which their sacrifices have paid off in both monetary and personal rewards.

Of course, every staff member at a school realizes sacrifice ... everyone is underpaid and overworked; however, school vacations can be ones of flourishing ... at least personally. Time during summer break to spend with family and on personal activities is truly a blessing, a harvesting the rewards of sacrifice through the school year. Unfortunately, schools (especially private, Christian schools) seem to always be in a season of change and subsequently sacrifice. This is specifically true for educational leaders (who often don't get much of a break during the summer). The changing educational landscape and the competitive market in education causes schools to constantly be in a state of flux; this leads to sacrificial devotion by school leaders and ultimately to exhaustion and burn-out. Some correlation can be found in the lack of school leaders (especially at the superintendent/heads of school level) and this point that devotion takes sacrifice.

10. Celebrate Successes 

Amazingly, after 52 days the rebuilding of the wall was finished (6:15). Nehemiah welcomed back those exiled (chapter 7) and celebrated the completion of this project (chapter 8).

Remembering to celebrate successes is an important final step in the leadership process. Excellent leaders appreciate the work of their staff and celebrate both small and big wins throughout week. Leaders in the corporate/for-profit often do this better than their counterparts in education. Extrinsic reward systems are more commonly a part of the business world with quarterly or year-end sales bonuses, tips, "employee of the month" and performance rewards. In fact, some leaders even budget for celebrations when creating strategic plans or change initiatives, knowing the importance to maintain staff morale.

In a school setting (mostly a non-profit environment), it is difficult to reward teachers and staff financially. Knowing that school employees are traditionally underpaid, educational leaders must be even more intentional rewarding their staff. Food is something that seems to be a part of every celebration (even in Nehemiah 8), so providing lunch (on campus or at a restaurant) or treats is always a great way to celebrate, but I would encourage school leaders (like me) to think more creatively. Celebrations can include activities to "blow-off steam" to celebrate, e.g., cultural events, concerts, sporting events, or activities. Many businesses have programs that benefit local schools or would be willing to donate specifically to honor school employees, but a school leader must be researching and making those connections/requests. Of course, personally and publicly recognizing and appreciating the work of staff ought to happen as often as possible. In order to maintain a strong staff morale, especially during a difficult time of change, celebrating the small and great wins through the process is essential.


Ten leadership lessons from Nehemiah!

If leaders want to grow and develop, reading material (like the Bible) while wearing leadership lenses is a valuable exercise. Nehemiah is filled with excellent lessons for educational leaders.