BEYOND DOING . . . BEING!

It's mid-May. Following three graduation ceremonies, the spring meeting of the Board of Governors, receptions, pinning ceremonies, and a host of other celebratory events, we turn the corner into the summer schedule with summer sessions, assessments of the past year and planning for the next. It is a time of reflection. What did we achieve in light of the purpose for the university's existence? In the end, in addition to the articles and books written by the faculty, the papers written by the students, the academic study groups that traveled all over the world, the mission groups sent to sobering settings, the athletic teams that won and lost to others, what was accomplished? Hopefully, students were transformed by their education and now have a positive impact on the world that otherwise would not be possible. We live by faith that this is so, as do all universities.

All universities seek to produce graduates of competence. Regardless of their field of studies and degree of expertise, the great hope is that students will graduate with competence in their chosen field and with good prospects in the job market, in entry into graduate, law, medical school. We pray that in general they will have success in launching their career and life going forward. Hopefully, what they will be doing they will be doing well, and will have opportunities to do what they do best. I would contend, however, that a university that prepares students for doing is itself not doing enough. University education for competence is good, but there is something much more that can and should be done. Doing good and doing well is only half an achievement. The complete package of well educated graduate entails excellence in both doing and being. A university can do more for students to see that they excel in competence and character. All universities strive to produce graduates of competence. Very few press on to a high goal developing students in both character and competence, in doing well and being good in the fullness of the word, good, with character, integrity, moral fortitude.

The question for students when they choose to invest four years and tens of thousands of dollars in a university is "What will I receive for my investment?" The question is not only "What will I be able to do when I graduate?", but "What kind of person will I be going forward?" What kind of friend, spouse, neighbor, colleague, employer, employee, team member, public servant, professional, father or mother, mentor to others will I be and how will this university help me to become a person of integrity and character? Some will say that such an expectation is beyond the role and mandate of a university, that it is expecting too much of a university, that it is unrealistic. I unequivocally disagree. Educating for the fullness of competence and character should be and can be the goal of every university, but only certain universities can achieve what I would call a higher form of higher education: "Higher higher education." To educate beyond competence requires an orientation toward virtue, highest principles, and transcendent aspirations for every student.

It is that time in the university calendar to reflect on the past year and to plan for the next. I am reflecting/planning with the question in mind: What do we do well and what can we do better to provide a complete value proposition for our students going forward, one that promises they will receive an education that prepares them not only with competence, but also promotes character formation, not only to do great things in the days and years ahead, but to thrive as human beings, being all they can abundantly be!

The words of Jesus: " I came that they might have life and have it more abundantly." John 10:10; ". . . do justly, love mercy, walk humbly with your God", Micah 6:8