The Roles of Campus Ministry Leaders: Guiding Students through the Transition to Adulthood

Despite historic existence of campus ministries at universities, little is known about the roles of campus ministry leaders. This research explored campus ministry leaders’ engagement with students through interviews (n = 19). Analysis indicated interviewees’ work includes building relationships with students, navigating the secular context of a public university, and tensions with others in campus ministry. Interviewees reported emotional strain resulting from extensive caring labor. Focused support for campus ministers would benefit both leaders and students.

Integrating Ministerial Visions: Lessons from Campus Ministry

In recent years, colleges and universities have seen an increase in a relatively new model of Catholic campus ministry: missionary organizations. As these missionaries grow in number, there is also an increase in the number of campuses that simultaneously use missionaries and long-term, professional ministers with graduate degrees. Drawing upon two national studies of Catholic campus ministers and the work of a national task force, this article will illuminate the obstacles these blended teams face in crafting a more holistic engagement with the Catholic tradition. It will also outline the steps to promote a more integrated ministerial vision and to become more pastorally effective. Implications for ministry more broadly are discussed.

The Influences of College Experiences on Religious Vocations

This chapter presents different aspects of college environment that had an impact on men’s and women’s religious vocation while they were in college. Based on CARA studies from 2012 and 2014 in which respondents entering religious life answered questions about their backgrounds, these aspects include witnessing religious vocation, Mass participation, spiritual direction, college service programs, devotional and spiritual practices, campus ministry, college roommates and friends, and encouragement and discouragement of vocational discernment while on campus. The chapter presents the differences in these various aspects between religious members attending Catholic and non-Catholic colleges and universities. It also discusses the different influences for men and women on their discernment of a religious vocation.

Catholic Higher Education

This chapter provides an overview of Catholic higher education in the United States, primarily the major themes that have developed in the twentieth and twenty-first centuries. It covers the history and development of these institutions, including general characteristics and trends related to students, faculty, and leadership. The authors describe the distinctive mission of Catholic higher education to support both intellectual development and faith formation among students. Special attention is given to those staff responsible for implementing this reality: Student Affairs staff, mission officers, and campus ministry staff. The authors analyze some of the major challenges confronting contemporary Catholic higher education.

Campus Ministry

This chapter discusses the life and work of Catholic and Protestant campus ministers, paying special attention to their backgrounds and demographics, training and formation, goals and priorities, core job activities, and career satisfaction. Drawing on the National Study of Campus Ministries, as well as previous studies, it compares Christian campus ministers to their predecessors in the 1950s and 1960s. Conducted between 2002 and 2008, the NSCM is the most comprehensive study of campus ministry in four decades. Surveying campus ministers in six denominations, two parachurch organizations, and eighty-eight private colleges, it provides a portrait of a changing profession. Like many American congregations, campus ministry has experienced the processes of feminization, diversification, and laicization. Emphasizing spiritual formation and personal mentoring, it remains a student-centered occupation.

The Self-Concept of Students Receiving Bidik Misi Scholarships at University of Jember

One of the scholarship programs at the University of Jember, which annually provides a lot of quotas, is a scholarship through the Bidikmisi program, which is given to students who come from economically low-income families and a good history of achievement. As it is known that ideally, Bidikmisi students must behave, appear, and act according to the definition of Bidikmisi scholarship itself to prevent misunderstandings in the use of scholarship funds. But still, some Bidikmisi students at Jember University do not display the definition of 'ideal.' From this phenomenon, a question arises about 'Self-Concept of Bidikmisi Students at Jember University.' In this study, researchers used a qualitative descriptive approach, which aims to obtain information about the self-concepts of Bidikmisi students at Jember University. The theory used is symbolic interactionism by George Herbert Mead, where the theory explains that a person is seen as an actor who interprets, evaluates, defines, acts, and tells about the use of symbols as a form of interpretation in one's interactions with others or with groups. The symbols used cold become in the form of verbal or nonverbal. The results showed that there were two kinds of Bidikmisi students' self-concepts, namely positive concepts and negative concepts. Positive self-concept, namely (1) making parents proud, (2) getting high achievements and aspirations, (3) being responsible. On the other hand, negative self-concepts are (1) feeling inferior (2) overly confident. Keywords: self-concept, Bidikmisi students, positive concepts, negative concept Referensi: Burns, R.B. 1993. Konsep Diri Teori, Pengakuan, Perkembangan dan Perilaku. Jakarta. Arcan. Alih bahasa: Eddy. belmawa.ristekdikti.go.id/petunjuk/pedoman&ved (diakses pada 10/03/2018). Rakhmat, Jalaludin. 2007. Psikologi Komunikasi. Bandung: PT Remaja Rosdakarya. Ritzer dan Goodman. 2012. Teori Sosiologi Dari Teori Sosiologi Klasik Sampai Perkembangan Mutakhir Teori Sosial Postmodern. Bantul: Kreasi Wacana. Sobur, Alex. 2013. Psikologi Umum dalam Lintasan Sejarah. Bandung: Pustaka Setia. Shintaviana, Fransisca Vivi. 2014. Konsep Diri Serta Faktor-Faktor Pembentuk Konsep Diri Berdasarkan Teori Interaksionisme Simbolik (Studi Kasus Pada Karyawan Kantor Kamahasiswaan, Alumni Dan Campus Ministry Universitas Atma Jaya Yogyakarta. Fakultas Ilmu Sosial Dan Ilmu Politik Universitas Atma Jaya Yogyakarta. E-journal.uajy.ac.id.id/5780/ (diakses pada 17/09/2017).