Student Success Archives -Page 1 of 1 - ��ɫ��Ƶ-Webb University

Learning to Say No in College: Why Every Yes Comes With a No

��ɫ��Ƶ-Webb University — Wed, 30 Sep 2026 13:00:00 +0000

Can you help with this?

Want to join us?

Are you free tonight?

Would you take this on?

College can bring a remarkable number of opportunities. New friendships. Organizations. Leadership roles. Creative projects. Athletics. Campus events. Jobs. Internships.

Being asked to participate can feel good, too. Someone noticed something in you. Someone believes you’re capable. Someone wants you on the team.

So you say yes.

Then you say yes again.

Eventually, you may discover one of the more difficult lessons of college: You can’t say yes to everything.

Learning to say no isn’t necessarily about doing less. It’s about becoming more intentional about what deserves your yes.

Why Saying Yes Feels So Good in College

College offers students opportunities to discover abilities they may not have recognized—or to have talents they’ve always had noticed by new people.

Imagine a student who’s good at photography and video. Before long, a professor notices. Then a campus organization asks for help. A staff member has a project. Another club needs someone to create a video.

Each invitation feels affirming: Someone noticed what I can do.

So the student says yes.

And yes again.

"I would say that a lot of your yeses and noes will be based on what you value. And that value might change depending on what season of life you're in. But having an understanding of what are your values in your current season of life will help you say yes and no to things."

That creates a useful filter when another opportunity arrives.

Before automatically answering, consider:

Why do I want to say yes?
Does this connect with something that's important to me?
What will this require from me?
What might receive less attention if I take this on?
Do I realistically have the time and energy to do it well?

Notice that none of those questions asks whether the opportunity is good.

Two opportunities can both be good.

You still may not have room for both.

It's Okay to Disappoint Someone

This may be the hardest part of saying no.

Sometimes students aren’t saying yes because they genuinely want another responsibility. They’re saying yes because they’re worried about what will happen if they decline.

Will they be disappointed?

Maybe.

Podgaisky says that’s something we sometimes have to accept.

"Sometimes you will disappoint people. And that's okay, because it's based on that value and that priority. And so it's okay if you do disappoint someone, you won't be able to go through life and not disappoint some people at some times."

That isn’t permission to be dismissive of someone else’s feelings.

Podgaisky emphasizes doing it gracefully—recognizing that disappointment can be frustrating while still remaining firm in your yes or no.

Megan Peek, ��ɫ��Ƶ-Webb University counselor, acknowledges another part of that experience: guilt. Students who don’t want to let people down may feel guilty after declining something.

But she points to something we can’t always control—how another person interprets our decision.

"If we go about it in a respectful, gracious, and kind way, without the intent to cause harm or to hurt someone, we can't necessarily control what their perspective is going to be on it."

You can care about someone’s feelings without allowing their possible reaction to make every decision for you.

When Too Many Yeses Start Costing You

Eventually, overcommitment can have a cost.

When you say yes to everything, you may discover that you can’t give everything the attention you intended.

And there’s another consequence: saying yes to everyone else can become a way of repeatedly saying no to yourself.

Kim Retherford, director of ��ɫ��Ƶ-Webb Counseling Services, puts it plainly:

"You're saying no to yourself, and you're saying no to self-care, no to rest, no to balance, no to boundaries."

Sometimes your own life begins telling you that you’ve taken on too much.

Peek encourages students to notice the physical consequences. Maybe you’re tired all the time. You’re no longer able to show up fully for organizations or activities. Perhaps you’re struggling to stay engaged—or even awake—in class.

Those aren’t necessarily instructions to quit everything.

They’re reasons to stop and take inventory.

Something may need your no so that something more important can receive your yes.

How Do You Actually Say No?

Knowing that you should decline something doesn’t necessarily make the conversation easy.

And not every no carries the same weight.

Retherford points out that turning down an invitation from a friend isn’t necessarily the same as telling a professor you can’t accept an opportunity they’ve offered.

Although, sometimes a simple no really is enough.

Other situations may call for a little more context:

“Thank you for thinking of me. I’d really like to help, but I don’t have the time right now to give this the attention it deserves.”

Or:

“I appreciate the opportunity, but I’ve already made commitments that I need to honor.”

Being respectful doesn’t require pretending you have unlimited capacity.

You can appreciate being asked and still decline.

Your Yeses Can Change

What deserves your yes today may not deserve it forever.

College itself is a season of change. Your priorities during your first semester may look different by senior year. An organization that’s important to you now may eventually make room for an internship, leadership opportunity or another commitment.

Podgaisky says values themselves can shift depending on the season of life.

That’s worth remembering because learning to say no isn’t a skill you master once and never revisit.

New seasons bring new responsibilities.

New opportunities create new choices.

And sometimes something you once enthusiastically said yes to has simply reached the point where it’s okay to say, not anymore.

You Can't Do It All—and You Don't Have To

College is filled with opportunities worth saying yes to.

Take some chances. Try something unfamiliar. Meet new people. Explore interests you didn’t know you had.

Some of those yeses may become defining parts of your college experience.

But you don’t have to do everything. In fact, you can’t do it all … no one can.

Learning to say no isn’t about closing yourself off from opportunity. It’s about creating enough space to give your best yes to the people, responsibilities and experiences that matter most.

Because every yes comes with a no.

The trick is learning to choose both intentionally.

Need Support? Connect With the GWU Counseling Center

The GWU Counseling Center is in the Tucker Student Center.

Hours:
Monday-Friday, 8 a.m. – 5 p.m.

To schedule an appointment please call or email us at:
�ʳ�ǲԱ�:��(704) 406-2729
��:��counselingservices@gardner-webb.edu

Additional Support Links:

The Counseling Center

Campus Life

The post Learning to Say No in College: Why Every Yes Comes With a No appeared first on ��ɫ��Ƶ-Webb University.

Why Rest Matters for College Students: When More Work Isn’t Better Work

��ɫ��Ƶ-Webb University — Wed, 23 Sep 2026 13:00:00 +0000

You’ve been studying for hours.

You’re still reading, but at some point you realize you don’t remember the last three pages. So you go back. Read them again. Nothing.

What’s the solution?

For many college students, the instinct is obvious: keep going.

Kim Retherford, director of Counseling Services at ��ɫ��Ƶ-Webb University, hears versions of that experience from students.

"I read for hours and I can't remember anything that I read, or I'm just not understanding it."

Her response challenges an assumption many students make about productivity: sometimes working longer isn’t helping you work better.

There comes a point when the productive thing may actually be to stop.

More Time Doesn't Always Mean Better Work

College students learn quickly how to measure work in time.

I studied for four hours.

I was up until 2 a.m. finishing the paper.

I worked on that project all weekend.

But hours spent working and quality of work aren’t necessarily the same thing.

Retherford describes students becoming so stressed and overwhelmed that they continue studying without retaining what they’re reading.

Her advice in those moments can sound counterintuitive:

"That's because I need to walk away and give myself a break and calm down, do something else."

Stopping can feel like losing valuable study time. But continuing to stare at material you’re no longer processing isn’t necessarily gaining you anything either.

Rest Isn't the Prize at the Finish Line

University counselor Bogdan Podgaisky sees another problem with the way we sometimes think about rest: we treat it as something we’ve earned.

Finish everything first.

Then you can sleep.

Then you can take a break.

Then you can stop.

There’s just one problem with that strategy in college: the work is rarely completely finished.

There’s always something else you could read, revise, study or start.

Podgaisky suggests flipping the equation.

"It can be rewarding, but we don't really work so that we can rest. We rest so that we can work well."

That’s a significant distinction.

Rest isn’t necessarily what comes after productivity.

Rest can help make productivity possible.

Know When You've Hit the Wall

So how do you know when another hour probably isn’t your best hour?

You may recognize some familiar signs:

You’re rereading without retaining.

You’re making mistakes you normally wouldn’t make.

A relatively simple task suddenly feels unusually difficult.

You’re physically present at the laptop, but your attention is somewhere else.

You’re spending more time worrying about everything you have to accomplish than actually accomplishing it.

None of those automatically means it’s time to abandon the assignment for the night.

They can, however, be useful signals to stop and ask a better question:

Is what I’m doing right now actually working?

That’s different from asking whether you’re working hard enough.

A Break Doesn't Have to Become the Rest of the Day

Here’s another trap: students sometimes imagine only two options.

Work or don’t work.

But taking a break doesn’t have to mean declaring the day over.

Retherford’s suggestion is much simpler: walk away for a while, calm down and do something else.

Maybe that’s 10 minutes outside.

Maybe it’s getting dinner without taking the laptop.

Megan Peek, university counselor at ��ɫ��Ƶ-Webb, offers a wonderfully simple example: sometimes it could mean “just putting your face in the sunshine for today.”

Rest doesn’t have to be elaborate to count.

Maybe it’s talking with someone about something completely unrelated to tomorrow’s exam.

And sometimes, yes, what you need is sleep.

Podgaisky identifies sleep as “probably one of the most significant things” college students can pay attention to.

After a good night’s sleep, he says, he’s prepared to do what the next day requires.

"I don't work myself until I'm falling asleep and then say, now I'm allowed to get rest. The work that I'm doing when I need the rest is actually not that good."

That’s the tradeoff worth considering.

The question isn’t simply, Could I keep working?

It’s whether the work you’re producing at that point is worth the rest you’re giving up to produce it.

Try the Reset Test

The next time you’ve been working for a long stretch and nothing seems to be sticking, try a simple experiment.

Stop.

Not for the entire day. Not necessarily for an hour.

Just long enough to genuinely disengage from the task.

Get out of the chair. Change locations. Eat something. Walk outside. Close the screen. Let your attention go somewhere else.

Then come back.

Ask yourself:

Am I reading more clearly?

Can I remember what I just studied?

Am I solving the problem more effectively?

Is the sentence that made no sense 20 minutes ago suddenly easier to revise?

If the answer is yes, the break wasn’t time taken away from your work.

It was part of doing the work.

And if the answer continues to be no, it may be time to consider whether what you really need is a longer reset—or sleep.

You Don't Have to Win the All-Nighter

College culture has long had a strange relationship with exhaustion.

Being busy can become a badge of honor. Staying up all night can sound like evidence that you really cared about the exam. A packed calendar can feel like proof you’re making the most of college.

But exhaustion isn’t an academic achievement.

The better measure isn’t how long you managed to keep going.

It’s whether you were able to learn, think, create and perform well.

There will be times in college when deadlines pile up and sleep isn’t perfect. That’s real life.

The goal isn’t perfection.

It’s learning to recognize when pushing harder has stopped producing better work.

That’s a skill that matters well beyond college, too.

The assignment will eventually be submitted. The exam will eventually end. Another deadline will eventually take its place.

Learning how you work best—and when you need to stop—is something you get to take with you.

Podgaisky’s reminder is worth keeping nearby:

"We rest so that we can work well."

Need Support? Connect With the GWU Counseling Center

The GWU Counseling Center is in the Tucker Student Center.

Hours:
Monday-Friday, 8 a.m. – 5 p.m.

To schedule an appointment please call or email us at:
�ʳ�ǲԱ�:��(704) 406-2729
��:��counselingservices@gardner-webb.edu

Additional Support Links:

The Counseling Center

Campus Life

The post Why Rest Matters for College Students: When More Work Isn’t Better Work appeared first on ��ɫ��Ƶ-Webb University.

College Mental Health and Wellness: Finding Balance That Works

��ɫ��Ƶ-Webb University — Wed, 16 Sep 2026 11:37:48 +0000

College asks a lot of you. Classes. Relationships. Activities. Work. Athletics. Decisions about your future. Somewhere in the middle of all of that, taking care of yourself can begin to feel like one more thing you’re supposed to accomplish.

But college mental health and wellness isn’t another box to check. It’s part of being able to learn, connect, grow and handle the challenges that come with college life.

And wellness doesn’t mean getting everything right. It means paying attention to what you need, understanding what helps you function well and being willing to seek support when something feels off.

What Does Mental Health and Wellness Mean in College?

Mental health and wellness are related, but wellness encompasses more than how you’re feeling emotionally.

Kim Retherford, director of ��ɫ��Ƶ-Webb University’s Counseling Services, describes wellness as an overall sense of well-being that can include mental, physical, spiritual, relational and even financial health.

Mental health is one part of that larger picture.

"Mental health is still part of health."

That simple idea can change how students think about caring for themselves. Eating, sleeping, exercising, maintaining healthy relationships and tending to emotional needs aren’t distractions from succeeding in college. They’re interconnected pieces of being well.

Wellness also isn’t identical for everyone. What restores one student may not work for another. Understanding your own needs is part of the process.

Why Connection and Belonging Matter

College often brings significant changes in relationships. Students may leave family and longtime friends, live with new people and begin building entirely new communities.

That makes connection particularly important.

Retherford explains that people are naturally driven toward relationships and need healthy connections throughout their lives. On a college campus, finding those relationships can become an important part of adjusting to a new environment.

Bogdan Podgaisky, a university counselor at ��ɫ��Ƶ-Webb, says the uncertainty that accompanies college can heighten that desire for belonging.

Healthy connection doesn’t require having an enormous social circle. It may mean finding a few people who understand you, respect your boundaries and allow you to be yourself.

It also means recognizing the difference between being comfortable spending time alone and feeling genuinely isolated.

Wellness Is About Balance, Not Perfection

Trying to improve your wellness can ironically become another source of pressure.

Exercise every day. Eat perfectly. Get eight hours of sleep. Maintain friendships. Study. Work. Join organizations. Practice self-care.

That’s not the point.

"The goal is not to be perfect in every area. In fact, I would say that that is impossible to be perfect in every area." —Bogdan Podgaisky

Instead, Podgaisky encourages students to think about balance. Some areas of wellness may naturally be stronger than others. When something begins lagging, students can intentionally give it more attention.

That might mean taking a walk, reconnecting with a friend, protecting some quiet time or getting back to an activity you enjoy.

Small choices count. Wellness doesn’t require reinventing your entire life Monday morning.

Why Rest Is Part of Doing Your Best Work

Rest may be one of the easiest things for busy college students to sacrifice.

There’s always another chapter to read, assignment to finish or exam to prepare for. But pushing harder isn’t necessarily the same thing as working better.

Retherford notes that when students become highly stressed and overwhelmed, they may spend hours studying without retaining or understanding what they’re reading. Sometimes the productive choice is to step away, take a break and return when they’re better able to engage.

Podgaisky offers another way to think about it:

"We don't really work so that we can rest. We rest so that we can work well."

Rest isn’t simply a reward you earn after finishing everything. Sleep, breaks and recovery help prepare your mind and body for the work you’re asking them to do.

How Do You Know When It's Time to Ask for Help?

Sometimes you’ve slept, taken a break, connected with friends and tried to take better care of yourself—and something still doesn’t feel right.

That doesn’t mean you need to diagnose yourself.

It may simply mean it’s time to talk to someone.

Retherford encourages students who feel that something is off to find a trusted source of support. That might be a counselor, professor, friend, roommate, family member or another trusted person.

The important part is not assuming you have to figure everything out alone.

Counseling can also be one of those options. Students don’t need to arrive knowing exactly what’s wrong or what they need. ��ɫ��Ƶ-Webb counselors work with students to identify what they would like to gain from the experience and build from there.

Small Ways to Support Your Mental Health in College

Wellness becomes more manageable when you stop treating it as one giant goal. Start by taking inventory of what’s happening in your life.

Consider asking yourself:

Where am I stretched too thin? Would saying "no" to something allow me to say "yes" to something I value more?
What restores me? Consider activities, movement, hobbies, faith practices, time outside or simply taking a break.
What feels different? If you've noticed a meaningful change in how you're feeling or functioning, consider talking with someone you trust.

Most importantly, don’t turn wellness into another competition.

Being intentional about your mental health isn’t about achieving a perfect balance. It’s about noticing what you need and responding to it.

Find Mental Health Support at ��ɫ��Ƶ-Webb

��ɫ��Ƶ-Webb students have access to Counseling Services for individual support as well as groups and wellness-focused opportunities. Services are available to eligible traditional undergraduate, graduate and online students, with options varying based on student location and need.

If something feels off—or you simply want someone to talk with—you don’t have to wait until you’re in crisis to reach out.

Explore ��ɫ��Ƶ-Webb’s Counseling Center resources, services and appointment information to find the support that’s right for you.

The GWU Counseling Center is in the Tucker Student Center.

Hours: Monday-Friday, 8 a.m. – 5 p.m.
To schedule an appointment please call or email us at:
�ʳ�ǲԱ�:��(704) 406-2729
��:��counselingservices@gardner-webb.edu

Additional Support Links:

The Counseling Center

Campus Life

The post College Mental Health and Wellness: Finding Balance That Works appeared first on ��ɫ��Ƶ-Webb University.

How the GWU Career Center Helps Students Prepare for Success

��ɫ��Ƶ-Webb University — Fri, 26 Jun 2026 13:04:17 +0000

For many students, graduation can feel far away when they first arrive on campus. Yet one of the best ways to prepare for life after college is to begin thinking about it early. Career preparation isn’t something that starts during senior year—it’s a process that grows alongside a student’s academic journey.

At ��ɫ��Ƶ-Webb University, the Career Center encourages students to view career development as an ongoing conversation rather than a final checklist before graduation. From exploring interests to gaining internship experience and building professional relationships, students are supported every step of the way.

Career Preparation Starts Earlier Than You Think

Many students assume they’ll visit the Career Center once they’re ready to apply for jobs. In reality, the most successful career preparation often begins during a student’s first year.

Through classroom visits, workshops, and individual conversations, students begin connecting their college experiences with their future goals. Rather than simply asking, “What do you want to do?” the conversations often focus on a deeper question:

What kind of work will be meaningful and enjoyable?

As Micah Martin, director of the ��ɫ��Ƶ-Webb Career Center explains:

"We do less assessments and more career conversations, because today's students want to have an ongoing conversation about the experience they're having in college, how it aligns with their future goals, and how they're actually feeling about it. And so, a lot of those conversations now are more about what do I feel like is an enjoyable way to spend my work life versus what do I want to do for a living."

A Career Center Offers More Than Résumé Help

While résumé reviews and interview preparation remain important, today’s college career centers provide much broader support.

Students can receive guidance with:

résumé and cover letter development
internship searches
interview preparation
networking with employers
researching industries and occupations
exploring career paths
understanding job descriptions
professional readiness planning

Rather than completing these tasks for students, the goal is to help them develop skills they’ll continue using throughout their careers.

As Martin explains, students are learning a process—not simply receiving answers.

"We also do a lot to help students network with employers which they need more practice at than they probably expect. And we do a good bit of helping them research industries, fields, types of jobs, even using things like AI to research job descriptions for things that align with their skill set."

Why Internships Matter

One of the most valuable experiences students gain during college is an internship or another professional readiness experience.

These experiences allow students to:

Martin notes that some students even pursue a second internship after discovering a different direction they’d like to explore.

That kind of discovery can be incredibly valuable before graduation, giving students the opportunity to make informed career decisions before accepting their first full-time position shared Martin.

"Some of our students do an internship and realize this industry is not what I thought it is, or this experience is not what I thought it's going to be like. I want to try something else and, I'm glad I figured that out in an internship versus my first job where I'm trying to pay my bills with a job that I don't enjoy."

Sometimes the Most Important Question Is "What Fits Me?"

Not every student enters college knowing exactly what career they want.

That’s okay.

Career exploration is part of the educational experience.

Rather than immediately pointing students toward a major or profession, the Career Center often begins with conversation—learning about students’ interests, strengths, and experiences.

For students who need additional guidance, tools such as the Gallup StrengthsFinder assessment can help identify natural talents and create a starting point for exploration.

Those conversations often lead students toward opportunities they hadn’t previously considered notes Martin.

"It usually starts with, 'Hey, come into the office and let's sit down and just talk about you for a few minutes. Very frequently, our students do have an idea. They're often scared to say it out loud."

Talk to People Who Do the Work

One of Martin’s strongest pieces of advice is surprisingly simple:

"Talk to people doing the work you think you want to do and let us help you connect with them if you don't have people you can connect with. For example, if you’re considering nursing as a career, you need to talk to a nurse about what they love about their job, but what they also don't love, what they find challenging.”

Career research goes beyond reading job descriptions online.

Students gain valuable insight by asking professionals questions like:

Those conversations often lead to mentorship, networking opportunities, and internships that cannot be found through a search engine alone says Martin.

“It's easy for us to connect them with employers who are eager to talk with them about it. And a lot of times, they’re selling them, the employer's selling them the idea, ‘hey, if you're interested, come work with us.’”

Practical Ways Students Can Prepare for Their Future

Students shouldn’t wait until senior year to begin preparing for their careers.

Consider these steps:

Visit the Career Center during your first year.
Attend workshops and networking events.
Explore internship opportunities early.
Build relationships with faculty mentors.
Stay engaged with Career Center communications throughout college.

Small, consistent steps often create the strongest foundation for long-term success adds Martin.

"If we can teach you some things in college and prepare you for what's next, you won't need us very much after college. The old adage, if you teach a man to fish. So that's what we're trying to lean into. Most of our grads leave here already hired or accepted in grad school.”

Get Into Action

Whether you’re exploring majors, searching for your first internship, or preparing for graduation, the ��ɫ��Ƶ-Webb Career Center is designed to help you grow professionally throughout your college experience. Students are encouraged to connect early, participate often, and take advantage of the many resources available to prepare for meaningful careers.

The post How the GWU Career Center Helps Students Prepare for Success appeared first on ��ɫ��Ƶ-Webb University.

Preparing for Dental School: Lessons from a ��ɫ��Ƶ-Webb Graduate

��ɫ��Ƶ-Webb University — Tue, 02 Jun 2026 15:33:48 +0000

Students interested in dentistry often wonder what they should be doing during college to prepare for professional school. While strong grades and science coursework are important, successful preparation involves much more than academics alone.

Future dentists must develop leadership skills, learn to communicate effectively, build meaningful relationships with mentors, and gain experiences that help them understand the realities of patient care. ��ɫ��Ƶ-Webb alumnus Ulises Martinez-Ceballos found those opportunities while pursuing a Biology degree with a Biomedical Sciences concentration before continuing his education at the UNC Adams School of Dentistry.

His experience offers valuable insight for students considering dentistry and other healthcare professions.

Key Takeaways

Professional school preparation extends beyond coursework.

Faculty mentorship can play a significant role in student success.

Leadership and teaching experiences help develop valuable professional skills.

Service opportunities provide important exposure to patient-centered care.

Building relationships and gaining experience early can strengthen preparation for healthcare careers.

Building a Foundation for Professional School

��ɫ��Ƶ-Webb’s Pre-Healthcare pathways are designed to help students prepare for a variety of healthcare professions, including dentistry, medicine, pharmacy, physician assistant studies, physical therapy, and veterinary medicine. The pathways are not majors themselves, but carefully designed plans that help students select coursework and experiences aligned with their professional goals. Students pursuing dentistry often choose academic programs such as Biology with a Biomedical Sciences concentration, Biochemistry, or Chemistry while working closely with faculty advisors throughout their undergraduate experience.

For Martinez-Ceballos, that academic foundation began in the classroom but extended far beyond it. Through rigorous science coursework and close interaction with faculty, he developed the knowledge and study habits that would later help him navigate the demands of dental school.

Professional schools move quickly and require students to absorb large amounts of information. Building strong academic habits and learning how to think critically can make that transition more manageable.

Why Mentorship Matters

One of the advantages of ��ɫ��Ƶ-Webb’s pre-professional pathways is the opportunity for students to work closely with faculty mentors. Small class sizes and direct interaction with professors allow students to receive guidance throughout their academic journey, from course selection to professional school preparation.

For Martinez-Ceballos, those relationships continued to matter long after graduation.

” The ��ɫ��Ƶ-Webb community gave me, a first-generation college student an opportunity that truly changed the course of my life. The support, encouragement, and belief that I received from the GWU community made a lasting impact on me both personally and professionally. The professors, mentors, classmates, and staff who supported me along the way helped build my confidence and showed me what it means to invest in people.”

Mentors can help students identify opportunities, navigate challenges, and stay focused on long-term goals. For students pursuing healthcare careers, those relationships often become one of the most valuable parts of their undergraduate experience.

Learning Beyond the Classroom

Preparing for a healthcare profession requires more than mastering course material.

During his time at ��ɫ��Ƶ-Webb, Martinez-Ceballos served as a teaching assistant for courses including organic chemistry and general biology. Those experiences helped him develop communication, leadership, and organizational skills that continue to benefit him in dental school today.

Healthcare professionals must regularly educate patients, collaborate with colleagues, and manage multiple responsibilities at once. Experiences such as tutoring, mentoring, research, student leadership, and teaching can help students develop these abilities before entering professional school.

As Martinez-Ceballos reflects on his current training:

“Every day brings a new challenge because I’m constantly doing things for the first time on real patients, and that has pushed me to grow quickly both personally and professionally.”

Those challenges are easier to navigate when students have already developed confidence, adaptability, and strong communication skills during their undergraduate years.

The Importance of Service in Healthcare

Healthcare is ultimately about serving people.

Today, Martinez-Ceballos volunteers through student-run clinics that provide care to individuals who may have limited access to dental services. Those experiences have reinforced his understanding of how healthcare affects confidence, quality of life, and overall well-being.

Students preparing for healthcare careers benefit from service opportunities because they provide exposure to different communities and patient populations. These experiences help students develop empathy, cultural awareness, and a deeper understanding of the needs people face when seeking care.

Service also helps students connect classroom learning with real-world impact, an important part of preparing for any healthcare profession.

Advice for Students Considering Dental School

When asked what advice he would give students hoping to follow a similar path, Martinez-Ceballos emphasized the importance of relationships and support systems.

“Build relationships with classmates, faculty, and mentors because those connections can guide you through difficult moments and open opportunities in the future.”

Students considering dentistry or other healthcare careers can benefit from several practical steps:

Gain experience early through shadowing and volunteer opportunities.

Seek mentors who can provide guidance and encouragement.

Develop strong study habits and time-management skills.

Pursue leadership opportunities whenever possible.

Build a supportive network of classmates and peers.

Approach setbacks with a growth mindset and continue moving forward.

These habits can help students prepare not only for professional school applications but also for the demands of healthcare careers.

“Build relationships with classmates, faculty, and mentors because those connections can guide you through difficult moments and open opportunities in the future.”

Preparing for Your Own Healthcare Journey

Every student’s path to dental school is different, but successful healthcare professionals often share similar foundations: strong academics, meaningful mentorship, leadership development, and a commitment to serving others.

��ɫ��Ƶ-Webb’s Pre-Healthcare pathways are designed to help students build those foundations while exploring careers in dentistry and other healthcare fields. Through close faculty mentorship, rigorous academics, leadership opportunities, and service experiences, students can begin preparing for the next step in their professional journey.

Interested in a future in dentistry or another healthcare profession? Explore ��ɫ��Ƶ-Webb’s Pre-Healthcare Dentistry pathway, Biology major, and Biomedical Sciences concentration to learn how you can begin preparing today.

Pre-healthcare: Dentistry

The post Preparing for Dental School: Lessons from a ��ɫ��Ƶ-Webb Graduate appeared first on ��ɫ��Ƶ-Webb University.

Finding Your Place: Inside ��ɫ��Ƶ-Webb’s Housing & Residence Life Experience

��ɫ��Ƶ-Webb University — Mon, 20 Apr 2026 15:54:34 +0000

Choosing where to live is one of the most important decisions a college student will make. It’s more than just a room—it’s where friendships begin, routines take shape, and a sense of belonging starts to grow. At ��ɫ��Ƶ-Webb University, housing and residence life are intentionally designed to support students not only as learners, but as individuals navigating a new chapter of independence and connection.

From the first day on campus, students are invited into a community that values support, engagement, and personal growth.

More Than a Room: Building Community from Day One

For many students, moving into a residence hall marks their first experience living away from home. That transition can bring both excitement and uncertainty. ��ɫ��Ƶ-Webb’s Housing and Residence Education team works to make that shift as smooth and welcoming as possible.

As Leslie Paul, director of Housing and Residence Education, explains, the goal is to create an environment where students feel immediately connected:

“We want students to feel like they belong as soon as they arrive. Housing is about more than a place to sleep and shower—it’s about community.”

That sense of belonging is built through intentional programming, shared experiences, and a residence life structure that prioritizes connection. From hall meetings to campus events, students are encouraged to engage with one another and form meaningful relationships early on.

Support Systems That Make a Difference

Living on campus means students are never navigating college life alone. Residence halls are supported by trained staff members, including Resident Assistants (RAs), who serve as mentors, leaders, and points of connection.

These student leaders play a key role in helping residents adjust, whether that means answering questions, offering guidance, or simply being a familiar face in the hallway.

Paul emphasizes that this support system is central to the residential experience:

“Our staff are here to walk alongside students—to help them navigate challenges and celebrate successes.”

This approach creates a built-in network of care that extends beyond academics. Students have access to resources, encouragement, and guidance right where they live.

Safety, Structure, and Peace of Mind

For both students and families, safety is a top priority when considering campus housing. ��ɫ��Ƶ-Webb’s residence life program is structured to provide a secure and supportive environment where students can focus on their growth.

Residence halls are designed with safety measures in place, and staff are trained to respond to a wide range of student needs. At the same time, clear expectations and community standards help create a respectful and accountable living environment.

This balance of structure and independence allows students to develop responsibility while still feeling supported.

Learning Beyond the Classroom

One of the most valuable aspects of living on campus is the opportunity for learning that happens outside of class. Residence life at ��ɫ��Ƶ-Webb is intentionally designed to foster personal development, leadership, and life skills.

Through everyday interactions and organized programming, students gain experience in:

Communication and conflict resolution
Time management and responsibility
Cultural awareness and community engagement

These moments—whether planned or spontaneous—help shape students into confident and capable individuals.

As Paul notes, the residential experience is a key part of the overall college journey:

“Students are learning in their living spaces just as much as they are in the classroom.”

A Place to Belong

At its core, housing at ��ɫ��Ƶ-Webb is about creating a place where students feel seen, supported, and valued. The relationships built in residence halls often become some of the most meaningful connections students carry with them long after graduation.

From late-night conversations to shared milestones, these experiences contribute to a strong sense of community that defines the ��ɫ��Ƶ-Webb experience.

For students who may feel unsure about leaving home or stepping into a new environment, that sense of belonging can make all the difference.

Explore Housing at ��ɫ��Ƶ-Webb

Whether you’re a prospective student or a parent seeking reassurance, ��ɫ��Ƶ‑Webb’s housing and residence life team is available to answer questions and provide clear insight into the supportive, engaging living experience available on campus.

To learn more about residence halls, living options, and what to expect on campus, visit:
/housing

The post Finding Your Place: Inside ��ɫ��Ƶ-Webb’s Housing & Residence Life Experience appeared first on ��ɫ��Ƶ-Webb University.

What Student Success in College Really Requires��

��ɫ��Ƶ-Webb University — Wed, 11 Mar 2026 14:07:34 +0000

Student success in college is often discussed in terms of grades, retention rates, or graduation timelines. But behind every successful student is something deeper: a network of relationships, resources, and intentional support systems that help them navigate the college experience.��

At many universities, student success is not the responsibility of a single office. It is a shared commitment across faculty, advisors, mentors, and campus services. When institutions focus on helping students build connections, clarify goals, and develop resilience, they create the conditions that allow students to persist and complete their degrees.��

Understanding what truly supports student success can help both students and educators see the path forward more clearly.��

What Does Student Success in College Really Mean?

Student success is more than simply earning a degree. It involves helping students grow academically, personally, and professionally while working toward meaningful goals.��

According to��I��Kenneth Johnson, Executive Director of Student Success, success begins by recognizing where students start.��

Many students arrive on campus feeling uncertain or disconnected. They may be navigating��a new environment, adjusting to academic expectations, or questioning their career path.��

Johnson describes this journey through what he calls the��DIIP model:��

Disconnection��– Students initially feel uncertain or isolated.��
Intentional Connection – Advisors, faculty, and peers build relationships with students.
Internal Belonging – Students begin to feel part of the campus community.��
Purposeful Engagement – Students contribute to the community and mentor others.��

When institutions intentionally guide students through this progression, they strengthen both persistence and overall student development.��

As Johnson explains, success often begins with one simple step: helping students feel connected.��

Why Belonging Is Critical for Student Retention��

Research across higher education consistently shows that students who feel a sense of belonging are more likely to stay enrolled and complete their degrees.��

Belonging does not happen automatically. It develops through meaningful relationships and consistent support.��

Students experience belonging when they:��

Build relationships with advisors and faculty
Engage with campus programs or organizations
Connect with peers who share similar academic interests
Participate in mentoring or leadership roles

Johnson emphasizes that belonging is universal.��

“Everybody can feel disconnected. We��have to��create intentional��connections��so students feel like they belong.”��

When students begin to feel invested in their campus community, their motivation and persistence often increase.��

That sense of connection can transform the college experience from simply attending classes into becoming part of a supportive learning environment.��

The Role of Advising and Career Clarity Early in College��

One common reason students take longer than expected to graduate is uncertainty about their academic path.��

Many students enter college with��limited��understanding of potential careers or how their interests align with different majors. As a result, they may change��majors��multiple times.��

Early advising can help address this challenge.��

Effective advising strategies often include:��

Career assessments that help students identify strengths and interests
Structured course planning to avoid overwhelming schedules
Regular advisor check-ins during the first year
Guidance connecting academic programs to career outcomes

Johnson notes that helping students clarify their direction early can significantly improve completion rates.��

When students understand their goals and how their coursework connects to future careers, they are more likely to remain focused and engaged.��

How Peer Mentoring Supports Student Success��

While professional advising is important, some of the most valuable guidance students receive comes from other students.��

Peer mentors can help new students navigate aspects of college that are not always explained in orientation materials or course syllabi.��

These mentors often help students:��

Understand campus resources
Develop study and time-management strategies
Learn how to approach professors or seek tutoring
Navigate everyday challenges of campus life

Johnson describes peer mentoring as an extension of the belonging process.��

Students who have already��established��connections on campus often become mentors themselves, helping new students build those same relationships.��

This creates a cycle of support that strengthens the entire campus community.��

Why GRIT��Matters in College Persistence��

Even with��strong support��systems, students will��encounter��academic challenges.��

Success often depends on how students respond to those setbacks.��

Johnson highlights the importance of��GRIT, which he defines as:��

Growth – commitment to improvement
Resilience – recovering from challenges
Intentionality – actively seeking support
Tenacity – continuing to work toward goals

For example, a student who struggles in a course might initially feel discouraged. But persistence means��taking action��such as seeking tutoring, adjusting study strategies, or asking instructors for guidance.��

As Johnson explains:��

“You��have to��do whatever is necessary to be successful in that class.��That’s��grit.”��

Teaching students how to respond to difficulty is just as important as teaching course material.��

Practical Ways Students Can Strengthen Their Success��

Students can take several steps to improve their chances of thriving in college:��

Build relationships early. Connect with advisors, faculty, and mentors.
Use campus resources. Tutoring, counseling, and academic support services exist to help students succeed.
Clarify your goals. Explore career pathways and academic interests early.
Engage in campus life. Join organizations or learning communities that create connections.
Develop resilience. Treat challenges as opportunities to adjust strategies and grow.

These actions help students move from uncertainty to confidence in their academic journey.��

Supporting the Whole Student Experience��

Student success is not the result of a single program or initiative. It is the outcome of intentional support across an entire university community.��

When institutions focus on connection, belonging, advising, and resilience, they create environments where students can grow and complete their educational goals.��

As higher education continues to evolve, the most effective institutions will��remain��those that meet students where they are and help them move forward with clarity and purpose.��

Johnson says the goal of student success work is simple: build avenues that help students move forward with confidence. “We have to create the pathway for our students—to meet them where they are so they can be successful.”��

Explore the academic programs,��advising��resources, and student support services available at ��ɫ��Ƶ-Webb University to learn how the university helps students succeed from their first semester through graduation.��

The post What Student Success in College Really Requires�� appeared first on ��ɫ��Ƶ-Webb University.

Student Success Archives -Page 1 of 1 - ��ɫ����Ƶ-Webb University

Learning to Say No in College: Why Every Yes Comes With a No

Why Saying Yes Feels So Good in College

It's Okay to Disappoint Someone

When Too Many Yeses Start Costing You

How Do You Actually Say No?

Your Yeses Can Change

You Can't Do It All—and You Don't Have To

Need Support? Connect With the GWU Counseling Center

The GWU Counseling Center is in the Tucker Student Center.

Additional Support Links:

Why Rest Matters for College Students: When More Work Isn’t Better Work

More Time Doesn't Always Mean Better Work

Rest Isn't the Prize at the Finish Line

Know When You've Hit the Wall

A Break Doesn't Have to Become the Rest of the Day

Try the Reset Test

You Don't Have to Win the All-Nighter

Need Support? Connect With the GWU Counseling Center

The GWU Counseling Center is in the Tucker Student Center.

Additional Support Links:

College Mental Health and Wellness: Finding Balance That Works

What Does Mental Health and Wellness Mean in College?

Why Connection and Belonging Matter

Wellness Is About Balance, Not Perfection

Why Rest Is Part of Doing Your Best Work

How Do You Know When It's Time to Ask for Help?

Small Ways to Support Your Mental Health in College

Find Mental Health Support at ��ɫ����Ƶ-Webb

The GWU Counseling Center is in the Tucker Student Center.

Additional Support Links:

How the GWU Career Center Helps Students Prepare for Success

Career Preparation Starts Earlier Than You Think

What kind of work will be meaningful and enjoyable?

A Career Center Offers More Than Résumé Help

Why Internships Matter

Sometimes the Most Important Question Is "What Fits Me?"

Talk to People Who Do the Work

Practical Ways Students Can Prepare for Their Future

Get Into Action

Preparing for Dental School: Lessons from a ��ɫ����Ƶ-Webb Graduate

Key Takeaways

Building a Foundation for Professional School

Why Mentorship Matters

Learning Beyond the Classroom

The Importance of Service in Healthcare

Advice for Students Considering Dental School

Preparing for Your Own Healthcare Journey

Finding Your Place: Inside ��ɫ����Ƶ-Webb’s Housing & Residence Life Experience

More Than a Room: Building Community from Day One

Support Systems That Make a Difference

Safety, Structure, and Peace of Mind

Learning Beyond the Classroom

A Place to Belong

Explore Housing at ��ɫ����Ƶ-Webb

What Student Success in College Really Requires��

What Does Student Success in College Really Mean?

Why Belonging Is Critical for Student Retention��

The Role of Advising and Career Clarity Early in College��

How Peer Mentoring Supports Student Success��

Why GRIT��Matters in College Persistence��

Practical Ways Students Can Strengthen Their Success��

Supporting the Whole Student Experience��

Student Success Archives -Page 1 of 1 - ��ɫ��Ƶ-Webb University

Find Mental Health Support at ��ɫ��Ƶ-Webb

Preparing for Dental School: Lessons from a ��ɫ��Ƶ-Webb Graduate

Finding Your Place: Inside ��ɫ��Ƶ-Webb’s Housing & Residence Life Experience

Explore Housing at ��ɫ��Ƶ-Webb