7 society, many colleges have shifted to focus on practical career training within the last few decades. The public loses faith in higher education when colleges focus solely on career preparation, especially when unemployment rates rise.9 Clydesdale argued that a resurgence of public support for higher education would require a renewed emphasis on the holistic education of undergraduate students, a recommitment to institutional mission, and prioritizing the development of leaders with a purpose.10 Parks contended America's future depends on engaging young adults in questions of purpose. She warned when colleges do not encourage students to ponder meaning and purpose, students develop a selfcentered, myopic view of the world. They value work only benefiting themselves and their immediate families. However, when colleges expose students to a purpose in life more significant than themselves, students often desire to lead positive change in a global society.11 When students understand their purpose, they engage more academically and graduate to become active citizens with a mindset of benefiting others and tackling society's ills.12 The type of institution may affect how successfully a college fosters the development of purpose in its students.13 Parks claimed colleges could serve as mentoring communities for students, which aid students in developing purpose and identity.14 Thieke conducted a longitudinal study on 153 incoming freshmen at a small religiously-affiliated college and found student-faculty interaction and participation in extracurricular activities were the two factors best predicting improvements within the first year of college toward the development of purpose.15 Martin surveyed those same students in their senior year and found significant gains in the sense of purpose related to faculty interaction, participation in clubs and organizations, and campus environment.16 Thieke and Martin's research indicated questions of meaning cannot be left to career counselors alone. Questions of purpose must be addressed in the whole of the academy as mentoring communities involving students' interactions with faculty and one another as they study, play, and work.17 Chickering and Reisser identified seven institutional factors impacting student development, including institutional size, mission, and studentHIGHER EDUCATION LEADERSHIP, CHRISTIAN COLLEGES, AND STUDENT DEVELOPMENT OF CALLING
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