One of the Most Rewarding Parts of My Work Is Watching Students Grow

One of the most rewarding parts of working with students is realizing that growth rarely happens in a straight line.

Students struggle. They withdraw. They fail classes. They doubt themselves. Sometimes they disappear for a while and return years later in a completely different place emotionally and academically.

And sometimes, if they have someone who believes in them and enough support, structure, encouragement, and opportunity, they slowly begin building a life they once were not sure they were capable of creating.

Over the years, I’ve been fortunate to stay connected with many students long after they left Reedley College. Those moments are some of the most meaningful parts of this work because they remind me that student success is about much more than grades or units completed.

It is about watching students slowly grow into themselves.

Watching Students Find Direction

One former student came to Reedley College feeling unsure about financial aid, class selection, and career direction. Together, we worked through academic planning, financial aid questions, and conversations about possible career paths.

Eventually, the student transferred to Prairie View A&M University in Texas and is now working as a mental health clinician — work they genuinely love.

Years later, the student shared this with me:

“Some challenges I faced when first attending Reedley College were understanding how financial aid works, choosing classes, and figuring out my career path. After meeting with Dr. Cobb, he helped me understand financial aid, create an academic plan, and explore careers that matched my interests. I recommend his support to anyone who needs guidance with financial aid, career planning, or staying accountable to their academic goals.”

What stands out to me is not just the transfer or career success. It is the reminder that sometimes students simply need guidance, structure, and someone willing to help them make sense of systems that can initially feel overwhelming.

Students Do Not Always Succeed on the First Attempt

Another student struggled significantly during their first several semesters in college. There were withdrawals, failed classes, and periods where school simply did not feel manageable.

Years later, the student returned. This time, things were different.

The student had matured, developed more self-awareness, and was ready to approach college differently. We rebuilt a plan together, talked through goals, and slowly worked through the process one semester at a time.

Eventually, the student graduated with honors and earned a degree in Administration of Justice.

That experience reinforced something I’ve seen many times over the years: failing early in college does not mean a student is incapable of succeeding later.

In some cases students simply are not ready yet. Life, mental health, finances, trauma, family responsibilities, or emotional overwhelm are interfering with their ability to fully engage in school. Growth often happens later than students expect.

But it can still happen.

The Relationships Often Continue for Years

One former foster youth student has kept in touch with me for nearly a decade.

Recently, she asked if I would serve as a reference as she applied to become a probation officer. She got the job.

Afterward, she wrote:

“Thank you again for all of your help and support throughout the process — I truly appreciate everything you did for me.”

Moments like that stay with me because they remind me how important long-term support and encouragement can be, especially for students who may not always have consistent support systems around them.

Why This Work Matters to Me

Over the years, I’ve realized that students may not remember every degree requirement we discussed, every class we planned, or every meeting we had.

But they do remember how they felt when someone listened to them, believed in them, encouraged them, or helped them through a difficult period of their life.

I think that’s one reason many students stay in touch years later.

Some come back after setbacks because they remember they were treated with patience and without judgment. Others reach out years later to share career updates, ask for references, or simply say thank you. Those moments mean a great deal to me because they reflect relationships built over time through trust, consistency, and support.

One former student recently wrote:

“You’ve helped me so much, and I honestly don’t think I would have made it as far as I have without your guidance and support.”

Another former student, now working as a probation officer, reached out nearly ten years after we first worked together to share that she got the job and to thank me for supporting her through the process.

Moments like those remind me that this work is about much more than academics.

Students are often trying to figure out who they are while managing stress, setbacks, pressure, uncertainty, and major life transitions all at once. What helps most is knowing someone genuinely cares about their growth and continues believing in them while they learn how to believe in themselves.

That is one of the reasons this work continues to be so meaningful to me.

Final Thoughts

One of the most meaningful parts of this work is watching students who once felt overwhelmed slowly build confidence, direction, and stability over time.

• A student who once struggled academically graduates with honors.

• A former foster youth becomes a probation officer.

• A student uncertain about career direction becomes a mental health clinician helping others.

Those moments matter. And they are often built through years of persistence, support, reflection, growth, and someone continuing to believe in students while they learn how to believe in themselves.