Called for Life. A collaborative study at three colleges with Lilly Endowment vocation grants Augsburg College Presentation 11/1/10

Transcription

1 Called for Life A collaborative study at three colleges with Lilly Endowment vocation grants Augsburg College Presentation 11/1/10

2 Called for Life overview Three year Lilly Endowment funded study Examines impact of vocational discernment programs on three Lutheran campuses Augsburg (Minneapolis, MN) Augustana (Rock Island, IL) Luther (Decorah, IA) Seeks to stimulate thinking and action related to calling and vocation

3 Purpose of study Help participating colleges strengthen current programs Help Luther Seminary work with colleges and congregations Help Lilly Endowment understand current and potential results of vocation grants And, through all of the above, Help students become better equipped to discern and live their callings

4 Overview of Called for Life data 2,718 total surveys completed over three years including students, graduates, alumni, and faculty/staff. 1,900 different individuals surveyed 818 total student respondents completed baseline and follow-up surveys

5 Data collection schedule Spring 2006 Class of 2009 Class of 2007 Class of 2001 Web survey N=787 freshmen Web survey N=800 juniors -- Spring Phone interview N=247 grads Spring 2008 Web survey N=434 juniors Phone interview N=384 grads --

6 Definition of vocation Question: Do students and graduates define vocation in ways consistent with the theoretical model of vocation?

7 Component: God Vocation relates to God as at least one of the following: Aligning life with God or faith Serving or glorifying God Source of calling or listening to God Source of gifts, talents, or interests Source of purpose or meaning Working through a connection to God

8 Component: Gifts Vocation derives from or is related to at least one of the following: Identifying, developing, or using one s own gifts or talents Passions, interests, or fulfillment Skills, knowledge, or experience

9 Component: Community Vocation involves at least one of the following: Service to or helping others Service to community (specific groups or in general) Relationships that involve responsibility or obligations (to individuals or the larger community) Seeking the common good

10 Component: Self-discernment Consideration of self in connection with vocation that involves at least one of the following: Purpose or mission in life Values or beliefs Reflection or self-examination Personal or individual growth beyond simply education or training for a job or career

11 Theoretical model of vocation

12 Identifying components of the model (Graduate phone interviews: coded open-end responses)

13 How do graduates define vocation? (Graduate phone interviews: coded open-end responses)

14 Shaping their definition of vocation (Graduate phone interviews) 76% in the Class of 2007 and 52% in the Class of 2001 can think of an experience that shaped their definition of vocation and of those, respondents describe experiences

15 When was sense of vocation developed? (Graduate phone interviews) Would you say your sense of your own vocation was mainly developed?

16 Best predictors of increased understanding (All junior web surveys) Observed someone living out their vocation Involved in a church, religious, or spiritual organization Currently attend church once a month or more Service learning experience Another off-campus study or volunteer experience

17 Graduates who are aware of their vocation (Graduate phone interviews: Class of 2007 only)

18 What are the implications? Data from the qualitative analysis on what makes these activities effective

19 Qualitative analysis What makes these activities effective? Pervasive campus culture of vocational exploration, including Relationships with adults who take an interest Outside-of-classroom experiences with service and learning Classes that introduce and build on the concept of vocation Interactions with other students

20 Pervasive campus culture of vocational exploration Cumulative effect of many separate, mutually supporting influences Combination of Formal introduction of ideas and knowledge Informal opportunities to explore ideas and questions and test possible answers

21 Relationships with adults who take an interest Listen without judging Help students understand importance of discernment Help students look inside themselves Help students recognize opportunities to apply gifts and talents

22 Outside-of-classroom experiences with service and learning Service learning, job shadowing, and off-campus study help students look outside selves Expand horizons and perspectives Interact with people from different backgrounds Identify need for and value of help Try new things on for size Also help students look more deeply inside Identify and test interests, gifts, and talents Experience rewards of volunteering

23 Classes that introduce and build on the concept of vocation Help students learn about themselves, not just subject matter Change how students think about the world Open students eyes to the larger world Understand how academic content can be applied Personal as well as career applications

24 Interactions with other students With peers who are different Different backgrounds, values, insights, and experiences help broaden perspectives With peers who are similar Give reality check on how well new things will suit each other

25 b Thank you! For more information contact: Greg Owen at Wilder Research www.