Courage & Calling: Aiding the search for purpose and vocation

1. Courage & Calling: Aiding the search for purpose and vocation Jessica Briggs, M.S. Coordinator of Life Coaching & Assistant Professor of Leadership Jackie Stancil Life Coaching Graduate Assistant Indiana Wesleyan University

2. “Vocation does not mean a goal I pursue. It means a calling that I hear. Before I can tell my life what I want to do with it, I must listen to my life telling me who I am.” - Parker Palmer

3. Objectives • Describe the nine-part Life Calling Model (Millard, 2004, 2012), which helps students discover a life calling or sense of direction and life purpose. • Discuss the use of life coaching and the Life Calling model at IWU through four programs. • Apply the Life Calling Model to participants’ current work and settings through interactive exercises and discussion. • Discuss research projects in progress to assess current uses of the model and their impact on students.

4. Typical College/Career Development Model Uncertainty & Discontent Incentives: - job security - promotions - higher pay self-centered Concerns centered on: - amount of salary - job availability - job growth Job Career Interests often based on very limited life experience Major Sources of pressure: - family, peers, society, trends

5. Meaning… Significance… Hope in Career and LIfe Service-Centered Aspirational Model Stewardship Paradigm Life Calling Major & Career Discovery Tools

6. Hugo “Machines don’t come with any extra parts. They always come with the exact amount they need so I figured if the entire world was one big machine, I couldn’t be an extra part! I had to be here for some reason…and that means you have to be here for some reason too”

7. o n i a t l a V d a n l u u o e F s n g i s e D e u q i n U Life Calling Conceptual Model P e r s o character n a l L e a faith service d p e i r h s Dr. Bill Millard Munday Endowed Chair of Life Calling, Professor of Leadership Studies, Senior Scholar stewardship expression fulfillment motivation Life Calling strengths mission passions vision experiences focus action evidence

8. o n i a t l a V d a n l u u o e F s n g i s e D e u q i n U Foundational Values P e r s o n a l L e a d p e i r h s Faith Character Service

9. Foundational Values • Faith • Broad Concept of Faith • Faith does not = Religion • Faith is a mindset or worldview • Character • “Moral Silos” • The moral and ethical quality of people • “Life Congruence” • Are life actions taken consistent with the mind-set they have chosen? • Service • Life Connection • Respect • Community • Concern • Responsibility • Action The formation of our faith leads to the development of our character which then leads us to a life of service.

10. o n i a t l a V d a n l u u o e F s n g i s e D e u q i n U UniqueDesign P e r s o n a l L e a d p e i r h s Strength Passions Experience

11. Unique Design • Passions • Interest • Desire • Sacrifice • Strengths • Physical • Emotional • Intellectual • Psychological • Spiritual • Experiences • Circumstances • Positive • Negative • Time • When • How Long • Intensity

12. o n i a t l a V d a n l u u o e F s n g i s e D e u q i n U Personal Leadership P e r s o n a l L e a d p e i r h s Mission Vision Action

13. Personal Leadership • Vision • The long-term view of how the world would look in the future if I successfully carry out my mission • Mission • Statement of purposeful action • Why I exist • What I am to do with my life • Action • The Strategy and goals I will follow to live out my mission and see my vision become reality

14. o n i a t l a V d a n l u u o e F s n g i s e D e u q i n U P e r s o Standing for their beliefs character n Making change happen a l L e a faith service d p e i r h s stewardship expression fulfillment motivation Life Calling strengths mission passions vision experiences focus action evidence

15. Four Applications forstudent-empowerment.

16. Application 1: A tool forstudent-empowerment. LDR 150:introduction to life calling

17. Course Basics • New Student Seminar Class (freshmen/transfers) • Required, 3 credit course • Class size 10-25 • One semester (first semester at IWU) • Integrated into New Student Orientation

18. Course Basics • Explore all nine elements of Life Calling Model • Hands on Activities, Personal Reflection and Assessments • Blended learning format (Fridays online) • 35 sections taught by full time faculty, adjunct faculty and Student Development professionals • Each section is assigned a trained Peer Coach

19. Assessments Used To Examine Personal Strength IMAGE

20. Sample Activity – Life Map

21. Course Impact • 4% retention increase this fall (course required for all in fall 2012) • Study Conducted by Indiana University and Indiana Wesleyan University in 2006 • Pre-declared students who participated in the original course were 3-6 times more likely persist year-to-year than non-participants • Declaring a major was significantly related to earning a degree after 4 years.

22. Course Impact • Students reported that the class helped them • Lead more intentional lives • Come to terms with expectations about having a declared major • With support necessary for them to be successful • Relieve and reduce panic or pressure related to remaining undeclared • Become more sophisticated consumers of higher education

23. Application 1: Introduction to Life Calling questions

24. Application 2: A second tool forstudent-empowerment. Individual Life Coaching

29. Life Coaching Impact • 2012-2013 AY: 648 Life Coaching appointments • 47 completed our post-coaching survey • Currently working with about 40 students

34. Application 2: Life Coaching questions

35. Application 3: A third tool forstudent-empowerment. Peer Coaching

36. Peer Coach Position • One for each section of LDR150 (pilot with 2) • Selected through interview process • Intensive training 5 days prior to NSO • Meets in Practicum class (LDR 245) twice a month for continued support and training • Receives one credit and stipend

37. Peer Coach Position • Coach – Help students focus on goals and strengths • Companion – Facilitate new connections • Connector – Provide bridge to university life • Champion – Encourage students to advocate for themselves Ashcraft, M.L. & Latino, J.A. (2012). Using peers in the classroom. The First-Year Seminar: Designing, Implementing and Assessing Courses to Support Student Learning and Success, 4, 2-12.

38. Peer Coach Position • Attend every LDR150 session • Lead class activities as needed by faculty • Meet one-on-one with each student • Plan out-of-class activities

39. Peer Coach Impact "I came in as a Pre-declarded student. After taking LDR150, it has helped me not only figure out more about myself but has contributed to my life calling and has enabled me to choose a major. As I became a Peer Coach, I wanted the Freshman to have the same positive impact that this class has had on my life. After meeting with almost all of my students, I know it has." Being a Peer Coach and going through the training has really helped me learn how much more goes into leadership than what people most think. In fact, I have always strayed away from wanting to be a leader, but now after having this position I have realized how much I can impact peoples' lives." LB 10/31/13

40. Application 3: Peer Coaching questions

41. Application 4: A fourth tool forstudent-empowerment. life calling scholarship Program

42. Life Calling Scholarship Details • Application Process • 75 students identified for leadership potential by LDR 150 instructor were invited to apply • Students made a 90 second video • introduction • why they wanted to be in the program • answered 3 essay questions • Selected 24 students to participate in the program

43. Program Specifics • Scholarship amount $2,000 per semester • Program Requirements: • Small groups of 6 students meet with the facilitator bi-monthly for an hour • Students are assigned outside activities that help them further develop their understanding and articulation of their life calling

44. Life Calling Scholarship Program

45. Primary Outcomes • Life calling confidence and directedness • Life skills development • Critical thinking approach to life calling • Ethical mindset • Financial competence • Attitude of stewardship • Professional preparation

46. Student Experience “Who would have thought that a Scholarship Program could affect someone's life so much? I have to admit, I was skeptical when I found out that the money wouldn't just be put in my account after I was selected to receive it. I was told that I would meet with someone every other week to talk about my life calling. As a freshman, I still didn't even fully understand what that meant! To be completely honest, I was intimidated. I have learned SO much throughout this program. God opened the door for this scholarship and has shown me incredible things throughout the meetings. The "homework" assigned after each meeting wasn't even homework, it was a chance to dig deeper in my faith and learn more about what draws me to certain experiences, why I struggle in certain areas, and how I can better succeed beyond my college years. E. H. 10/24/13

47. Application 4: Life Calling Scholarship Program questions

48. Use at your Institution • Brainstorm applications • Adjustments that might be needed • Does anyone do anything similar? • We want to learn from you!

49. Thank you! Jessica Briggs, M.S., Cert. Coach Jackie Stancil Life Coaching Graduate Assistant Jackie.Stancil@indwes.edu 765-677-2520 • Coordinator of Life Coaching, Assistant Professor of Leadership • Jessica.Briggs@indwes.edu • 765-677-2060 http://www.indwes.edu/Academics/CAS/School-of-Life-Calling-and-Integrative-Learning/