In a recent episode of NetVUE’s podcast Callings, Angela Duckworth discusses her book “Grit” and the significance of passion and perseverance. The conversation touches on mentoring, the importance of connection in education, and the relationship between human flourishing and serving others. Duckworth emphasizes goal setting and intentionality in pursuing one’s vocation.
Angela Duckworth
NetVUE’s podcast Callings recently released an episode featuring an interview with Angela Duckworth, the author of the well-known book Grit: The Power of Passion and Perseverance, a number one New York Times bestseller. Her TED talk on this topic is one of the most watched of all time. A 2013 MacArthur Fellow, Angela is the Rosa Lee and Egbert Chang Professor in the department of psychology and faculty co-director of the Behavior Change for Good initiative in the Wharton School, both at the University of Pennsylvania. Angela’s wide experience includes having advised the World Bank, NBA and NFL teams, Fortune 500 CEOs, as well as working as a math and science teacher in the public school system. She founded a summer school for underserved children and co-founded the Character Lab, a nonprofit dedicated to advancing scientific insights that help children thrive. Angela holds degrees from Harvard, Oxford, and the University of Pennsylvania.
The author reflects on the integration of vocational exploration within business education, highlighting the mismatch between students’ career readiness and the search for purpose. Despite feelings of imposter syndrome, she is driven to empower students to connect professional success with personal values, advocating for a holistic understanding of vocation in business contexts.
I’ve got a confession: When I applied for a NetVUE grant to embed vocational exploration in my organizational communication program, I did it partly because I knew I had what we in business call a “unique selling point.” Ever since being introduced to NetVUE, I’ve been reading its blog posts and listening to its podcast episodes, so I knew that my application would be considered alongside proposals for further integrating calling into English, philosophy, and theology programs. I was confident that NetVUE would be interested in bringing the language of calling into classrooms where it’s rarely, if ever, heard.
But that strategic thinking was not my only motivation. My study of organizational communication majors shows that students struggle with career transitions because they can’t connect professional preparation with individual purpose. My research on mid-career women reveals how a clash of personal and professional values lead to career disruptions—research with such a wide scope that it’s the foundation of my forthcoming book.
I know that underemphasizing vocation has serious consequences across the lifespan of work. But here’s what I didn’t know when I submitted my proposal: a serious case of imposter syndrome would follow.
On February 18, NetVUE hosted a webinar discussing the connections between vocation and character, featuring scholars Paul Wadell and Hannah Schell. They explored how to inspire students towards meaningful lives rooted in values amid a success-driven culture. The session also included audience questions and additional resources for educators.
On February 18, NetVUE hosted its most recent webinar, focusing on the deep connection between vocation and character. Speakers explored the power this connection has to shape who we become and live lives of meaning and purpose, guided by values and virtues—a challenging enterprise in a world that often rewards winning and success at any cost. The webinar featured Paul Wadell and Hannah Schell, two prominent scholars on virtue who both contributed essays to At This Time and In This Place: Vocation and Higher Education, the inaugural volume from the NetVUE Scholarly Resources Project. In their presentations, they highlighted the urgency of this conversation at this moment in time and its potential for cultivating hope. Sharing how they became interested in the intersection of vocation and character, they also addressed the relational nature of these concepts and encouraged viewers to understand our callings within larger communal contexts.
Increasingly, college students are outsourcing their schoolwork to artificial intelligence. This development is troubling for college educators everywhere, but especially for those of us working at church-related liberal arts institutions. Many of us believe that higher order thinking is not merely a marker of our humanity but the mark of our Maker. We hold that reasoning, like loving, is something God made us to do. We reason to learn the truths of Creation and to see ourselves as beings created in the divine image. When we ponder mysteries and solve problems, we act in accordance with our higher purpose. Conversely, when we too readily substitute artificial intelligence for our own, we compromise our callings. Generative AI can aggregate information, but it can tell us nothing about our souls. As philosopher Lily Abadal points out, only you can search your heart. Indeed, as the Catholic Church’s recent doctrinal note reiterates, what distinguishes human intelligence from AI is “the person’s openness to the ultimate questions of life.”
In January, a panel from NetVUE presented at the AAC&U Annual Meeting, focusing on higher education’s public purposes and vocational discernment. Panelists discussed integrating civic engagement, arts accessibility, and career development into education, emphasizing the need for collaboration and purpose in student experiences. The session highlighted both challenges and strategies for fostering student flourishing.
This January, I led a team of five colleagues affiliated with NetVUE who presented at the American Association of Colleges and Universities (AAC&U) Annual Meeting: Answering the Call for Constructive Engagement. One of the meeting’s tracks was “Advancing Public Purpose,” providing attendees the chance to explore many related questions: how we define the public purposes of higher education, how we think about telling and retelling our stories, and how a sense of purpose informs our leadership. There were also opportunities to learn more about anchoring purpose in various undergraduate experiences, including liberal arts pathways, civic engagement, research, project-based learning, and career and professional opportunities. Our NetVUE panelists shared concrete strategies for incorporating vocational exploration into undergraduate education by attending to career development and preparation, civic learning, community engagement, student well-being, and purposeful pathways.
Presenters included (left to right): Sheila Bauer-Gatsos, Michelle Hayford, Kamara Jackson, Terese Lund, Richard Sévère, and Darby Ray.
The article explores the importance of theatre in fostering community, belonging, and vocational exploration. It advocates for theatre programs to focus on community needs through productions and projects that engage local issues. This approach not only enhances belonging among students but underscores theatre’s role as a vital community resource.
A series on the role of theatre in vocation, with a focus on how it supports community-building, the uncommon good, and vocational exploration and discernment for all our students.
Lights up on STUDENT after campus workshop using theatre to address a community need.
This post initiates a series on the interplay between vocation and pedagogy, highlighting the significance of hope in the classroom. It emphasizes student engagement and the necessity of viewing learners as valuable individuals. By implementing Universal Design for Learning, educators can create inclusive environments that foster vocational conversations and support students’ unique experiences and aspirations.
The first post in a series exploring the connections between vocation and pedagogy.
“What conversations about meaning and purpose do you wish we were having in the classroom?” I asked a group of my senior students and then held my breath. When I first began thinking about vocation, I felt overwhelmed by both the possibilities and the challenges of integrating it intentionally into my teaching. To help me do so, I invited my students to help me understand what they needed so that we could imagine what was possible. They were eager to engage, and their ideas jumped quickly among three elements: the content of the conversations, the possible structures for activities, and the culture of the classroom. As my students shared their thoughts, they connected content and pedagogy in ways that encouraged me to think more carefully about designing possible activities to give shape to and reinforce the unfolding conversation. It was the beginning of my learning journey, which has led to many interesting observations of the reciprocal relationship between vocational exploration with students and general pedagogy.
In this first post, I want to consider vocational and pedagogical hope in the classroom. Students are shaped by the hopes we hold for them and the value we see in them. Engaging vocation invites us to see our students not merely as the receivers of learning but as people whose experiences, skills, and passions have value. It challenges us to consider how our interactions contribute to their discernment and flourishing. To view students vocationally is to embody hope for them, as Paul Wadell so aptly describes. We cannot think vocationally without hope, and the learning spaces we create contribute to communicating that hope to our students.
The post introduces community-engaged learning (CEL) as a powerful method for vocational exploration, emphasizing its role in developing students’ social responsibility and career readiness. By facilitating meaningful interactions with community partners, CEL encourages students to discover their talents, question personal priorities, and engage in reflective practices to deepen their understanding of vocation.
The first post in a series on the role that community-engaged learning can play in vocational exploration and discernment.
As a high-impact practice, community-engaged learning (CEL) has long been valued for fostering students’ social and personal responsibility, improving their learning and career readiness, and increasing student retention. We argue that CEL has another, rarely examined power: it is a powerful avenue for exploring vocation. In a 2025 webinar, Rachael Baker describes vocation as a capacious concept that stretches into all aspects of our lives, is open to all people, and summons us to consider the flourishing of individuals and communities. CEL nudges students to move beyond their narrow interests to examine their vocation or purpose; the latter is defined by Bill Damon as “a long-term, active commitment to accomplish something that is both meaningful to the self and of consequence to the world beyond the self.”
This post examines W.E.B. DuBois’s vital contributions to sociology, emphasizing his insights on race and marginalization. The post highlights that DuBois’s legacy inspires students facing challenges in academic and professional settings. His concept of double consciousness helps validate minority experiences, empowering students to navigate oppressive systems and pursue meaningful vocations.
The final post in a series on how the great sociological thinkers from the past can help us understand the struggle of today’s students as they explore and discern their vocations.
Until recently, W.E.B. DuBois was not considered one of the founding fathers of sociology. In The Scholar Denied, eminent sociologist Aldon Morris documents how and why academic institutions and leaders have downplayed DuBois’s ideas over the past century. Despite DuBois’s significant achievements, Morris argues that scientific racism prevented him and his work from being recognized as foundational to the discipline of sociology. Today, however, his contributions to the discipline—including methodological innovations, pioneering insights in the sociology of race, and empirical studies of African-American communities in the United States—are seen as central not only to sociology, but to public sociology, a tradition which unites scholarship and activism. His sociological insights into these areas also provide important ways to approach vocational exploration, especially for anyone responding to the call of justice and for the students with whom we work who are marginalized or minoritized.
On January 28, NetVUE hosted its first webinar of the year, discussing Bonnie J. Miller-McLemore’s book, Follow Your Bliss and Other Lies about Calling. Faculty members shared diverse experiences relating to the book’s themes of callings that encompass joys and challenges. The session included discussion, audience engagement, and resource sharing, with a recording available online.
Webinar presenters and host: (top row, left to right) C. Douglas Johnson and Esteban Loustaunau; (bottom row, left to right): Tara Brooke Watkins and Rachel Pickett.
On January 28, NetVUE hosted its first webinar of the calendar year, which explored this year’s Big Read—Bonnie J. Miller-McLemore’s Follow Your Bliss and Other Lies about Calling—from diverse perspectives and lived experiences. Three faculty members from NetVUE institutions reflected on the book’s major themes, including the reality that responding to our callings often requires us to wrestle with both the joys and the hardships that we face in our many roles in life. The presenters shared some of their vocational experiences that resonated with Miller-McLemore’s framework, hoping to help webinar participants find their way into it even if their lived experiences differ from the author’s.
