Major Decisions, Major Discoveries: Exploring Vocation in the Undergraduate Years, a series of posts from Nebraska Wesleyan University about helping students develop meaning and purpose as part of their major coursework
During their college years, students often find themselves at a crossroads, fumbling with questions about their future careers and personal fulfillment. In small-college settings, where personalized attention and experiential learning are prioritized, the exploration of vocation should be approached with deliberate attention and ample support. Within our Health and Human Performance Department, we recognize the significance of assisting students in discovering their calling, aligning it with their passions, and fostering holistic wellness along the way.
Exploration of Vocation
Steven, a sophomore in college, found himself lost in a sea of career options. He had no clue what he wanted to do with a Sport Management degree. After discussing strategic planning in class, each student was required to complete a project called “Strategic Plan of Me.” Students reflected on their own purpose or reason for being, wrote a mission statement for themselves, listed their passions and skills, researched industries, and analyzed the environment for tools and resources that might help them in multiple areas of their lives. As Steven crafted his strategic plan, a clarity emerged.
In our commitment to guiding students towards their vocations, we offer numerous activities and opportunities to do so throughout their undergraduate years. These range from classroom exercises to internships and research projects, from community engagements and mentorship programs to clinical settings and on-site management. Through these experiences, students gain valuable insights into who they want to be and what career paths they might want to pursue.
Furthermore, our faculty members take pride in engaging with each advisee one-on-one. These advising sessions provide a dedicated space for students not only to discuss their upcoming class schedule but also to reflect on their interests, skills, and values as well. With this open dialogue and individualized guidance, students are encouraged to envision meaningful careers that also resonate with their personal aspirations.
Integration of Wellness Dimensions
Through on-campus NetVUE workshops and in our department meetings, we explored ways to implement vocation-advising strategies through a holistic approach. We recognized that a fulfilling vocation not only encompasses professional success but also nurtures overall well-being across eight dimensions: physical, emotional, intellectual, social, spiritual, financial, environmental, and occupational. Because of this interconnectedness between vocation and wellness, we created a survey for advisees to complete prior to meeting with their advisors. The survey allows our one-on-one interactions to progress naturally into more meaningful conversations as opposed to being limited to checking off tasks and ensuring academic requirements.
By incorporating discussions on these wellness dimensions into our advising sessions, we ask students to consider how their career choices impact various aspects of their lives. For instance, we may explore the importance of work-life balance, the alignment of values with organizational culture, and the integration of personal passions into professional pursuits. By fostering holistic awareness, we help guide students to make informed decisions that promote their overall wellness alongside their vocational fulfillment.
Five Ideas to Enhance Support of Vocation Through a Holistic Approach
Although our department believed that we provided robust vocational support, we wanted to see tangible evidence of when, where, and how. In particular, five ideas formed the foundation of our efforts to nurture vocation and to help guide our students. For faculty members seeking to enhance their support for students’ vocational exploration, here are those five ideas to consider:
- Map Out Their Four-Year Vocational Journey: Purposefully identify vocational opportunities for your students that occur each year of their four-year degree program. These opportunities may arise within your classroom, through department initiatives, or via experiences provided by campus organizations. This approach not only highlights areas of success in fostering vocation among your students but also allows you to pinpoint years that may lack substantial vocational support. Find ways to enhance those years that lack initiatives, oftentimes the second year when students typically begin to immerse themselves into their degree programs. Then, utilize these findings to map out their four-year vocational journeys and share this map with them. Providing a visual representation of vocational opportunities could mitigate the anxiety of “what am I going to do with my life!?” Seeing the potential paths ahead eliminates stressful surprises yet assures them of specific opportunities for exploration.
2. Integrate Vocation into your Curriculum: Incorporate discussions about vocation into the curriculum across your various classes. Encourage faculty to design assignments, projects, or discussions that prompt students to reflect on their values, passions, wellbeing, and the alignment of these with their academic and career paths. Integrating vocation into coursework helps students see the relevance of their studies to their future aspirations
Because of the “Strategic Plan of Me” project, Steven gave himself a roadmap for the future that ignited a passion within him. Recognizing his fervent love for soccer and knack for organization, he reached out to the American professional soccer team in a nearby city. A single phone call sparked a whirlwind of opportunity. Steven found himself in an unexpected “career interview” with the president of the club. Before he knew it, summer plans were set in motion. The “Strategic Plan of Me” project had not only given him direction but had also opened doors to his dream career in the thrilling world of the sport industry.
3. Offer Career Exploration Opportunities: By exposing students to diverse career paths and experiences, faculty members can help them explore their vocational interests more deeply. This exposure could come in the form of networking events, partnering alums as mentors, internships, guest speakers from various professions, and/or research opportunities.
4. Cultivate Personal Relationships: Extend your support to students beyond the classroom and celebrate their successes. Encourage your students in their extracurricular activities, whether they be in theatre, music, or athletics. By attending a campus event, you are demonstrating a commitment beyond their academic performance, signaling care for your student’s holistic development. Even hosting informal gatherings such as “Cookies and Coffee” or “Crocktober Fest” invites students to connect with faculty members in relaxed settings. Through these interactions outside of the traditional classroom, we can provide more tailored support for the students’ vocational aspirations.
5. Facilitate Meaningful Advising Interactions: Prioritize one-on-one advising sessions to provide personalized guidance and mentorship, helping students navigate their vocational journeys with confidence and clarity. Ask questions. Urge students to reflect on their wellbeing across the eight dimensions (we use a Likert-scale survey), which fosters self-awareness and holistic growth. If additional support is necessary, assist them in accessing resources beyond your expertise. As you create a welcoming environment and prompt self-reflection, you are supporting students to continue their journey towards personal and professional growth.
By implementing one or more of these ideas, faculty members can play a pivotal role in empowering students to explore their vocations, nurture holistic wellness, and begin fulfilling career paths. In turn, this can lead to a harmonious work-life balance, enabling students to pursue their passions and use their skills for success in all aspects of their lives.
Gina Chambers is assistant professor of sports management at Nebraska Wesleyan University.
