This fall, St. Olaf received a NetVUE grant that supported faculty and staff to participate in communities of practice, exploring ways we can be more intentional about how we integrate vocation into our equity and inclusion efforts, our new general education curriculum, co-curricular activities, and other moments in our students’ academic lives. I signed up for the Vocation and the First Year Seminar group, partly out of curiosity to learn: How can we have meaningful conversations about vocation with students in their first year of college?
Reflecting on readings from Hearing Vocation Differently: Meaning, Purpose, and Identity in the Multi-faith Academy (ed. David S. Cunningham 2019), my colleagues shared ways that they mentor students to think about what they don’t want to do as a way to find a path for themselves; ways that encountering difference can help students clarify their values; and ways of cultivating affective ways of knowing.
But one colleague interrupted the conversation about how to integrate vocation in FYS to ask why: “Should we be talking about vocation with first-year students?” Is cultivating curiosity to explore new subjects and ideas more important than adding pressure to eighteen year olds to choose a track for a major and career? Does vocation really need to be one more thing in the bucket, along with how to find a book in the library, how to get a tutor, and how to get involved in a club? The question is a fair one.Continue reading