Vocation Revisited, Part 3: Interfaith Engagement and Relationships

A conversation facilitated by Anita Houck with Professor Stacy Davis (Religious Studies and Gender and Women’s Studies, Saint Mary’s) and two graduates, Romona Bethany, now Group Violence Intervention Program Manager for The City of South Bend, and Sophia Funari, currently a student in the M.Div. program at the University of Notre Dame. For Part I of their conversation, click here, and for Part II, click here.

Can “vocation” work in interfaith contexts, or does it just sound too Christian?

Stacy Davis: Vocation suggests a path in life that God has called one to take. I think such language can be problematic for religious and non-religious people. For those who are religious, I think it can create a great deal of anxiety. What if I don’t know what that path is? What if I pick the wrong one? For non-religious people, the language may be too religious to be useful. With growing numbers of young adults having no religious affiliation, the term itself may not make sense to them, even if the idea of living a meaningful life does. This is not to say that students cannot and should not learn from multiple religious perspectives, but for non-religious students, I’m not sure “vocation” can ever work as a completely secular term… Young people want their lives to have meaning, and I agree with you that meaning should not be limited to how you make money. I just think that the word “vocation” carries some baggage that may take too long to unpack at this point.

Continue reading

Vocation Revisited, Part 2: Vocation and Privilege

A conversation facilitated by Anita Houck with Professor Stacy Davis (Religious Studies and Gender and Women’s Studies, Saint Mary’s) and two graduates, Romona Bethany, now Group Violence Intervention Program Manager for The City of South Bend, and Sophia Funari, currently a student in the M.Div. program at the University of Notre Dame. For Part I of their conversation, click here.

Anita: Dr. Davis, you’ve said that vocation-talk is a privilege. Would you be willing to say more about that?

Stacy: I was thinking about vocation-talk as privilege because, for better and for worse, I think it is class-based. This year is a case in point. So many folks have delayed college because of covid-related financial issues. And the reality is that delaying college makes it less likely that you will go. These are young people whose idea of the good life may have to completely shift, because they need to work to take care of their families. I think one of my main complaints when I was younger about vocation is its connection to work. Sometimes we do not take a job because we want it (so many summers as a secretary) but because we need to eat. Hitting closer to home, even though I’m now in whatever the middle class is supposed to be, I was raised working-class and still strongly associate with that. It almost seems decadent to talk about vocation, and I honestly don’t feel qualified to do so.

Continue reading

Vocation revisited, part 1

Over the years, Vocation Matters bloggers have often asked, “Is ‘vocation’ really a helpful word for the work we do with students?”

I’ve had the opportunity to work with wonderful colleagues who are powerful, generous mentors to our students, but who have had their own concerns about the word “vocation.” So I greatly appreciated the opportunity to talk about “the ‘v’ word” with Professor Stacy Davis, a scholar of the Hebrew Bible and Gender and Women’s Studies. I then brought Dr. Davis’s written thoughts to a Zoom conversation with two exceptional alumnae of Saint Mary’s, Romona Bethany, Group Violence Intervention Program Manager for The City of South Bend, and Sophia Funari, currently a student in the M.Div. program at the University of Notre Dame. I interwove the comments and invited these three wise women to edit their comments as they wished. My deepest gratitude to them for the privilege of learning from them.

Anita: Dr. Davis, you’ve raised questions about whether “vocation” is always a helpful term to use. What limitations do you see in the word, especially when we’re working with students?

Stacy: I have two main concerns with the language of vocation. The first involves the idea of vocation as a type of singular and permanent state, which I think can create an unnecessary sense of panic in emerging adults. David Cunningham notes that vocation needs to be a more flexible concept to acknowledge that paths change over time, and that vocation has often been limited incorrectly to one’s profession [see his introduction to Vocation Across the Academy]. But I am not sure the language of vocation is flexible enough for that.

Continue reading

Mentoring for the Cultivation of Virtue in the Sciences

Part of a series of posts written by a team of faculty and students at Calvin University who are developing a curriculum to support team-based research. Their hope is that this blog series will spark a dialog about measures of success that are not typically prioritized in scholarly work and ways this project could be expanded to other colleges and universities, both within and beyond the Christian tradition. This post was written by Rachael Baker, Julie Yonker, and Amy Wilstermann.

In the first three blogs in this series, we introduced our Team Sciences and Christian Practices project—an initiative aimed at preparing undergraduate scientists-in-training to work effectively in interdisciplinary environments through the development of faith-based virtue practices. Many students in the sciences have a narrow view of vocation that overemphasizes the value and importance of their paid work and their productivity in those spaces. Through the intentional and explicit inclusion of Christian Practices in a research experience, we hope to help students better understand that living vocationally transcends the work we do and encompasses discerning and prioritizing who we want to be as individuals and community members in work (and other) environments. Our curriculum aims to encourage students to think more deeply about what it means to engage fully in community and to equip them to do so in current and future research settings, classrooms, their local community, and beyond. In this last post we describe how we prepare faculty to discuss, model, and encourage employment of faith-based virtue practices in their undergraduate research settings and how we are assessing the impact of our curriculum.

Continue reading

The Vocation of Science

Part of a series of posts written by a team of faculty and students at Calvin University who are developing a curriculum to support team-based research. Their hope is that this blog series will spark a dialog about measures of success that are not typically prioritized in scholarly work and ways this project could be expanded to other colleges and universities, both within and beyond the Christian tradition. This post was written by Rachael Baker, Julie Yonker, and Amy Wilstermann.

In the previous two blog posts, we discussed the framework and some key examples of the curriculum we are developing in (Christian) practices for success in Team Science. In this post, we will discuss how a NetVUE faculty development grant led to a vision for understanding the vocation of science differently and how making that vision explicit is important for engaging students in their own vocational exploration.

Faculty are expected to engage in vocational exploration with students. Sometimes vocational engagement is explicitly addressed through a class discussion, sometimes through an internship or research experience, and sometimes more informally through an advising or mentoring relationship. To teach, mentor and advise students, faculty members need to be theologically literate in the tradition of the institution and grasp how those theological commitments bear on disciplinary issues and questions of vocation. The vocation of the professor is intertwined with navigating callings in themselves and mentoring callings in their students. This multi-faceted approach to faculty vocation requires accurate self-understanding and awareness of the perspective of students. 

Continue reading

Practicing Humility in the Sciences

Part of a series of posts written by a team of faculty and students at Calvin University who are developing a curriculum to support team-based research. Their hope is that this blog series will spark a dialog about measures of success that are not typically prioritized in scholarly work and ways this project could be expanded to other colleges and universities, both within and beyond the Christian tradition. This post was written by Hannah Hooley and Rachael Baker.

In our last post, we gave you an overview of our work of building a thriving research team that aims to prepare students to work effectively in team science settings. In this post, we would like to provide an expanded discussion of one of our central practices, humility. 

Contemporary definitions of humility, such as the definition from the VIA Virtues Project shown below, emphasize that humility includes possessing an accurate view of oneself. This accurate estimation of oneself together with appreciating the values and differences of all things aligns with an understanding of humility from our faith tradition in which humility is second only to love as taught in the Bible, emphasizing relationship with God and others (see Yonker et al., 2017). The Greek word (tapeinos) that Jesus and the apostles used when calling followers to humble themselves “conveys the idea of having a right view of ourselves before God and others” (see Thomas A. Tarrants of the C.S. Lewis Institute on “Pride and Humility”). It suggests the importance of being honest and realistic about who we are as individuals and in relation to others as members of a community. 

Continue reading

Building a Thriving Research Team

A group of faculty and students at Calvin University is developing a curriculum to support team-based research. Their aim is to incorporate communal and individual professional skills into research team processes to foster thriving community and improved vocational discernment for students. They seek to build a community of scientists whose scholarship aligns with their values: authentic community, member well-being, and scientific excellence. Their hope is that this blog series will spark a dialog about measures of success that are not typically prioritized in scholarly work and ways this project could be expanded to other colleges and universities, both within and beyond the Christian tradition.

The events of the past year and our experiences with SARS-CoV-2 have demonstrated that the ability of scientists with diverse expertise to work together is vital to scientific success. A whole field of study, known as the Science of Team Science, has arisen around identifying strategies to bring scientists together to confront complex questions and solve problems effectively. Team Science is defined as “research conducted by more than one individual in an interdependent fashion, including research conducted by small teams and larger groups” (Cooke & Hilton, 2015). 

Many potential benefits of the team approach to science have been identified, for example, 1) enhanced capacity to achieve goals, 2) increased productivity and influence, and 3) improved outcomes for individual team members (Cooke, 2015; DeHart, 2017). However, several factors hinder attainment of the benefits of team science. These problems include inter-task dependence, lack of common vocabulary (communication challenges), and goal misalignment (lack of commitment) (Bennett et al., 2010; Cooke, 2015). As the Science of Team Science has illuminated, and our global experience of the COVID-19 pandemic has exemplified, students entering scientific careers will need to be able to work effectively as members of multi-disciplinary teams.

Continue reading