What began as a way to share what she had learned about self-care quickly transformed… Inside Caysi’s blog is praise but also promise—the promise of a student taking on a subject explored together in class and making it their own.
My good friend and fellow religion professor, Dr. Sonya Maria Johnson at Beloit College, once reminded me, “You have to have your praise singers.” Translation: current students could sing the praises of my classes to prospective future students. This was such a wonderful moment to realize the power students hold. It also countered the idea of “student as client” by instead bringing to mind the beauty of nature and songbirds. It was about the power your current students hold and how that relationship is sacred in and of itself. Like me, she teaches at a small liberal arts college and knows how students hold power in how and who might sign up for your next class.
In this light, I am honored to have my former student Caysi Lewis take on singing the praise of my work on self-care by expanding it to incorporate her own perspective, interviews, and in-depth writing on the subject. After Caysi took my class (Caring for the Self, A Global Guide) she decided to make her senior capstone project a blog on the value and importance of self-care, called Caring for the Self.
Students’ work study can be a meaningful part of their vocation in multiple ways: a calling for them right now; a means to develop professional skills, habits, and confidence; and a part of their reflective process of vocational discernment. When designing curriculum for our weekly training meetings, I try to balance these three goals.
As the director of a Writing Center that is staffed entirely by undergraduate tutors, I believe my first priority is to mentor and support my tutors. While every student on campus can benefit from the Writing Center, the students whose undergraduate experiences are most transformed are the tutors themselves. I have a unique relationship with tutors as both a professor and supervisor, at the intersection of their academic growth and their working lives. Hiring them as first- or second-year students, spending a semester together in training, and then mentoring their work as tutors for two or three years, I have the privilege to form meaningful relationships with tutors that contribute deeply to my own sense of meaning and purpose in life.
How will a student make informed and worthwhile decisions if they cannot be still deciding, confident in their freedom from external and internal forces of their lives that pressure a rush to judgment? We want them to be open to new ideas and new evidence. We want them to discover new knowledge, and to dissolve attachments to ignorance. We want them to be critical and creative participants in private and common life. That is why we are—or need to be—ready to stand up for the invaluable worth of “still deciding.”
At a campus event a couple years ago, I spoke with prospective students and parents about studying the humanities. I was struck by one father’s question. He understood why we would insist on connecting the liberal arts with career success but, he said, it also worried him. He was thinking of his daughter growing into a young adult, for whom he wanted excellent career preparation but also much more.
His question was: Could I assure him we offer more?
In line with so many other colleges like ours, we at Maryville College have turned to outcomes assessment and, perhaps especially, employment outcomes as a measure of our educational effectiveness. We want to make the decision to come here easy, and so we have Powerpoints and data points and talking points at the ready to answer the questions we hear people asking, like, what jobs can you get with a degree in the liberal arts? Once those questions are settled, we move on—we say to ourselves—to the deeper values that we truly treasure.
In a previous post, I introduced two related concerns I have with the otherwise difficult, commendable work of turning a career into a calling. My concerns, again, are these:
First: If I were to fully and without remainder make my career into a calling, would that collapse the difference between them? Would calling and career become synonyms, such that the first no longer transcends and troubles the second?
Second: If it is I who makes meaning, and forges a path, and crafts a job, and even serves others through my work, does this mean that a calling is something that I always actively invent and employ, rather than hear and respond to? Can meaning, purpose, and service fall fully within my control without turning them into something they’re not?
Here I want to explore the second, related claim—namely, that strategically transforming a career into a calling risks giving too much custody and charge (not to mention credit) to any one human being. It risks obscuring the receptive, responsive dimension of being called, which is otherwise decisive to the phenomenon. Continue reading “The Chastening of Careerists, Part 2”
I had the good fortune to present at a regional NetVUE gathering here at Augustana College (Rock Island, IL) earlier this summer alongside Bryan J. Dik, professor at Colorado State University, leading researcher in “vocational psychology,” and co-author (with Ryan Duffy) of Make Your Job a Calling: How the Psychology of Vocation Can Change Your Life at Work.I have learned a great deal from the book, from Bryan’s presentation, and from our dinner conversation the night before. Most helpful is his insistence that, just as important as choosing and preparing for a relevant vocation—indeed, maybe more important—is a person’s ongoing work of crafting whatever job or career she or he currently holds into more and more of a calling. In other words, the work of living a calling goes far beyond the vocational discernment and decisions of college students. The initial selection of a career that draws on one’s gifts and passions and which contributes to the needs of the community is certainly important. And of course many of us (actually most of us) will need to reassess our chosen careers, repurpose, retool, “reinvent ourselves.” But even those of us on traditional career paths with relatively linear trajectories (tenured professors may be some of the few remaining!) can and should still find new ways to make meaning, forge purpose, and serve others through our work.
I am convinced that my colleagues and I would find more meaning, be more effective, and be, well, happier, were we to more intentionally, strategically, and regularly make our careers into callings. Still, I find myself wanting to offer a word of caution about the work of forging a career into a vocation. Continue reading “The Chastening of Careerists, Part 1”
Colleges and universities have always been places that espouse lofty values while, increasingly, they attempt to prove their worth to parents and students as places to prepare for paid employment. This bifurcation manifests itself in the area of student services on most campuses. Go in one door for career services and still others for spiritual counseling and community service. And, of course, you not only enter a different door but also a different building to find what most faculty think of as the real work of a university – research and teaching. The dominance of the division into academic disciplines and administrative compartments is hard to shake.
The movement to foster experiences, reflection, teaching, research, and publication on the subject of vocation, however, challenges the separation of different kinds of callings. In doing so, this movement enriches the lives of many. We can start paying real attention to what matters most in our lives and to the gifts we give and receive (inner calling) regardless of who is paying us and how much value others assign to it (outer calling). The word “vocation,” sometimes described as a voice within that resonates with an outer voice, can take us on a journey to places not usually associated with career preparation. We need to foster our avocations as well as our vocations. Continue reading “Naming Avocations: A Lesson Plan for the Vocation Classroom”
To paraphrase T. S. Eliot, “Mentoring kids is a difficult matter. / It isn’t just one of your holiday games.” Many obstacles confront undergraduate advising and mentoring. Faculty are pressed for time and advising often becomes a mere cog in the course registration machine. Colleges sell meaningful mentoring to students but rarely offer the needed resources to support robust advising. Students expect ready answers and affirming words — they want their advising to be “warm and fuzzy.”
Moreover, we tend to think of advising and mentoring as an individualistic endeavor; its goals include helping the student to navigate college and to find a personally suitable direction in life. But what if we looked beyond the student’s life-long personal fulfillment, and sought to make mentoring a socially transformative endeavor? What would this require Continue reading “Beyond “warm and fuzzy” mentoring”
Students at my university take a course in their final semester called “The Civil Engineering Profession.” Most of our time is spent reviewing requirements for professional licensure, along with different opportunities for employment in the public and private sector. These are some of my favorite discussions to have with students; they represent one of the few spaces within the undergraduate engineering curriculum where students might imagine themselves in different roles while working for an incredibly varied array of potential employers.
The real ‘aha!’ moment for me occurred in an unexpected place. I was filling in for a colleague on sabbatical at the time, and the one class period that I was not looking forward to dealt with résumés. It’s usually not a good sign when my very first act in preparing a new lecture for class involves a Google search! Fortunately, while browsing Purdue’s On-line Writing Lab (OWL), I discovered an excellent resource. (The sheer volume of information was overwhelming; I realized that I might end up spending fifteen minutes discussing how to mix serif and sans-serif fonts…)
My previous experience reviewing resumes with students suggests that the hardest part for everyone is the statement of one’s objective — that is, what the résumé-writer is hoping will result from others’ encounters with the document. Consider this example Continue reading “Is that vocation on your résumé?”