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. 

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The “Freshman Comp” Course: Speaking the Truth in Love

I’m starting to think the first-year writing course might be the most important class in the world, or, rather, to the world, at this cultural moment. 

It’s been a year of abysmal and broken public discourse. Add a pandemic, social injustice, increasingly shrill and reductive social media discourse, partisanship, the hijacking of minds and attention spans by technology, the endless stream of voices seducing us into lives of self-absorbed consumerism, language decay that leaves students increasingly unable to articulate their views and experiences, and I think “freshman” rhetoric deserves serious consideration for this outrageous award. It seems more urgent than ever to protect and nurture students’ abilities to think, discuss, debate, speak truth, hear truth, and disagree well. I think we are being called by our world, our culture, and our students to reimagine and redesign the nature and experience of first-year writing. 

The ability to recognize, analyze, formulate, and articulate a persuasive argument supported by good evidence is the heart of an academic. For millennia rhetoric has been thought vital to democratic politics, civic engagement, and education. 

But we need more. We need to help first-year students come to see and experience conversation and argumentation as a calling. 

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Advising is Teaching, and Other Truisms

Holistic mentoring—the kind of mentoring that ideally involves supporting students in the discernment of their vocations—is sometimes framed as a return to an older model of advising, one that was traditionally under the purview of faculty. Simply put, to borrow the subtitle from William James’ Pragmatism, holistic mentoring is “A New Name for Some Old Ways of Thinking.” Yet just as often it is celebrated as something new and distinctive, a welcome development over previous modes of advising that were prescriptive and often perfunctory.

Considered historically, the shifts in advising involved a related shift in personnel, that is, who is doing the advising and for what purpose. In many contexts, faculty have ceded advising to student affairs personnel and others. Advising occurs in various silos across campus, sometimes to the detriment of students. And, as Isabel Roche pointed out recently on the AAC&U Liberal Education blog, this leaves unfulfilled one of the important promises of the liberal arts college (See “Advising is Teaching. Now Is the Time to Make Good on its Promise”). 

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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. 

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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.

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A Call for Empathy and Honesty

Los Angeles, June 2020. Photo by Mike Von on Unsplash

America faces an unprecedented combination of challenges—a pandemic, historic economic disparity, a racial reckoning, and the threat of global climate change. Moments of crisis like this test our most basic moral foundations; the four major crises we face now challenge us to embrace the two fundamental elements of morality: empathy and honesty. 

As we teach in the shadow of these crises, we must cultivate a capacious empathy, which would embrace everyone, especially those with whom we struggle to agree or even understand, and an ardent demand for honesty, first from ourselves and second of those whom we engage. If we are to overcome these crises—and the next should we endure the combination now facing us—we must rediscover these two core principles of all moral behavior and use them to forge a way forward.

Central to our ability to build relationships is our capacity to feel empathy for others. (This is a contested claim; I prefer a virtue ethic, so I lean toward this view, but here is one example of the debate: “Does Empathy Guide or Hinder Moral Action?”). We must recognize the basic humanity, at a bare minimum, of others, if we are to enter into the relationships that morality governs. Without empathy, other human beings are merely objects to be manipulated or avoided.

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In praise of mischief-makers

A surprising piece in Inside HigherEd this week praises the work of mischief-makers. The authors make a case to other deans and directors to consider hiring people who are willing to shake things up and take risks. During this time of crisis and tumultuous change, we may be tempted to stick with what seems safe and known. But in fact the opposite is what is most needed now, they argue.

Their understanding of constructive mischief-making relies upon a certain set of virtues. The whole essay is an exercise in thinking about these interrelated qualities — “having a bent for mischief isn’t sufficient on its own,” they warn. Higher education needs more people who possess the traits of “creative playfulness” and an “impulse to nudge against tradition”; who naturally embody “a mix of empathy and impatience”; and who have a sense of humour and “an ability to connect to others from the heart.”

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Self-Care Workshop: Intentional Care for the Caregivers

In this final blog post on care in the academy, I want to highlight Wofford College’s self-care pedagogy workshops for instructors who teach incoming students in their first semester at the college. 

This work, funded by our 2020 NetVUE Program Development Grant (entitled Self Care Pedagogy for First-Year Students), supports sustainable practices for both students and instructors. Instructors applied to participate in our workshop. The opportunity to create and implement professional development began with a vision and these guiding questions:

  • How do we take the concept of care beyond the superficial aspect of “self-help” genres? 
  • How do we move self-care to deep care and sustain that care in our vocations and in our lives? 
  • Do we have the audacity to add care to our professional development and to our classrooms?  
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The gift of intervention

In my senior year of high school I received a gift that brought transformative opportunities to my life as time went by. Senior year marked the beginning of my third year living in the United States after immigrating from Mexico at age 15. If being an adolescent can be confusing and stressful by itself, being transplanted from a place of comfort to an unknown, new environment complicated my sense of self even more. Like many immigrants experiencing culture shock, I felt like an outsider early on; like many newcomers, I tried to be seen and be listened to by others the best I could. To me this meant trying to excel socially, athletically, and academically. Lacking self-confidence and having to continue to work on my English language skills, I didn’t do too well in the first category. Instead, I tried to play sports and to focus on my studies. In my first try at sports sophomore year, I didn’t make it through the first try-out day for the soccer JV team. As a junior, I barely made the JV basketball team. To this day, I think the only reason I made the team was because the coach was also my History teacher. My good grades in his class more so than my athletic abilities had to have awoken his compassion to let me be on the team.  

Pueblo High School in Tucson, AZ

Senior year was a different story. With nothing to lose, I tried out for the tennis team. In those days, Pueblo High School on the South Side of Tucson was an underperforming school. Only a handful of students in each class had hopes of attending college, me being one of them. In my senior year, the school needed new tennis coaches for the boys’ and girls’ teams. That same year, two Pueblo High alumni who had been student-athletes in the early 1970s returned home after finishing their respective medical residencies. Their commitment to community not only gave them the vision to someday open a community health clinic, which one of them did years later, but to volunteer together as coaches of the tennis teams at their old high school. The dedication to community and education was the gift my teammates and I received from our coaches, Dr. Frank Gomez and Dr. Cecilia Rosales.  

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Vocation Virtually: Telling Your Story

Part 5 of a series describing an electronic “vPortfolio” (vocation portfolio) developed at Augsburg University and centered on five metaphors for vocation: place, path, perspective, people, and story.

A fifth metaphor of vocation is story, which underscores the sense that everyone has a story to tell. There is a narrative arc to each life, and that story has a beginning, middle, and end. This dimension of vocation invites students to author their own stories and, in the telling, claim agency. “In the beginning, I/we….” or “Once upon a time, I/we….”  

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