The Development of Faith
and Vocation in
College Students and Faculty
Research and Assessment
Sponsored by the Lilly Endowment
Don Thompson & Cindy Miller-Perrin
Introduction
• Lilly Voyage Project
– The impetus for our work was funding related
to research and assessment
• A Positive Psychology Perspective
– Our focus is on what is good, healthy, growthoriented about college students and faculty
Method of Information Gathering
• Students
– Longitudinal study including baseline
assessment and evaluation each year over the
course of 4-year undergraduate career
• Faculty
– Pre/Post-test study assessing impact of Voyage
Project
– Ongoing writing assignments tied to Center for
Faith and Learning seminars
Assessment of Students
• Quantitative Survey
- Identity Development
- Vocational Discernment and Action
- Vocation as God’s purpose enacted through service
- Faith
- Strength of faith measured by attitudes/behaviors
- Faith maturity includes horizontal and vertical dimensions
- Spiritual Transcendence as prayer fulfillment, universality of
humanity, and connectedness to others
- University’s Mission and Impact of Faculty
Assessment of Students
• Qualitative Interview
Describe for me your personal vision of your vocation.
We often hear about people who “dedicate their lives to service.” What
would a life dedicated to service look like to you?
Do you consider yourself a religious or spiritual person? Describe a recent
event that challenged your faith (e.g., either something that caused you to
question your faith or something that caused your faith to grow).
Considering your entire time here at Pepperdine and all of the experiences
you have had over these four years, what has been the most meaningful
experience or event in helping you develop your sense of vocation?
Assessment of Faculty
• Quantitative Survey
– Assesses definitions of vocation, methods of
discernment, potential barriers to vocational
development
• Qualitative Autobiographies
– Essays that focus on turning points, key
mentors, potential barriers
I believe in God.
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Baseline
First-Year
Sophomore
Junior
My faith/religion is NOT
very important to me.
5
4.5
4
3.5
Faith
3
Religion
2.5
2
1.5
1
0.5
0
Baseline
First-Year Sophomore
Junior
I continually look for ways to
strengthen my faith.
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Baseline
First-Year
Sophomore
Junior
I have a good sense of God’s
purpose for my life.
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Baseline
First-Year
Sophomore
Junior
I am unsure about what God is
specifically calling me to do.
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Baseline
First-Year
Sophomore
Junior
I am motivated to choose a career that
will provide/fulfill…
5
financial
4
personal
service
3
2
1
0
Baseline
First-Year
Sophomore
Junior
The following individuals have
played an important role in
mentoring my development:
Academic
Friends
Family Members
Pepperdine Faculty
Church Members
58%
74%
72%
22%
Spiritual
Life Purpose
73%
76%
32%
51%
71%
85%
48%
31%
*Percent responding with “Agree” or “Strongly Agree.”
Visions for the Future
• Center for Christian Higher Education
Research
• National presence similar to Astin’s project
but with explicitly Christian focus
• Extension of developmental model to
incorporate alumni
• Summative Measures and Formative
Processes
Visions for the Future
• Student Intern Teams – Focus Groups, Surveys, Interviews
• Publications – Authored and Centralized
– Thompson/Miller-Perrin book on Student
Calling – an Anti-Binge resource
• Networking with other Colleges
• Conference Hosting
• External Funding
Potential Research Questions
• Freely Ye Have Received ...
– How has your Pepperdine educational
experience contributed to your spiritual
growth?
• Freely Give
– In what ways are you giving yourself to others?
• How are you sensing an integration between
your faith and your learning experiences?