Courage & Calling:
Aiding the search for purpose and vocation
Jessica Briggs, M.S.
Coordinator of Life Coaching & Assistant Professor of Leadership
Jackie Stancil
Life Coaching Graduate Assistant
Indiana Wesleyan University
“Vocation does not mean a goal I pursue.
It means a calling that I hear.
Before I can tell my life what I want to do with it,
I must listen to my life telling me who I am.”
- Parker Palmer
Objectives
1.
Describe the nine-part Life Calling Model (Millard, 2004, 2012), which
helps students discover a life calling or sense of direction and life
purpose.
2.
Discuss the use of life coaching and the Life Calling model at IWU
through four programs.
3.
Apply the Life Calling Model to participants’ current work and settings
through interactive exercises and discussion.
4.
Discuss research projects in progress to assess current uses of the model
and their impact on students.
Uncertainty & Discontent
Incentives:
- job security
- promotions
- higher pay
Concerns
centered on:
- amount of salary
- job availability
- job growth
Interests often based on very
limited life experience
Sources of pressure:
- family, peers,
society, trends
Meaning…
Significance…
Hope
in Career and LIfe
Hugo
“Machines don’t come with any extra parts.
They always come with the exact amount they
need so I figured if the entire world was one big
machine, I couldn’t be an extra part! I had to be
here for some reason…and that means you have
to be here for some reason too”
Life Calling
Conceptual Model
character
faith
Dr. Bill Millard
Munday Endowed
Chair of Life Calling,
Professor of
Leadership Studies,
Senior Scholar
service
Life
Calling
mission
passions
vision
action
strengths
focus
evidence
experiences
Foundational
Values
 Faith
 Character
 Service
Foundational Values
Faith
― Broad Concept of
Faith
― Faith does not =
Religion
― Faith is a mindset or
worldview
Character
― “Moral Silos”
― The moral and ethical
quality of people
― “Life Congruence”
― Are life actions taken
consistent with the
mind-set they have
chosen?
Service
― Life Connection
―
―
―
―
―
Respect
Community
Concern
Responsibility
Action
The formation of our faith leads to the development of our character which
then leads us to a life of service.
Unique
Design
 Strength
 Passions
 Experience
Unique Design
• Strengths
–
–
–
–
–
Physical
Emotional
Intellectual
Psychological
Spiritual
• Passions
-
Interest
Desire
Sacrifice
• Experiences
– Circumstances
• Positive
• Negative
– Time
• When
• How Long
– Intensity
Personal
Leadership
 Mission
 Vision
 Action
Personal Leadership
• Mission
– Statement of
purposeful
action
– Why I exist
– What I am to
do with my
life
• Vision
― The long-term
view of how
the world
would look in
the future if I
successfully
carry out my
mission
• Action
– The Strategy
and goals I will
follow to live
out my mission
and see my
vision become
reality
Standing
for their
beliefs
Making
change
happen
character
faith
service
Life
Calling
mission
passions
vision
action
strengths
focus
evidence
experiences
Four Applications for
student-empowerment.
Application 1: A tool for
student-empowerment.
LDR 150:
INTRODUCTION TO LIFE
CALLING
Course Basics
• New Student Seminar Class
(freshmen/transfers)
• Required, 3 credit course
• Class size 10-25
• One semester (first semester at IWU)
• Integrated into New Student Orientation
Course Basics
• Explore all nine elements of Life Calling Model
• Hands on Activities, Personal Reflection and
Assessments
• Blended learning format (Fridays online)
• 35 sections taught by full time faculty, adjunct
faculty and Student Development professionals
• Each section is assigned a trained Peer Coach
Assessments Used To Examine
Personal Strength
IMAGE
Sample Activity – Life Map
Course Impact
• 4% retention increase this fall (course required
for all in fall 2012)
• Study Conducted by Indiana University and
Indiana Wesleyan University in 2006
– Pre-declared students who participated in the original
course were 3-6 times more likely persist year-to-year
than non-participants
– Declaring a major was significantly related to earning
a degree after 4 years.
Course Impact
• Students reported that the class helped them
– Lead more intentional lives
– Come to terms with expectations about having a
declared major
– With support necessary for them to be successful
– Relieve and reduce panic or pressure related to
remaining undeclared
– Become more sophisticated consumers of higher
education
Application 1:
Introduction to Life Calling
QUESTIONS
Application 2: A second tool for
student-empowerment.
INDIVIDUAL LIFE COACHING
Life Coaching Impact
• 2012-2013 AY: 648 Life Coaching
appointments
• 47 completed our post-coaching survey
• Currently working with about 40 students
Application 2:
Life Coaching
QUESTIONS
Application 3: A third tool for
student-empowerment.
PEER COACHING
Peer Coach Position
•
•
•
•
One for each section of LDR150 (pilot with 2)
Selected through interview process
Intensive training 5 days prior to NSO
Meets in Practicum class (LDR 245) twice a
month for continued support and training
• Receives one credit and stipend
Peer Coach Position
•
•
•
•
Coach – Help students focus on goals and strengths
Companion – Facilitate new connections
Connector – Provide bridge to university life
Champion – Encourage students to advocate for
themselves
Ashcraft, M.L. & Latino, J.A. (2012). Using peers in the classroom. The First-Year Seminar: Designing,
Implementing and Assessing Courses to Support Student Learning and Success, 4, 2-12.
Peer Coach Position
•
•
•
•
Attend every LDR150 session
Lead class activities as needed by faculty
Meet one-on-one with each student
Plan out-of-class activities
Peer Coach Impact
"I came in as a Pre-declarded student. After taking LDR150, it has
helped me not only figure out more about myself but has contributed to my
life calling and has enabled me to choose a major. As I became a Peer Coach, I
wanted the Freshman to have the same positive impact that this class has
had on my life. After meeting with almost all of my students, I know it has."
Being a Peer Coach and going through the training has really helped me learn
how much more goes into leadership than what people most think. In fact, I
have always strayed away from wanting to be a leader, but now after having
this position I have realized how much I can impact peoples' lives."
LB 10/31/13
Application 3:
Peer Coaching
QUESTIONS
Application 4: A fourth tool for
student-empowerment.
LIFE CALLING SCHOLARSHIP
PROGRAM
Life Calling Scholarship Details
• Application Process
– 75 students identified for leadership potential by LDR
150 instructor were invited to apply
– Students made a 90 second video
• introduction
• why they wanted to be in the program
• answered 3 essay questions
– Selected 24 students to participate in the program
Program Specifics
• Scholarship amount $2,000 per semester
• Program Requirements:
– Small groups of 6 students meet with the
facilitator bi-monthly for an hour
– Students are assigned outside activities that help
them further develop their understanding and
articulation of their life calling
Life Calling Scholarship Program
Freshman 2nd
Semester
• Small Group
Coaching
• Life Calling Plan
• Informational
Interviews with
professionals
• Online
Networking
Sophomore
1st Semester
• Small Group
Coaching
• Mock
Interviews
• Job Shadowing
• Pre-Internship
Experience
• Financial
Planning
Seminar #1
• Online
Networking
Sophomore
2nd Semester
• Small Group
Coaching
• Financial
Planning
Seminar #2
• Applied
Leadership Plan
• Job Shadowing
• Alumni
Networking
Junior 1st
Semester
• Peer Coach for
LDR 150 classes
• One on one
mentoring
• Internship
Experience
Primary Outcomes
•
•
•
•
•
•
•
Life calling confidence and directedness
Life skills development
Critical thinking approach to life calling
Ethical mindset
Financial competence
Attitude of stewardship
Professional preparation
Student Experience
“Who would have thought that a Scholarship Program could affect
someone's life so much? I have to admit, I was skeptical when I found out that the
money wouldn't just be put in my account after I was selected to receive it. I was told
that I would meet with someone every other week to talk about my life calling. As a
freshman, I still didn't even fully understand what that meant! To be completely
honest, I was intimidated.
I have learned SO much throughout this program. God opened the door for
this scholarship and has shown me incredible things throughout the meetings. The
"homework" assigned after each meeting wasn't even homework, it was a chance to
dig deeper in my faith and learn more about what draws me to certain experiences,
why I struggle in certain areas, and how I can better succeed beyond my college years.
E. H. 10/24/13
Application 4:
Life Calling Scholarship Program
QUESTIONS
Use at your Institution
• Brainstorm applications
– Adjustments that might be needed
• Does anyone do anything similar?
– We want to learn from you!
Thank you!
Jessica Briggs, M.S., Cert. Coach
• Coordinator of Life
Coaching, Assistant
Professor of Leadership
• Jessica.Briggs@indwes.edu
• 765-677-2060
Jackie Stancil
• Life Coaching Graduate
Assistant
• Jackie.Stancil@indwes.edu
• 765-677-2520
http://www.indwes.edu/Academics/CAS/School-of-Life-Calling-and-Integrative-Learning/