LEADERSHIP DEVELOPMENT:
CRITICAL BREAKTHROUGHS IN
INCARNATIONAL LEARNING,
LIVING AND LEADING.
College of the Ozarks February 25, 2010
INTRODUCTION
Founded in 1906 as School of the Ozarks
 Became a junior college in 1956 and a four
year college in 1965
 Renamed College of The Ozarks in 1990
 Liberal Arts College
 190 staff and faculty and 1,600 students
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WORK PROGRAM
Each student works 15 hours a week plus two
40-hour work weeks to pay for college tuition.
 Students may work 12, 40-hour weeks during
the summer to pay for room and board
expenses.
 There are over 80 work stations on campus
ranging from the cafeteria to the stained glass
studio.
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STATS
Student body composed of 45% men and
55% women
 80% of students live on CofO campus
 Job placement is 82% after graduation
with 12% continuing education in
graduate school
 90% of students must qualify for financial
aid.
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Mission & Vision
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The mission of College of the Ozarks is to provide
the advantages of a Christian education for youth
of both sexes, especially those found worthy, but
who are without sufficient means to procure such
training.
The vision of College of the Ozarks is to develop
citizens of Christ-like character who are welleducated, hard-working, and patriotic.
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Academic Goal To provide a sound education, based in the liberal
arts.
Vocational Goal To promote a strong work ethic, encouraging the
development of good character and values.
Christian Goal To foster the Christian faith through the integration
of faith with learning, living, and service
Patriotic Goal To encourage an understanding of American
heritage, civic responsibilities, love of country, and willingness to
defend it.
Cultural Goal To cultivate an appreciation of the fine arts, an
understanding of the world, and adherence to high personal
standards.
Presentation Summary
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Pedagogical implications of learning and
participation (Bolger)
Leadership empowerment through mentoring and
work opportunities (Larsen)
A lifestyle of servant hood and demonstration of
the gospel in whatever field the student feels called
(Freeman)
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Incarnational Learning: What is it?
“… in the matter of pedagogy and formation…
we’re interested in discerning how material
practices constitute pedagogies for the education
of desire that shape our very identity. On this
account, education is not something that traffics
primarily in abstract, disembodied ideas; rather,
education is a holistic endeavor that involves the
whole person, including our bodies, in a process of
formation that aims our desires, primes our
imagination, and orients us to the world – all before
we ever start thinking about it.
Incarnational Learning: What is it?
This is why educational strategies that traffic only in
ideas often fail to actually educate; that is, they fail
to form people. Given this link between formation
and embodiment, we might say that education is a
“meatier” task than we often assume.”
James K. A. Smith, Desiring the Kingdom
Incarnational Learning: What is it?
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The definition must start from the Incarnation of
Christ – God became flesh; the act or willingness to
meet the created in its own context.
The Church incarnates Christ to the culture by
meeting them in their current experiences and
understanding. The implication is that we embody
the character of Christ.
Incarnational learning then, must have an element
of modeling, not just an assimilation of ideas.
Incarnational Learning: What is it?
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Working definition for this presentation:
“Incarnational Learning is learning with legs. It is
more than experiential learning which may only be
periodic or intermittent. Incarnational learning is
focused on developing practices that shape our
hearts, in the process of acquiring information.”
Development Process
“The university is an experience, a rite of
passage, a glandular adventure, both a
postponement of and a rehearsal for the
proverbial real world.” Smith, Desiring the
Kingdom
 Student involvement and responsibility grows
with experience and maturity
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Development Process
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Freshmen Explore by experiencing different
opportunities in the college and meeting student
mentors
Sophomores Learn through an inter-generational
weekend retreat that guides them through servant
leadership.
Juniors Lead others in their particular areas of
interest and education through mentoring and
activities.
Seniors Teach both on campus and in the community,
solidifying their knowledge, and whetting their
appetite for more.
Student Led
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2 full time Student Directors
Leadership Council comprised of 5 other students
who oversee programming and administration
On-going activities include Leadership Forums and
peer mentoring Pig and Pie models
Mentors use the P.I.G. Model
P - Pray I - Invest G - Guidance
Mintys use the P.I.E. Model
P - Pray I - Inquire E - Experience
Educational Goals
Academic
Patriotic
Vocational
Cultural
Christian
Intergenerational Component
Incarnational Education
The Philippians 2 Model
You must have the same attitude
that Christ Jesus had . . .
- Phil 2:5 (NLT)
Incarnational Education
Being thoroughly educated teachers,
do not consider this education something to be
used to your own advantage;
rather, make yourself nothing
by taking the very nature of a servant,
being made in the likeness of a student. And
being found in appearance as a student,
humble yourself . . .
Paraphrase of Philippians 2:6-8 (NIV)
Incarnational Education
Requires faculty members who exhibit a
humble willingness
to understand,
value,
and step into their students’ worlds.
Incarnational Education
Is facilitated by faculty members who
receive from students,
give students opportunities to serve,
and participate in students’ lives.
Incarnational Education
Must address the challenge of spirit-body
dualism among both students and faculty.
Are our academic and spiritual lives
really connected?
Incarnational Education
In summary
incarnational education involves
effective teaching,
strategic support of student learning,
and overcoming significant
misunderstandings such as dualism.
Work Program
All full-time students must work a total of 280
hours per semester.
 They work instead of paying tuition
 80 different work stations ranging from food
service to construction
 The work program is a key part of the
educational process
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Student Life
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Student life is also a vital part of the educational
process
Students more likely to stay in school if they are
actively involved
At C of O the co-curricular activities take place on
top of the mandatory work program
Many leadership opportunities are found in these
co-curricular activities
Work Supervisors
Work supervisor training and
development is crucial
 Personality profiles
 Influence vs. authority
 Work as education
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Academics
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Understanding the educational process
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Students want responsibility and are eager to learn
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Tying all experiences into the educational process
influencing students to learn and grow
Servant leadership – teaching students and those
who lead them what leadership is all about.
Dualism
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What is it and why is it a problem
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Compartmentalization
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You can’t be a part-time leader
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Sanctification is a beautiful but difficult thing
Mentors
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We are all mentors
Changing the paradigm for staff and
faculty
They really are watching
Missional Component
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The current buzz word – holistic in nature.
Corporate as well as individual
Humbly submits to the character of God and seeks
to incarnate that to others
“What distinguishes us (as individuals, but also as
‘peoples’) is not whether we love, but what we love”
Smith, Desiring the Kingdom
Missional Component
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Students formulate their core values and understand
their motives (which stems from what they love.)
Serving others becomes the way in which we lead
both as a Christian institution and the Body of Christ
Global perspective of LDT – must build in a love for
the world, not just a sense of responsibility
LDT gives C of O the opportunity to play as a
symphony