1. 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

2. “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

3. 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.

4. Interests often based on very limited life experience Incentives: - job security - promotions - higher pay Incentives: - job security - promotions - higher pay Uncertainty & Discontent Concerns centered on: - amount of salary - job availability - job growth Sources of pressure: - family, peers, society, trends

5. Meaning… Significance… Hope in Career and LIfe Meaning… Significance… Hope in Career and LIfe

6. 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”

7. P e r s o n a l L e a d e r s h i p U n i q u e D e s i g n F o u n d a t i o n a l V a l u e s vision action mission passions experiences strengths faith character service stewardship expression fulfillment focus evidence Life Calling motivation Life Calling Conceptual Model Dr. Bill Millard Munday Endowed Chair of Life Calling, Professor of Leadership Studies, Senior Scholar

8. Foundational Values  Faith  Character  Service F o u n d a t i o n a l V a l u e s U n i q u e D e s i g n P e r s o n a l L e a d e r s h i p

9. 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.

10. Unique Design  Strength  Passions  Experience F o u n d a t i o n a l V a l u e s U n i q u e D e s i g n P e r s o n a l L e a d e r s h i p

11. Unique Design Strengths – Physical – Emotional – Intellectual – Psychological – Spiritual Experiences – Circumstances Positive Negative – Time When How Long – Intensity Passions - Interest -Desire -Sacrifice

12. Personal Leadership  Mission  Vision  Action F o u n d a t i o n a l V a l u e s U n i q u e D e s i g n P e r s o n a l L e a d e r s h i p

13. Personal Leadership Mission – Statement of purposeful action – Why I exist – What I am to do with my life Action – The Strategy and goals I will follow to live out my mission and see my vision become reality Vision ―The long-term view of how the world would look in the future if I successfully carry out my mission

14. P e r s o n a l L e a d e r s h i p U n i q u e D e s i g n F o u n d a t i o n a l V a l u e s vision action mission passions experiences strengths faith character service stewardship expression fulfillment focus evidence Life Calling motivation Standing for their beliefs Making change happen

15. Four Applications for student-empowerment.

16. LDR 150: INTRODUCTION TO LIFE CALLING Application 1: A tool for student-empowerment.

17. 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

18. 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

19. IMAGE Assessments Used To Examine Personal Strength

20. Sample Activity – Life Map

21. 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.

22. 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

23. QUESTIONS Application 1: Introduction to Life Calling

24. INDIVIDUAL LIFE COACHING Application 2: A second tool for student-empowerment.

29. Life Coaching Impact 2012-2013 AY: 648 Life Coaching appointments 47 completed our post-coaching survey Currently working with about 40 students

34. QUESTIONS Application 2: Life Coaching

35. PEER COACHING Application 3: A third tool for student-empowerment.

36. 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

37. 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.

38. 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

39. 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

40. QUESTIONS Application 3: Peer Coaching

41. LIFE CALLING SCHOLARSHIP PROGRAM Application 4: A fourth tool for student-empowerment.

42. 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

43. 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

44. Life Calling Scholarship Program Freshman 2 nd Semester Small Group Coaching Life Calling Plan Informational Interviews with professionals Online Networking Sophomore 1 st Semester Small Group Coaching Mock Interviews Job Shadowing Pre-Internship Experience Financial Planning Seminar #1 Online Networking Sophomore 2 nd Semester Small Group Coaching Financial Planning Seminar #2 Applied Leadership Plan Job Shadowing Alumni Networking Junior 1 st Semester Peer Coach for LDR 150 classes One on one mentoring Internship Experience

45. 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

46. 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

47. QUESTIONS Application 4: Life Calling Scholarship Program

48. Use at your Institution Brainstorm applications – Adjustments that might be needed Does anyone do anything similar? – We want to learn from you!

49. 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/