1. The Development of Life Purpose in College Students: A Preliminary Study on the Effects of an International Living and Learning Experience Cindy Miller-Perrin Don Thompson Pepperdine University Conference of the Association for the Study of Higher Education November 7, 2009 1

2. The Value of Study Abroad Foreign Language Proficiency Enhanced Cultural Understanding Personal Growth Intellectual Emotional External vs. Internal Educational Goals 2

3. Research Hypothesis Students who participate in an International Program have more significant growth in faith, sense of life purpose and calling, and identity than those who do not. 3

4. Sampling Method Participants drawn from stratified random sample of 300 students from 2002 entering class Current sample included 74 students ranging in age from 18-22 years 4

5. Sample Demographics Participants primarily Caucasian (70%) Primarily Protestant (65%) Parental income over $100,000 (47%) 5

6. Dependent Measures Faith Surveys Faith Attitudes and Experiences Identity Status Diffusion, Foreclosure, Moratorium, Achievement Life Purpose Sense of Life Purpose, Calling, Discernment Service Toward Others 6

7. Faith Attitude Survey SubscalesSample Items Strength of Beliefs  I view myself as a religious person.  I have doubts about whether my religious beliefs are true. Importance of Faith  Religion is not a very important part of my life right now.  My faith is not very important to me. Life Application of Faith  I depend on my faith in God for decision- making and direction.  I try hard to carry my religious beliefs into all other dealings in my life. 7

8. Faith Experience Survey SubscalesSample Items Religious Behavior  How often do you attend religious services?  How often have you read the bible in the last year?  Within your religious or spiritual tradition, how often do you meditate? Spiritual Feelings  I find strength and comfort in my religion or faith  I feel God's love for me, directly or through others 8

9. Ego Identity Status Measure Classifies subjects into one of four identity groups: Achievement: exploration and commitment “It took me a while to figure it out, but now I really know what I want for a career.” Moratorium: exploration without commitment “Religion is confusing to me right now. I keep changing my views on what is right and wrong for me.” Foreclosure: no exploration, but commitment “My parents decided a long time ago what I should go into for employment and I’m following through with their plans.” Diffusion: no exploration or commitment “I haven’t really considered politics. It just doesn’t excite me much.” 9

10. Vocational Calling Survey SubscalesSample Items Sense of Life Purpose, Calling, and Discernment  I have a well-developed understanding of what my gifts and talents are.  I have a good sense for my purpose in life Service Toward Others  I plan to enter a career that emphasizes service to others.  I feel a deep sense of responsibility for reducing pain and suffering in the world. 10

11. International Programs at Pepperdine University Provide students a life changing international experience designed for intellectual, social, personal and spiritual transformation. Buenos Aires, Costa Rica, Florence, Heidelberg, Honduras, Hong Kong, Lausanne, London, Madrid, Thailand 55% of sophomores participate Student Experiences 11

12. Living & Learning Community 12

13. Academic Community Library, computer lab, offices, classrooms, dorm rooms, & student center 13

14. Spiritual Community Weekly Bible Studies and House Church 14

15. Mentoring Community The mentor-protégé relationship is critical. 15

16. Travel Students travel each weekend Program-wide field trip each term 16

17. Research Procedure Web-based survey, administered every spring semester of students’ college career Response rate ranged from 64-83% Analyzed subsample matched on age and sex IP Group = 37 students who attended an international program during their sophomore year No IP Group = 37 students who did not attend an international program 17

18. Results Preliminary analyses using chi-square analyses indicated no significant IP group differences on measures of SES, religion, or ethnicity Compared IP vs. No IP groups during first and senior years on measures of faith, vocational calling, and identity using repeated measures ANOVA 18

19. Faith Application Scores for First- Year and Senior Time Periods 19

20. Sense of Calling Scores for First-Year and Senior Time Periods 20

21. Service Scores for First-Year and Senior Time Periods 21

22. Achievement Scores for First-Year and Senior Time Periods 22

23. Summary of Findings International Living and Learning Experiences Enhance Faith Application Vocational Discernment Vocational Service Identity Achievement 23

24. Implications Shake students loose. Introduce them to an experience, preferably in another culture, that demands that they question life assumptions. Facilitate a sense of community, requiring mutual dependency and trust. Practice mentoring. Train faculty and staff. Provide opportunities for the mentor-protégé connection. Transformation will occur – watch for and nurture it. 24

25. Conclusions International living and learning experiences facilitate greater growth in faith, sense of life purpose, and identity Significant opportunities for personal growth occur when students leave their cultural comfort zone and rely on communities with mentoring support. 25

26. cperrin@pepperdine.edu thompson@pepperdine.edu 26