1. 1 Mentoring Sophomore Students in Vocational Discernment: The Role of Faculty NetVUE Conference - Indianapolis March 11, 2011 Pepperdine University Elizabeth Krumrei, Cindy Miller-Perrin, Gary Selby, Don Thompson & Darryl Tippens

2. 2 Students experience significant changes in their perception of calling during their sophomore year, when they frequently go through identity crises with their faith and sense of vocational calling. We present research findings from an eight year study describing ways that faculty members can provide students with spiritual mentoring during this pivotal sophomore year. Pepperdine’s Voyage Project The Sophomore Experience Faith, Learning & Vocation Workshops The Mentor-Protégé Relationship Our Presentation

3. 3 Pepperdine’s Voyage Project  Our University  Vocation Grant Activity  Planning Grant 2001-2002  Major Grant 2002-2006  Sustaining Grant 2006-2008  Ongoing Activities – 2008-Present  Significant Grant Initiatives  Curricular and Co-curricular Components  Student Leadership and Ministry Initiatives  Faculty Development  Significant Institutional Learning: Research Outcomes  Students’ Personal Change: Sophomore Year  Faith, Learning & Vocation Workshops for Faculty  Faith, Learning & Vocation Workshops for Faculty 3

4. 4 The Sophomore Experience: College as Rite of Passage  Rite of Passage  Departure, Initiation, Return  Research Hypothesis & Measures  Student vocational development is formed by the intersection of faith development, identity development, and spiritual barriers.  Longitudinal Design  Three consecutive 4-year cohorts  300 item survey, sampled annually  2100 undergraduate students

5. Identity Development 5 Changes in Identity Development (Explore, Commit)

6. Changes in Faith Development 6

7. Changes in Vocational Discernment & Action 7

8. Changes in Vocational Barrier Perception 8

9. 9 Center for Faith and Learning Annual New Faculty Retreat  Rationale: Faculty as the “Front Line” for Encouraging Students’ Sense of Vocation and Mission  Format: 7-10 Day Intensive Seminar on Faith, Learning, and Vocation  Location: Pepperdine Study Abroad Facility (Florence, Buenos Aires, Lausanne)

10. 10 Retreat Components  Daily Worship  Sessions 1-2: Vocational Stories  Session 3: Scholars and Teachers  Session 4: What Makes a University Christian?  Session 5: Living Your Calling

11. 11 Retreat Impact  Personal Identity as Christian Scholars and Teachers  Strong Sense of Community  Resonance with Institutional Identity and Mission

12. 12 The Mentor-Protégé Relationship: The Mentor  Understanding my own vocational journey  Keys to self-discovery  Vocational Autobiography Reflection  New faculty retreat

13. 13 The Mentor-Protégé Relationship: The Protégé  What do students need/want?  Helping students explore their callings  Course-related methods  Mentorship outside of the classroom

14. 14 The Mentor-Protégé Relationship  Common pitfalls in student thinking about vocation  Narrow views of vocation  Vocation as static  False dichotomies

15. 15 Conclusion  Sophomores Experience Dramatic Changes  Faculty Preparation & Community  Mentor-Protégé Relationship – Key to Initiation and Return Darryl.Tippens@pepperdine.eduDon.Thompson@pepperdine.eduGary.Selby@pepperdine.eduElizabeth.Krumrei@pepperdine.edu