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Summer Fellowships for Vocational Exploration Center for Service and Community Engagement Amy Bergstrom | SDAD 5650 December 5, 2014

D - CSCE Internship Seminar

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Summer Fellowships for Vocational ExplorationCenter for Service and Community Engagement

Amy Bergstrom | SDAD 5650December 5, 2014

RoadmapWhat I Learned

Roadmap2

Seattle University

Seattle University is dedicated to educating the whole person, to professional formation, and to empowering leaders for a just and humane world. 2012 Presidential Award for community service 2013 U.S. News and World Report list of top 25 schools for service-learning 78% of students take a service-learning class during their Seattle University experience

Seattle U - mission3

Center for Service and Community EngagementConnecting classroom, campus, and community

When the heart is touched by direct experience, the mind may be challenged to change. Peter Hans Kolvenbach, S.J.Student engagement programs are scaffolded, developmental, and integrated

CSCE Student EngagementLabor of LoveNew Student ImmersionsServe SeattleShort-term volunteerWeeklong immersionsService-learningJumpstart Corps memberJust Serve memberWork studyLong-term volunteerJumpstart leaderPartners for Action and CommunityJust Serve directorFellowshipsAdvocacy skills training2+ years in leadership programsAwarenessDissonance & Re-evaluationIntegrationLong-Term CommitmentLabor of Love

New Student Immersions

Serve Seattle

Short-term volunteerWeeklong immersions

Service-learning

Jumpstart Corps member

Just Serve member

Work study

Long-term volunteerJumpstart leader

Partners for Action and Community

Just Serve director

Advocacy skills trainingFellowships

2+ years in leadership programs

CSCE mission, student programs (jumble to timeline, highlight service-learning and fellowships)5

Work Plan Objectives

The Fellowship Program

Group dialogue

4 new-student projects7 internships +one-on-ones

People outline of fellowships7

Vocational ExplorationThink back to when you were entering your junior or senior year of college.

How did you understand your vocation? How did you feel about it?

How did you explore your vocation during college?8

The Fellows Goals for the SummerBetter idea of type of organization to work forTake on more challenging projectsLearn about culture of an organizationDo things wholeheartedlyBalance between discerning future plans for self as well as learning about organizationLearn new skillsUnderstand an organizations role in a larger issueHow professional interests and justice areas intersectHow just relationships come aboutExplore a different justice issue

Exploring Vocation TogetherRead Let Your Life Speak by Parker PalmerGroup conversations One-on-ones

Read Let Your Life Speak by Parker PalmerStruggled with the writing and the way some of his experiences were presentedBut it sparked conversation!!Group conversations Highs and lows very basic and students might not see importance, but I think they show a lot in what students choose to share often things from their siteOne-on-onesIntentionally asked them about their experience in the group, about their internships, about their projects and what are all of these things telling them about their vocation10

Its hard to look at your own life and see a meaningful journey.I began to value the importance of questions rather than answers.The meetings turned into moments of relief; we all dont know what were doing.The main thing to take away is that I have a lot left to think about.I learned a lot, but not what I was expecting to learn.What do I want to feel that passionate about?

What they said at the end11

Making Meaning of Vocation Chickerings (1969*) vectors of identity development Developing competence Establishing identity Developing purpose

Baxter Magoldas (2001*) theory of self-authorship Trusting the inner voice Building an internal foundation Securing internal commitments* As cited in Evans, Forney, Guido, Patton, & Renn, 2010

Making Meaning of Vocation Schlossbergs (1995*) transition theory

Moving in, moving through, moving out

The 4 Ss Situation: Trigger, timing, control, role change Self: Personal characteristics, psychological resources Support: Types, functions, measurement Strategies: Modify, control meaning, manage stress* As cited in Evans, Forney, Guido, Patton, & Renn, 2010

Theory to Practice and SDA Los

Vocational exploration as transitionActivities to understand self, found support in their cohort but biggest difference was in their understanding of the situation controlling meaning as a strategy

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SDA Learning OutcomesLO#2: Understanding students and student issuesLO#6: Developing and demonstrating skills in leadership and collaborationLO#8: Communicating effectively in speech and in writing

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What I Take AwayComplex programIntense relationship-buildingFrequent student wranglingFrustration and so much joyIve never been so reflective in my life.

Takeaways and Conclusion15

ReferencesEvans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010).Studentdevelopment in college: Theory, research, and practice. SanFrancisco: Jossey-Bass.

References16