Vocational Discernment Initiatives

[1] Background and Purpose:

“All day I think about it, then at night I say it.
Where did I come from,
And what am I supposed to be doing?
I have no idea.
My soul is from elsewhere, I’m sure of that,
and I intend to end up there.”

-Rumi

As students begin vocational exploration, opportunities for personal reflection and guided assessment are helpful as they select classes and majors. As they move into the sophomore year, the initiatives will challenge them to identify two or three vocational paths they may want to explore and create a practicum or some other experience. In their junior and senior years the vocational dialogue will address the deeper questions such as “where does your deep gladness and the world’s deep hunger meet?” This will move them to a higher level of self-actualization and assist them in making the important transition from college to the life beyond college.

[2] Benchmarks:

An effective Vocational Discernment process will begin in the student’s freshman year and continue through commencement. It will include the following components:

• Self-Awareness – experiences and assessments that enhance understanding of personal skills, values and interests
• Experiential Learning - opportunities for mentoring and “hands on” learning
• Exploration Opportunities – means to discover answers to the question, “what can I do with this major, experience, etc.?”
• Identification of Societal Needs – opportunities to develop an awareness of broader global and local needs and an understanding of how they can respond.
• Spiritual Growth – meaningfully connecting the vocational discernment process with their spiritual and/or religious development (NOTE: depending on campus context, this may be a “tool” used individually and not a core program component).
• Partnerships – collaboration with other constituencies to offer “seamless” education and programming (Career Services, Campus Ministry, Theological Exploration of Vocation, www.Idealist.org).

[3] Examples of Excellence and Innovation:

Self-Awareness activities assist students in gaining an understanding of their personal skills, values and interests.

• Personality Inventories: Incorporate the use of a personality inventory into training or a retreat, monthly meeting, or workshop. The MBTI can be a very effective tool to help students understand the lens through which they see and experience the world. This instrument is used on many college and university campuses, so there may be an opportunity for collaboration with Career Services, New Student Orientation, etc. In the event students already take the MBTI through another venue on campus, arrange to have someone make an interpretive presentation on how this information can be used in conjunction with their Bonner experience.
• 1-on-1 Advising: Create a regular (monthly, semesterly) meeting schedule with each Bonner to discussed their personal growth. Through this intentional dialogue, students can be guided on a journey of self-discovery: What are their strengths? Areas for development? Do they have an accurate sense of self? Based on the students self- assessment, identify meaningful experiences for them to take advantage of (attend an upcoming campus workshop on conflict resolution, take a career interest profile, identify an alumni mentor, etc.).
• Spiritual Development: Depending on the campus culture, spiritual development can be treated as a means to enhancing self-awareness or it can serve as a broader category of development.

Experiential Learning activities provide students with opportunities to develop mentoring relationships.

• Learning Circles: Create a learning circle for Bonners. Learning circles are small groups (typically ranging from 5 – 15 people) that meet regularly to learn about and discuss issues of importance to them and society. They learn at their own pace, drawing on their own experiences and understandings, without a lecturer or an expert 'running' the show'. In order to enhance the learning experience, students can become a part of an “e-circle” and learn with other Bonners across the country or other people throughout the world. A training module on how to facilitate learning circles is available in the Bonner curriculum.
• Internships: Students can gain vital hands on experience in their major and/or the area of their life’s passion through internships. Contacts through Career Services or the Bonner Partners Network can be very instrumental in establishing a summer, semester or year-long internship. Highlight internship opportunities by inviting Career Services or Bonner Partners to speak at a regular meeting OR share information about Bonner Partners from the Weekly Updates.
• Study Abroad: Promote study abroad. Study abroad can be an invaluable experience for students. Not only does is afford them an opportunity to learn in a different academic perspective; but they can also broaden their global understanding by experiencing life in a different culture and looking at their homeland through a different lens. For students unable to pursue a full semester or year abroad, it is beneficial to explore opportunities for month-long or other intensive travel trips.

Activities designed for the Exploration of Opportunities enable students to discover an answer to the question, “what can I do with this major, experience, etc.?”

• Career Fairs: There are a number of Career Fairs open to college students. The Career Services office may already coordinate annual career and/or major fairs on campus as well as arrange to take students to other larger (regional or national) career fairs. Not only is it advantageous for students to participate, but this is also an opportunity for collaboration. A junior or senior Bonner may wish to assist in the development of a campus non-profit career fair and/or assist with the recruitment of non-profit agencies to the larger campus career fair.(Additional information on Excellence and Innovation appears on the following page.)
• Post-graduation preparation and support: For students exploring the option of continued study, identify workshops offered on campus to assist in the graduate school application process. Make sure students are aware of resources available through Career Services (GRE, MCAT, LSAT, GMAT test registration forms and study guides, graduate school panels, general graduate school catalogs, etc.). This is a wonderful opportunity to invite the Career Services Director to a Bonner meeting to make a presentation regarding the graduate school admission process and/or preparing a job search in the not-for-profit sector.

  If there are Bonner alumni in close proximity to campus invite them to serve on a panel to share their thoughts and experiences (regarding the work force, graduate school, experiences they wish they had taken advantage of, experiences which were particularly helpful, etc.) with the Bonners.

Activities focusing on the Identification of Societal Needs enhance students’ awareness of broader global and local needs as well as their understanding of how they can respond.

• Global Education: Bonners can gain a global education through a variety of curricular and co-curricular experiences. Participation in Alternative Spring Break trips provides tremendous exposure to the needs of other societies and cultures. Many Bonner Partners offer Alternative Spring Break and other short-term experiences. Summer internships or study abroad experiences are opportunities for immersion in other cultures.

  Another method of educating Bonners about the broader needs of society is to invite international students, faculty/staff, or members of the local community to a regular meeting. Ask them to share about their native culture: domestic, religious, economic and political structures. By comparing and contrasting cultures, these individuals can offer considerable insight and education to Bonners.

Additional Innovations:

• Community Partnerships: Many colleagues either on campus or beyond the campus perimeter are already planning and presenting information that is consistent with the Bonner mission. Whenever possible, create planning partnerships or simply promote those programs to students. Plan to attend as a small group or carpool whenever possible. Be open to inviting “guest presenters” to monthly Bonner meetings to do “quick and dirty” presentations on various topics of interest (How did they get where they are? How does a non-profit board work? How do grassroots movements impact
  change? What are global issues of which they should be aware?).

  Partnerships to utilize databases (Idealist, Alumni Affairs, etc.) Bonner alumni are an
  invaluable resource. Instead of re-creating work, contact Alumni Affairs to get copies of
  alumni contact information. They may be willing to create and maintain a database of
  Bonners for you.

[4] Campus Examples and Resources:

Berea College, Weaving Our Lives into a Meaningful Whole (PDF)

Berea College offers a one-day vocational workshop for juniors and seniors. Students are encouraged to consider the concept of vocation versus career and to identify where their core values might fit in when making decisions about life work. One of the reflective modules is titled, “Weaving Our Lives into a Meaningful Whole.” An outline of this program is included in the resource section. ”

Finding Your Vocational Fit: Exploring Your Interests and Passions (PDF)

“Finding Your Vocational Fit” is a resource than can be used to guide conversation in a 1-on-1 setting or to give the student for written reflection.

Idealist.org, Road Map (PDF)

Idealist.org has developed a “Road Map” to assist with navigating their web site. This is a tremendous tool to quickly connect students to resources related to career development, including, but not limited to: non-profit job, internship, and volunteer postings, career development tools, and career fairs. Resource Link to Idealist’s “Road Map.”

return to top