LEADERSHIP DEVELOPMENT:
CRITICAL BREAKTHROUGHS IN INCARNATIONAL LEARNING, LIVING AND LEADING.
College of the Ozarks February 25, 2010
INTRODUCTION Founded in 1906 as School of the
Ozarks Became a junior college in 1956 and
a four year college in 1965 Renamed College of The Ozarks in
1990 Liberal Arts College 190 staff and faculty and 1,600
students
WORK PROGRAM Each student works 15 hours a week
plus two 40-hour work weeks to pay for college tuition.
Students may work 12, 40-hour weeks during the summer to pay for room and board expenses.
There are over 80 work stations on campus ranging from the cafeteria to the stained glass studio.
STATS Student body composed of 45% men
and 55% women 80% of students live on CofO campus Job placement is 82% after
graduation with 12% continuing education in graduate school
90% of students must qualify for financial aid.
Mission & Vision The mission of College of the Ozarks is to
provide the advantages of a Christian education for youth of both sexes, especially those found worthy, but who are without sufficient means to procure such training.
The vision of College of the Ozarks is to develop citizens of Christ-like character who are well-educated, hard-working, and patriotic.
Academic Goal To provide a sound education, based in the liberal arts.
Vocational Goal To promote a strong work ethic, encouraging the development of good character and values.
Christian Goal To foster the Christian faith through the integration of faith with learning, living, and service
Patriotic Goal To encourage an understanding of American heritage, civic responsibilities, love of country, and willingness to defend it.
Cultural Goal To cultivate an appreciation of the fine arts, an understanding of the world, and adherence to high personal standards.
Presentation Summary Pedagogical implications of learning and
participation (Bolger)
Leadership empowerment through mentoring and work opportunities (Larsen)
A lifestyle of servant hood and demonstration of the gospel in whatever field the student
feels called(Freeman)
Incarnational Learning: What is it?
“… in the matter of pedagogy and formation… we’re interested in discerning how material practices constitute pedagogies for the education of desire that shape our very identity. On this account, education is not something that traffics primarily in abstract, disembodied ideas; rather, education is a holistic endeavor that involves the whole person, including our bodies, in a process of formation that aims our desires, primes our imagination, and orients us to the world – all before we ever start thinking about it.
Incarnational Learning: What is it?
This is why educational strategies that traffic only in ideas often fail to actually educate; that is, they fail to form people. Given this link between formation and embodiment, we might say that education is a “meatier” task than we often assume.”
James K. A. Smith, Desiring the Kingdom
Incarnational Learning: What is it? The definition must start from the
Incarnation of Christ – God became flesh; the act or willingness to meet the created in its own context.
The Church incarnates Christ to the culture by meeting them in their current experiences and understanding. The implication is that we embody the character of Christ.
Incarnational learning then, must have an element of modeling, not just an assimilation of ideas.
Incarnational Learning: What is it? Working definition for this presentation:
“Incarnational Learning is learning with legs. It is more than experiential learning which may only be periodic or intermittent. Incarnational learning is focused on developing practices that shape our hearts, in the process of acquiring information.”
Development Process “The university is an experience, a
rite of passage, a glandular adventure, both a postponement of and a rehearsal for the proverbial real world.” Smith, Desiring the Kingdom
Student involvement and responsibility grows with experience and maturity
Development Process Freshmen Explore by experiencing different
opportunities in the college and meeting student mentors
Sophomores Learn through an inter-generational weekend retreat that guides them through servant leadership.
Juniors Lead others in their particular areas of interest and education through mentoring and activities.
Seniors Teach both on campus and in the community, solidifying their knowledge, and whetting their appetite for more.
Student Led 2 full time Student Directors Leadership Council comprised of 5 other
students who oversee programming and administration
On-going activities include Leadership Forums and peer mentoring Pig and Pie models
Mentors use the P.I.G. ModelP - Pray I - Invest G - Guidance
Mintys use the P.I.E. ModelP - Pray I - Inquire E - Experience
Educational GoalsAcademi
c
Vocational
Christian
Cultural
Patriotic
Intergenerational Component
Incarnational Education
The Philippians 2 ModelYou must have the same
attitude that Christ Jesus had . . .
- Phil 2:5 (NLT)
Incarnational Education
Being thoroughly educated teachers, do not consider this education something to be used to your own advantage;
rather, make yourself nothing by taking the very nature of a servant, being made in the likeness of a student. And being found in appearance as a student, humble yourself . . .
Paraphrase of Philippians 2:6-8 (NIV)
Incarnational Education
Requires faculty members who exhibit a humble willingness
to understand, value,
and step into their students’ worlds.
Incarnational Education
Is facilitated by faculty members who receive from students,
give students opportunities to serve,
and participate in students’ lives.
Incarnational Education
Must address the challenge of spirit-body dualism among both
students and faculty.
Are our academic and spiritual lives
really connected?
Incarnational Education
In summary incarnational education
involves effective teaching, strategic support of student
learning, and overcoming significant misunderstandings
such as dualism.
Work Program All full-time students must work a
total of 280 hours per semester. They work instead of paying tuition 80 different work stations ranging
from food service to construction The work program is a key part of
the educational process
Student Life Student life is also a vital part of the
educational process Students more likely to stay in school if
they are actively involved At C of O the co-curricular activities take
place on top of the mandatory work program
Many leadership opportunities are found in these co-curricular activities
Work Supervisors Work supervisor training and
development is crucial Personality profiles Influence vs. authority Work as education
Academics Understanding the educational process
Students want responsibility and are eager to learn
Tying all experiences into the educational process influencing students to learn and grow
Servant leadership – teaching students and those who lead them what leadership is all about.
Dualism What is it and why is it a problem
Compartmentalization
You can’t be a part-time leader
Sanctification is a beautiful but difficult thing
Mentors We are all mentors
Changing the paradigm for staff and faculty
They really are watching
Missional Component The current buzz word – holistic in
nature. Corporate as well as individual Humbly submits to the character of God
and seeks to incarnate that to others “What distinguishes us (as individuals,
but also as ‘peoples’) is not whether we love, but what we love” Smith, Desiring the Kingdom
Missional Component Students formulate their core values and
understand their motives (which stems from what they love.)
Serving others becomes the way in which we lead both as a Christian institution and the Body of Christ
Global perspective of LDT – must build in a love for the world, not just a sense of responsibility
LDT gives C of O the opportunity to play as a symphony