Leadership Development: Critical Breakthroughs in Incarnational Learning, Living and Leading.

1. Leadership Development:Critical Breakthroughs in Incarnational Learning, Living and Leading. College of the Ozarks February 25, 2010

2. 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

3. 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.

4. 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.

5. 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.

6. 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.

7. 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)

8. Incarnational Learning: What is it? “… in the matter of pedagogy and formation… we’re interested in discerning how material practicesconstitute 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.

9. 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

10. 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.

11. 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.”

12. 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

13. 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.

14. 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. Model P - Pray I - Invest G - Guidance Mintys use the P.I.E. Model P - Pray I - Inquire E - Experience

15. Educational Goals Intergenerational Component

16. Incarnational Education The Philippians 2 Model You must have the same attitude that Christ Jesus had . . . - Phil 2:5 (NLT)

17. 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)

18. Incarnational Education Requires faculty members who exhibit a humble willingness to understand, value, and step into their students’ worlds.

19. Incarnational Education Is facilitated by faculty members who receive from students, give students opportunities to serve, and participate in students’ lives.

20. IncarnationalEducation Must address the challenge of spirit-body dualism among both students and faculty. Are our academic and spiritual lives really connected?

21. Incarnational Education In summary incarnational education involves effective teaching, strategic support of student learning, and overcoming significant misunderstandings such as dualism.

22. 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

23. 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

24. Work Supervisors • Work supervisor training and development is crucial • Personality profiles • Influence vs. authority • Work as education

25. 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.

26. 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

27. Mentors • We are all mentors • Changing the paradigm for staff and faculty • They really are watching

28. 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

29. 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