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The Other 100 Hours

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The Other 100 Hours How the outside-of-class experiences affect the spiritual life of college students by Jane Thayer A presentation at the annual conference of ... – PowerPoint PPT presentation

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Title: The Other 100 Hours


1
The Other 100 Hours
  • How the outside-of-class experiences affect
  • the spiritual life of college students
  • by Jane Thayer
  • A presentation at the annual conference of
    Adventist Student Personnel Association
  • Union College, Lincoln, Nebraska
  • March 1, 2006

2
Time as a Resource
  • 168 hours in a week
  • 48 hours in class and studying
  • 10-20 hours working
  • 68 hours locked in
  • What is happening the other 100 hours?

3
Its All About Involvement
  • Involvement is a measure of the amount of time
    and physical and psychological energy that the
    student invests in the learning process.
  • --A. Astin (1975, 1977, 1984 )

4
Domains of Human Learning
  • Cognitive
  • Psychomotor
  • Affective

Knowledge, Beliefs, Critical thinking Skills,
Behaviors Values, Attitudes, Commitments
5
Difference in Language
  • Faculty Student Learning
  • Student Affairs professionals student
    development

6
  • Which domains comprise a college education?
  • If higher education is really about cognitive
    and affective outcomes then student affairs has
    a central part to play in educating the
    student. A. Astin
  • Involvement in Learning Revisited,
    Journal of College Student Development,
  • Sept / Oct, 1999, 588.

7
Out of Class Learning
  • Interviews with Wellesley alumnae indicate that
    critical experiences in college . . . the things
    that changed students lives . . . they tend to
    be more outside the classroom than in, informal
    rather than formal.
  • Marchese, quoted in Kuh, et al., Involving
    Colleges,
  • p. 336, 1991.

8
Out of Class Activities
  • The only factor predictive of adult success is
    participation in out of class activities.
  • --George Kuh et al., Involving Colleges, p. 9,
    1991

9
Outline of the Presentation
  • What does research tell us about the spiritual
    life of college students?
  • What is the context in which we are trying to
    foster spiritual growth?
  • What are the young adult developmental tasks
    that provide teachable moments?
  • Establishing identity
  • Finding meaning
  • Finding intimacy
  • Choosing a vocation

10
Spiritual Life of College Students
  • A national study of college students search for
    meaning and purpose

By Higher Education Research Institute UCLA
11
Indicators of Entering Students Spirituality
  • Indicator Percent
  • Believe in the sacredness of life 83
  • Have an interest in spirituality 80
  • Search for meaning / purpose in life 76
  • Have discussions about the meaning of life with
    friends 74
  • My spirituality is a source of joy 64
  • Seek out opportunities to help me grow
    spiritually 47
  • Describes students to some or a great extent
  • Agree strongly or somewhat
  • Consider it essential or very important

12
Indicators of Entering Students Religiousness
  • Indicator Percent
  • Believe in God 79
  • Pray 69
  • Attended religious services 81
  • Discussed religion / spirituality with
    friends 80
  • Discussed religion / spirituality with
    family 76
  • Religious beliefs provide strength, support, and
    guidance 69
  • Follow religious teachings in everyday life 40
  • Describes students to some or a great extent
  • Agree strongly or somewhat
  • Consider it essential or very important

13
Social Views of Students
  • Religious Engagement Spirituality
  • High Low High Low
  • Abortion legal 23 77 33 72
  • Same Sex Marriage 28 76 39 71
  • Laws against Homosexuality 53 16 44
    20
  • Sex OK if you like the person 15 67
    22 65

14
Differences by Religious Preference
  • Cluster One
  • Mormons
  • Seventh-day Adventists
  • Baptists
  • Other Christians
  • Cluster Two
  • Unitarians
  • Episcopalians
  • Eastern Orthodox
  • Jewish students
  • Buddhists
  • Hindus

15
Characteristics of the Two Clusters
  • Cluster One
  • Strongly Spiritual
  • Strongly Religious
  • Religiously / Socially Conservative
  • Very little religious skepticism
  • Cluster Two
  • Low on religiousness
  • High on religious skepticism
  • High on ecumenical worldview
  • High on caring
  • High on charitable involvement

16
Adventist Students Compared to Others
  • Adventist Mormons Others
  • High Spirituality 36 56 17
  • Compassionate Self-Concept 35 33
    30

17
Characteristics of Adventist Students
  • Religious Engagement High
  • Spiritual Quest High
  • Religion / Social Conservatism Average
  • Religious Skepticism Low

18
Current Views about Spiritual / Religious Matters
19
Study by Dr. Steve Henderson
  • Data from HERI
  • UCLA
  • 16,000 Students 133 Colleges
  • www.christianconsulting.net

20
Differences by Type of College
  • Drop in Church Attendance
  • Church College Secular College
  • X 4 Times Greater
  • Drop in Prayer Meditation
  • Church College Secular College
  • X 7 Times Greater
  • Overall Drop in Spirituality
  • Church College Secular College
  • X 15 Times Greater
  • Increase in Overall Religious Commitment
  • Church College Secular College
  • 5 Times Increase X

21
Hendersons Conclusions
  1. First year is the most critical for setting the
    course of ones religious commitment in college.
  2. Findings on type of college is in direct conflict
    with those who say that Christian kids should
    become salt and light in non-Christian colleges.
  3. The single most important thing to maintain or
    increase religious commitment student should
    get involved with a local Christian Fellowship.

22
Hendersons Advice to Students
  • Read How to Stay Christian in College
  • by J. Budziszewski

23
Quote from a Female College Student
  • I guess what I really mean is college is like
    this four-year period you have when you can try
    anythingeverythingand if it goes wrong, theres
    no consequences. You know what I mean? Nobodys
    keeping score! You can do things that if you
    tried them before you got to college, your family
    would be crying and pulling their hair out and
    giving you these now-see-what-youve-gone-and-done
    looks? . . . . College is the only time in your
    life, or your adult life anyway, when you can
    really experiment, and at a certain point, when
    you graduate or whatever, everybodys memory like
    evaporates.
  • From a book by Tom Wolfe.

24
Quote from a Campus Chaplain
  • Never before in the human life cycle (and never
    again) is there the same developmental readiness
    for asking big questions and forming worthy
    dreams. In every generation, the renewal of
    human life is dependent in significant measure
    upon the questions that are posed to us during
    this era in our meaning-making.
  • Sharon Parks in Big Questions, Worthy Dreams,
    2000, p. 103

25
Developmental Tasks
  • What are the young adult developmental tasks
    that provide teachable moments?
  • Establishing identity
  • Finding meaning
  • Finding intimacy
  • Choosing a vocation

26
Establishing Identity
  • Who am I?
  • Who does God think I am?
  • Who am I in relation to God to others?

27
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28
If you have come to Calvin College so you wont
have to wrestle with Nietzsche or worry about
evolution, youve come to the wrong school. You
cant rise with Christ unless youve died with
him first, and that means enduring some dark
nights of the soul. Cornelius Plantinga Jr. in
Engaging Gods World A Reformed Vision of Faith,
Learning, and Living, p. 127, 2002
29
(No Transcript)
30
Challenge and Support
31
The Identity God Gives Students
  • An identity grounded in God would mean that when
    we think of who we are, the first thing that
    would come to mind is our status as someone who
    is deeply loved by God.
  • David G. Benner in The Gift of Being Yourself,
    p. 49, 2004

32
Transformation Through Love
  • "I pray that out of his glorious riches he may
    strengthen you with power through his Spirit in
    your inner being, so that Christ may dwell in
    your hearts through faith. And I pray that you,
    being rooted and established in love, may have
    power, together with all the saints, to grasp how
    wide and long and high and deep is the love of
    Christ, and to know this love that surpasses
    knowledgethat you may be filled to the measure
    of all the fullness of God." Ephesians
    316-19

33
Finding Meaning
  • What is the purpose of life?
  • How did the universe begin?
  • Why is suffering so pervasive?
  • Etc.

34
Shipwrecked Faith
  • Sometimes they simply encounter someone, or
    some new experience or idea, that calls into
    question things as they have perceived them, or
    as they were taught to them, or as they had
    read, heard, or assumed. This kind of experience
    can suddenly rip into the fabric of life, or it
    may slowly yet just as surely unravel the
    meanings that have served as the home of the
    soul.
  • Sharon Parks in Big Questions, Worthy Dreams,
    p. 28, 2000.

35
Big Enough Questions
  • What should I do with my life?
  • How can I know Gods will?
  • Who do I really want to become?
  • How do I work toward something when I dont even
    know what it is?
  • Am I loveable?
  • Who will be there for me?
  • What is the meaning of money? How much is
    enough?
  • Am I wasting time Ill regret later?
  • How have I been wounded? Will I ever really
    heal?
  • Do I want to bring children into the world?
  • Why is there a growing gap between the haves and
    have-nots?

36
Finding Intimacy
  • Will I find a marriage partner? If not, who will
    be my close friends?
  • Where can I fit in?
  • Who will be there for me?

37
Subcommunities on Campus
  • Residence halls Total
  • Residence halls RAs domain
  • Student organizations
  • Campus ministries
  • Sports teams
  • Mentoring relationships
  • Chapels (whole school)
  • Church

38
Choosing a Vocation
  • What should I do with my life?
  • Have I chosen the right major?
  • What is Gods will for my life?

39
Andrews University Mission Statement
  • To consider vocation as a calling
  • To prepare for a meaningful position in the work
    place.

40
Theological Base for Vocation
  • There is not a square inch in the whole domain
    of our human existence over which Christ, who is
    Sovereign over all, does not cry Mine!
  • --Abraham Kuyper (1837-1920)

41
A Dream A Community
  • A Dream
  • Help them to identify their calling. Give them a
    vision of how they can partner with God in his
    work of redemption and restoration.
  • A Community
  • Give them the challenge and support they need for
    growth. Provide the loving, safe community for
    this growth.

42
The Other 100 Hours
  • Build the time you have them around their
    developmental tasks and interests
  • Establishing identity
  • Finding meaning
  • Finding intimacy
  • Choosing a vocation
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