ICS Calendar Title: Practicing Vocational Wayfinding

ICS Course Code: ICSD 132502/232502 W16

Instructor: Dr. Gideon Strauss

Term and Year: Winter 2016

Last Updated: December 5, 2015. Note: This is not the final version.

1. Course Description

2. Course Learning Goals

3. Course Requirements and Description and Weighting of Elements to be Evaluated

4. Required Readings and Viewings

5. Recommended Readings and Viewings

6. Course Schedule

1. Course Description

“What am I to do with my life?” “Who am I?” There appears to be an inextricable connection between the work that we do and our sense of who we are. As the poet David Whyte has suggested, work is for all of us a pilgrimage of identity. It is not, however, a pilgrimage for which any of us are provided with a GPS device, allowing us to navigate in straight lines with comfortable certainty towards clear career objectives that cohere in obvious ways with an immutable sense of our identity. Instead, this pilgrimage is more like the experience of Polynesian sailors, who traversed the vast expanses of the Pacific Ocean with the help of the stars, memory, and close attention to the patterns of the waves on the surface of the ocean as these reflected features of the ocean (including far-off islands). Polynesian wayfinding was a way of navigating that required alert improvisation and frequent reorientation from within a perpetually shifting context. Our vocational pilgrimages require of us to find our way in a similar manner.

In this course we will explore particular practices, frameworks, and tools, by means of which we can engage in vocational wayfinding. Prompted by our readings we will consider some of the relationships between work and identify: How does my work prompt my discovery of my sense of self? How do I try out possible selves in relation to whatever in the world is calling me toward particular kinds of work? What am I to do with my life? We will give close attention to those passages in our lives (in particular young adulthood and the middle passage of life) when both our work contexts and our experience of our identity are most obviously in flux. In addition, we will consider how to contribute skilful leadership and insightful mentoring to others as they engage in their own vocational wayfinding, particularly in the contexts of the workplace and educational institutions.

2. Course Learning Goals

  1. To become familiar with a number of different approaches to understanding the relationship between work and identity in order to cultivate a personal approach to understanding that relationship;
  2. To assemble a number of frameworks and tools for thinking about work and career in order to be able to both practice vocational wayfinding personally and to be able to provide mentoring and leadership to others in their practice of vocational wayfinding; and
  3. To essay into the practice of both personal vocational wayfinding and providing leadership or mentoring to others in vocational wayfinding in exploratory ways in order to evaluate the frameworks and tools presented in this course against personal experience and to develop a personal plan for continued learning (after the completion of this course) with regard to the concerns emerging from such an evaluation.

3. Course Requirements and Description and Weighting of Elements to be Evaluated

  1. Weekly written reports (as detailed in the syllabus) on a course total of 1,074 pages of reading and 263 minutes of viewing;
  2. Timely completion of three research papers of 1,250 to 1,750 words each (requiring no additional reading);
  3. Active participation (as detailed in the syllabus) in the online forums for this course; and
  4. Participation in an in-person intensive workshop in Toronto at a date to be determined.
  5. Description and weighting of elements to be evaluated:
  1. Reading reports:     30%
  2. Research papers:    30%
  3. Online forums:        30%
  4. Workshop:               10%

  1. In this course we will use the grading scale of the Toronto School of Theology:

Letter Grade

Numerical Equivalents

Grade Point

Grasp of Subject Matter

Other Qualities Expected of Students

A RANGE: Excellent: Student shows original  thinking, analytic and synthetic ability,  critical evaluations, broad knowledge base

A+

90-100

4.0

Profound and Creative

Strong evidence of original thought, of analytic and synthetic ability; sound and penetrating critical evaluations which identify assumptions of those they study as well as their own; mastery of an extensive knowledge base

A

85-89

4.0

Outstanding

A-

80-84

3.7

Excellent

Clear evidence of original thinking, of analytic and synthetic ability; sound critical evaluations; broad knowledge base

B RANGE: Good: Student shows critical capacity and analytic ability, understanding

of relevant issues, familiarity with the literature

B+

77-79

3.3

Very Good

Good critical capacity and analytic ability; reasonable understanding of relevant issues; good familiarity with the literature

B

73-76

3.0

Good

B-

 

70-72

2.7

 

Satisfactory at a post-baccalaureate level

Adequate critical capacity and analytic ability; some understanding of relevant issues; some familiarity with the literature

F

0-69

0

Failure

Failure to meet the above criteria

  1. If you are taking this course for credit you should plan to commit between 9 and 12 hours a week to completing the coursework. If you are auditing this course you should plan to commit between 1 and 9 hours a week, depending on how much you want to learn. If you find you need substantially more time than suggested here, please contact the instructor. As this course is in its first iteration, some accommodation may be possible.

4. Required Readings and Viewings

*Indicates books that course participants will need to purchase.

Brooks, David. “The Odyssey Years.” New York Times, October 9, 2007.

(http://www.nytimes.com/2007/10/09/opinion/09brooks.html) [2pp.] (Hereafter referred to as Brooks.)

Estevez, Emilio, director. The Way. Filmax Entertainment/Icon Entertainment/International Elixir Films, 2010. [123 minutes] (Hereafter refered to as The Way.) [Available from Amazon: http://www.amazon.com/Way-Martin-Sheen/dp/B007772IZY.]  

Evans, Dave, and Bill Burnett. “Stanford Open Office Hours.”

(https://www.youtube.com/watch?v=YKEq5iEmMSo) [25 minutes of viewing] (Hereafter referred to as Evans & Burnett.)

Green, Penelope, “Really Thinking About Things,” New York Times, 2007 [3 pp.]. (http://www.nytimes.com/2007/11/08/garden/08turkle.html?fta=y&_r=0) (Hereafter referred to as Green.)

*Ibarra, Herminia. Working Identity: Unconventional Strategies for Reinventing Your Career. Harvard Business School Press, 2004. [199 pages] (Hereafter referred to as Ibarra.) [Business Library: CC HF5384 .I23 2004 (Career Resources)]

O'Connell,  Ainsley. “Stanford's Most Popular Class Isn't Computer Science—It's Something Much More Important.” Fast Company, March 2015. [2pp.]

http://www.fastcompany.com/3044043/most-creative-people/stanfords-most-popular-class-isnt-computer-science-its-something-much-m (Hereafter referred to as O'Connell.)

*Parks, Sharon Daloz. Big Questions, Worthy Dreams: Mentoring Emerging Adults in Their Search for Meaning, Purpose, and Faith. Revised 10th Anniversary Edition. Jossey-Bass, 2011. [352 pages] (Hereafter referred to as Parks.) [Robarts Library: BL42 .P37 2011X]

*Smith, James K.A. Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Baker, 2009. [240 pages] (Hereafter referred to as Smith.) [ICS Library Reserve Shelf: BV178 .S63 2009]

Turkle, Sherry, “What makes an object evocative?,” in Turkle, Sherry (ed.), Evocative Objects: Things We Think With. MIT Press, 2011 [22 pp.]. (https://llk.media.mit.edu/courses/readings/Turkle-EO-conclusion.pdf) (Hereafter referred to as Turkle.) [UofT Library e-resource: http://go.utlib.ca/cat/8840373]

Vallée, Jean-Marc, director. Wild. Pacific Standard/Fox Searchlight Pictures, 2014. [115 minutes] (Hereafter refered to as Wild.) [Available from Amazon: http://www.amazon.com/dp/B00RVC2TG8.]

Von Busch, Otto. Research Navigation. (http://old.researchcatalogue.net/view?weave=1372) [12 pages] (Hereafter referred to as Von Busch.)

*Whyte, David. Crossing the Unknown Sea: Work as a Pilgrimage of Identity. Riverhead Books, 2001. [272 pages] (Hereafter referred to as Whyte.) [Robarts Library: BJ1498 .W48 2001X]

5. Recommended Readings and Viewings

Argyris, Chris, “Teaching Smart People How to Learn,” Harvard Business Review, 1991. [UofT Library e-resource: http://go.utlib.ca/cat/8395274]

Buster, Bobette. “Can you tell your story?” Do Lectures, 2012. (http://dolectures.com/lectures/can-you-tell-your-story/)

Christensen , Clayton M., “How Will You Measure Your Life?,” Harvard Business Review, 2010. [UofT Library e-resource: http://go.utlib.ca/cat/8395274]

DeLong, Thomas J. and DeLong, Sara, “Managing Yourself: The Paradox of Excellence,” Harvard Business Review, 2011. [UofT Library e-resource: http://go.utlib.ca/cat/8395274]

Drucker, Peter F., “Managing Oneself,” Harvard Business Review, 2005. [UofT Library e-resource: http://go.utlib.ca/cat/8395274]

Garber, Steven. Visions of Vocation: Common Grace for the Common Good. IVP Books, 2014. [Knox College Library: BV4740 .G37 2014]

Gelb, David, director. Jiro Dreams of Sushi. Magnolia, 2011.

Hall, Donald. Life Work. Beacon, 2003. [Robarts Library: PS3515 .A3152 Z475 1993 Note: this is not the same edition]

Kelley, Tom, and David Kelley. Creative Confidence: Unleashing the Creative Potential Within Us All. Crown Business, 2013. [Business Library: HD53 .K4534 2013]

Meehl, Cindy, director. Buck. MPI, 2011.

Nichols, Mike, director. Wit. HBO, 2001.

Parks, Sharon Daloz. Leadership Can Be Taught: A Bold Approach for a Complex World. Harvard Business School Press, 2005. [Robarts Library: HD57.7 .P3655 2005X]

Riedelsheimer, Thomas, director. Rivers & Tides. Docurama, 2004.

Senge, Peter, “The Leader’s New Work,” Sloan Management Review, 1990. [UofT e-resource: http://go.utlib.ca/cat/7755215]

Stanford d.school. The Design Thinking Toolkit for Educators.

(http://www.designthinkingforeducators.com/)

Stanford d.school. Virtual Crash Course in Design Thinking. (http://dschool.stanford.edu/dgift/)

Williams, Tod and Tsien, Billie, Wunderkammer. Yale Books, 2013. [Robarts Library: NA680 .W55 2013Y]

Further recommendations may be made by the instructor during the course.

6. Course Schedule

There will be several opportunities for Google Hangouts with the instructor during this course. Those opportunities will be announced well in advance in the Google Classroom for this course. While these Google Hangouts are not required, they may serve as a helpful opportunity to come to grips with the readings and other assignments in conversation with the instructor - and particularly in conversation with other students.

All assignments for a particular week must be completed by the deadlines provided in the Google Classroom, although a total of two emergency exceptions to this requirement may be arranged by means of timely email correspondence with the instructor. In the absence of such timely arrangements, assignments not completed within the required time frame will receive a zero grade.

Week 1

Assignments

  1. Read the Welcome Message in the Google Classroom for this course and watch the two videos (“Welcome to Practicing Vocational Wayfinding” and “A Slow Read through the Syllabus”) mentioned in that message.
  2. Introduce yourself to the other course participants in the Introductions topic thread in the Google Classroom for this course, responding to the five questions raised in the introductory post under that topic.
  3. Read through the course syllabus carefully and ask any initial questions you have about the syllabus and the course in the Syllabus and Course Questions topic thread in the Google Classroom for this course.
  4. Read Brooks and Von Busch.

Week 2

Assignments

  1. Read Whyte, Chapters 1 to 6.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 1,” “How to Report on Reading,” and “Work and Identity as Journey .”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)

Week 3

Assignments

  1. Read Whyte, Chapters 7 to 11.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 2” and “Work and Identity as Story.”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)

Week 4

Assignments

  1. Read Ibarra, preface and Chapters 1 to 4.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 3” and “Work and Identity as Experiment.”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)

Week 5

Assignments

  1. Read Ibarra, Chapters 5 to 8. Read O'Connell. View Evans & Burnett.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 4” and “Work and Identity as Design Problem.”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)
  5. Following instructions in the Google Classroom for this course, post a research paper of 1,250 to 1,750 words as a Google Doc in which you compare the approaches of Whyte and Ibarra to understanding the relationship between work and identity and - with reference to our reading and viewing to date - articulate your personal approach to understanding that relationship.

Week 6

Assignments

  1. Read Smith, Introduction and Part 1.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 5” and “The Dynamics of Desire.”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)

Week 7

Assignments

  1. Read Smith, Part 2.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 6” and “Is Prayer Paradigmatic for Practice?”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)
  5. Following instructions in the Google Classroom for this course, post a research paper of 1,250 to 1,750 words as a Google Doc in which you identify and evaluate those frameworks and tools for thinking about work and career encountered in this course to date that you find most helpful.

Week 8

Assignments

  1. Read Parks, Preface and Chapters 1 to 4.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 7” and “The Ecology of Meaning.”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)

Week 9

Assignments

  1. Read Parks, Chapters 5 to 8.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 8” and “The Politics of Mentoring.”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)

Week 10

Assignments

  1. Read Parks, Chapters 9 and 10, and the Coda.
  2. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 9” and “Pivots and Passages.”
  3. Post your report on this week’s reading in the Readings topic thread by Wednesday.
  4. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)

Week 11

Assignments

  1. Watch the following course videos in the Google Classroom for this course: “Instructor Remarks  after Week 9” and “Preparing for the Workshop.”
  2. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)
  3. Following instructions in the Google Classroom for this course, post a research paper of 1,250 to 1,750 words as a Google Doc in which you develop a personal plan for continued learning (after the completion of this course).

Week 12: Workshop, date to be determined.

Assignments

  1. Read Green and Turkle.
  2. Watch The Way and Wild.
  3. Following instructions in the Google Classroom for this course identify an evocative object that has significance in your own vocational wayfinding and bring it along to the workshop.
  4. Bring along your copies of the required reading in print or on your tablet.
  5. Bring along a laptop or tablet and make sure in advance that you will have access on that device to all of your written work for the course even if there are difficulties with wireless communications connections.
  6. And, just in case, bring along printed copies of the three research papers you have written for this course.

Week 13

Assignments

  1. Watch the following course video in the Google Classroom for this course: “Concluding Instructor Remarks.”
  2. Post a response of about 250 words to the question raised by the instructor in the Readings topic thread in the Google Classroom for this course by Wednesday. Subsequently post a further response of about 150 words to the response of any other student participant by Friday. (Further participation in the discussion of the readings in this topic thread is encouraged but not required.)
  3. Following instructions in the Google Classroom for this course, complete the online course assessment.

Students with diverse learning styles and needs are welcome in this course. In particular, if you have a disability/health consideration that may require accommodations, please feel free to approach me and/or Student Services as soon as possible.


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