ICS Calendar Title: Vocational Wayfinding

ICS Course Code: ICSDH 132702/232702 W19

Instructor: Dr. Michael R. Wagenman <mwagenman@uwo.ca>

Term and Year: Winter 2019

Last Updated: October 20, 2018. Note: This is the final version of the syllabus, but there may still be small deviations from the syllabus in the actual course. These will be clearly communicated in the Google Classroom.

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 identity: 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 skillful leadership and insightful mentoring to others as they engage in their own vocational wayfinding, particularly in the contexts of the workplace and educational institutions.

This is a hybrid course with both online elements and in-person sessions. The online elements of the course will start on January 7 and finish on April 12. The five in-person sessions will take place at Western University (University Community Centre, room 38B) from 6:00 to 9:00pm on the following Tuesday evenings: February 5, 12, and 26, March 5, and 12. The week of February 18 will be an off-week.  For participants doing the course for credit, all outstanding work will be due by no later than April 30, 2019.

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

Note: These requirements are for those students taking the course for credit (as a certificate course or towards a degree).

  1. Twelve writing assignments (posted online weekly as detailed in the assignments that will be posted in the Google Classroom for the course) in response to a course total of 1,335 pages of reading;
  2. Completion and submission of a reflection paper (as detailed in the assignment that will be posted in the Google Classroom for the course) by May 18; and
  3. Active participation in the five in-person sessions of this course.
  4. Description and weighting of elements to be evaluated:
  1. Writing assignments:             30%
  2. Reflection paper:                    20%
  3. In-person sessions:                  50%
  1. In this course we will use the following grading scale:

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

C RANGE: Acceptable: Student shows acceptable ability for continuing in the course

C

50-69

Acceptable

Critical capacity, analytic ability, and understanding are acceptable enough to continue progressing through the course but significant improvement is needed before further post-baccalaureate studies are pursued

F

0-49

0

Failure

Failure to meet the above criteria

4. Required Readings

Burnett, Bill, and Dave Evans. Designing Your Life: How to Build a Well-Lived, Joyful Life. Knopff, 2016. [272 pp.] (Hereafter referred to as Evans, a little unfairly.) [ICS Library: HF5381 .B7785 2016)

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

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.) [UTL Robarts Library: BL42.P37 2011X]

Smith, James K.A. You Are What You Love: The Spiritual Power of Habit. Brazos, 2016. [240 pages] (Hereafter referred to as Smith.) [ICS Library: BV 176.3.S48 2016]

Whyte, David. Crossing the Unknown Sea: Work as a Pilgrimage of Identity. Riverhead Books, 2001. [272 pages] (Hereafter referred to as Whyte.) [UTL 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]

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

(http://www.nytimes.com/2007/10/09/opinion/09brooks.html) [2pp.]

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

Byock, Ira. Dying Well: Peace and Possibilities at the End of Life. Riverhead Books, 1997. [ICS Library: HQ 1073.B96 1998]

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. [UTL Knox College Library: BV4740.G37 2014]

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

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)

Hall, Donald. Life Work. Beacon, 2003. [ICS Library: PS3515 .A3152 Z475 2003; UTL Robarts Library: PS3515.A3152 Z475 1993]

Hall, Donald. The Best Day the Worst Day: Life with Jane Kenyon. Houghton Mifflin, 2005. [UTL Robarts Library: PS 3561.E58 Z74 2005]

Jerome, John. Stone Work: Reflections on Serious Play & Other Aspects of Country Life. University Press of New England, 1989. [UTL Engineering & Computer Science Library: TH2249.J47 1989]

Keller, Timothy, with Katherine Leary Alsdorf. Every Good Endeavor: Connecting Your Work to God’s Work. Penguin Books, 2014. [ICS Library: BT738.5 .K35 2014]

Kurtz, Glenn. Practicing: A Musician’s Return to Music. Knopf, 2008. [UTL Music Library: ML419.K97 A3 2007]

Lane, Belden C. The Solace of Fierce Landscapes: Exploring Desert and Mountain Spirituality. OUP, 1998. (In particular the coda to chapter 3, “Mythic Landscape / Stalking the Snow Leopard / A Reflection on Work.) [UTL Knox College Library: BV4501.2.L31834 1998]

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

Meilaender, Gilbert C. (ed). Working: Its Meaning and Its Limits. University of Notre Dame Press, 2000. [UTL Trinity College Library: BJ1498.W64 2000]

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

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

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

Rankin, Lissa. The Anatomy of a Calling: A Doctor’s Journey from the Head to the Heart and a Prescription for Finding Your Life’s Purpose. Rodale, 2015. [available through the Toronto Public Library (TPL) system and online through TPL]

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]

Smith, James K.A. Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Baker, 2009. [240 pages] [ICS Library: BV178.S63 2009]

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/)

Swanbeck, John, director. The Big Kahuna. Lions Gate Films, 2000.

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

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

6. Course Schedule

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.

January 7, 2019

Assignments

  1. Read the Welcome Message in the Google Classroom for this course.
  2. Watch the videos posted in the Google Classroom for this week.
  3. Introduce yourself to the other course participants in the Google Classroom Introductions Assignment. (This constitutes the writing assignment for this week.)
  4. Read through the course syllabus carefully and ask any initial questions you have about the syllabus and the course in the Syllabus Review and Course Questions assignment in the Google Classroom.
  5. Read Smith.

January 14, 2019

Assignments

  1. Read Smith.
  2. Watch the videos posted in the Google Classroom for this week.
  3. Complete the writing assignment posted in Google Classroom for this week.

January 21, 2019

Assignments  

  1. Complete the assignments in the Google Classroom posted in preparation of the in-person session.
  2. Read Smith.

January 28, 2019

Assignments

  1. Read Evans.
  2. Watch the videos posted in the Google Classroom for this week.
  3. Complete the writing assignment posted in Google Classroom for this week.

February 4, 2019

Assignments

  1. Read Evans.
  2. Participate in the in-person session this week – Tuesday, February 5 from 6-9pm.

February 11, 2019

Assignments

  1. Read Evans.
  2. Watch the videos posted in the Google Classroom for this week.
  3. Participate in the in-person session this week – Tuesday, February 12 from 6-9pm.

February 18, 2019

Assignments

  1. None – Course Break this week.

February 25, 2019

Assignments

  1. Read Ibarra.
  2. Complete the assignments in Google Classroom posted in preparation of the in-person session.
  3. Participate in the in-person session for this week – Tuesday, February 26 from 6-9pm.

March 4, 2019

Assignments

  1. Read Ibarra.
  2. Watch the videos posted in the Google Classroom for this week.
  3. Complete the writing assignment posted in Google Classroom for this week.
  4. Participate in the in-person session for this week – Tuesday, March 5 from 6-9pm.

March 11, 2019

Assignments

  1. Read Whyte.
  2. Watch the videos posted in the Google Classroom for this week.
  3. Complete the writing assignment posted in Google Classroom for this week.
  4. Participate in the in-person session for this week – Tuesday, March 12 from 6-9pm.

March 18, 2019

Assignments

  1. Read Whyte.
  2. Complete the assignments in Google Classroom posted in preparation of the in-person session.

March 25, 2019

Assignments

  1. Read Parks.
  2. Write and submit your draft reflection paper. (The final completed version of your reflection paper will be due by April 30.)

April 1, 2019

Assignments

  1. Read Parks.
  2. Complete the assignments in Google Classroom posted in preparation of the in-person session.

April 8, 2019

Assignments

  1. Finish all reading assignments.
  2. Complete the assignments in Google Classroom posted in preparation of the in-person session.

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


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