The Effect of Transdisciplinary Pedagogy on Vocation Discernment
Morgan Kelly Miller
The Effect of Transdisciplinary Pedagogy on Vocation Discernment In its institutional learning goals, the University of Dayton includes vocation as one of its goals stating that “all undergraduates will develop and demonstrate ability to articulate reflectively the purposes of their life and proposed work through the language of vocation” (University of Dayton, 2018). How do students on UD’s campus view vocation and in what way are some areas of learning teaching vocation? The purpose of this study is to document and understand a student’s developing understanding of themselves and, in turn, vocation. To this end, I have looked at one program on campus: The Institute of Applied Creativity for Transformation (IACT). IACT teaches a creative mindset that students from many majors and backgrounds learn together to take it back to their own individual areas of study for use in interacting with those curriculums, making IACT’s curriculum and advising transdisciplinary in nature. This study provides valuable accounts and insight into the effects of IACT’s curriculum and advising model and how it effects vocation discernment for undergraduate students who participate in the program. The study is dependent on the data collected and analyzed from interviews with students working toward IACT’s certificate in Applied Creativity for Transformation. This study includes information on how students make meaning of how IACT teaches, how they think about vocation, and if IACT is affecting the meaning of vocation for these students.
Graham F. Hunter
Primary Advisor's Department
Stander Symposium project, student affairs, School of Education and Health Sciences
"The Effect of Transdisciplinary Pedagogy on Vocation Discernment" (2019). Stander Symposium Projects. 1755.