LEADERSHIP DEVELOPMENT:

CRITICAL BREAKTHROUGHS IN INCARNATIONAL LEARNING, LIVING AND LEADING.

College of the Ozarks February 25, 2010

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

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.

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.

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.

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.

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)

Incarnational Learning: What is it?

“… in the matter of pedagogy and formation… we’re interested in discerning how material practices constitute 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.

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

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.

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.”

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

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.

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. ModelP - Pray I - Invest G - Guidance

Mintys use the P.I.E. ModelP - Pray I - Inquire E - Experience

Educational GoalsAcademi

c

Vocational

Christian

Cultural

Patriotic

Intergenerational Component

Incarnational Education

The Philippians 2 ModelYou must have the same

attitude that Christ Jesus had . . .

- Phil 2:5 (NLT)

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)

Incarnational Education

Requires faculty members who exhibit a humble willingness

to understand, value,

and step into their students’ worlds.

Incarnational Education

Is facilitated by faculty members who receive from students,

give students opportunities to serve,

and participate in students’ lives.

Incarnational Education

Must address the challenge of spirit-body dualism among both

students and faculty.

Are our academic and spiritual lives

really connected?

Incarnational Education

In summary incarnational education

involves effective teaching, strategic support of student

learning, and overcoming significant misunderstandings

such as dualism.

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

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

Work Supervisors Work supervisor training and

development is crucial Personality profiles Influence vs. authority Work as education

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.

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

Mentors We are all mentors

Changing the paradigm for staff and faculty

They really are watching

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

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