Voc 200 PDF

College of Liberal Arts and Sciences
Bachelor of Arts in Interdisciplinary Studies

901 E. Alosta Ave., P.O. Box 7000, Azusa, CA 91702
VOC 200 EXPLORING VOCATION (3 units*)
Spring, 2018
Monday / 4:20-5:45 / Wilden 102
Wednesday / 4:20-5:45 / Mary Hill 119 OR 128
Azusa Pacific University’s Mission Statement

Azusa Pacific University is an evangelical Christian community of disciples and scholars who seek to advance
the work of God in the world through academic excellence in liberal arts and professional programs of higher
education that encourage students to develop a
Christian perspective of truth and life.
Contact Information
Instructor: Paul Kaak, PhD; Executive Director, Office of Faith Integration
Strengths: Input, Intellection, Learner, Strategic, Adaptability
Contact: pkaak@apu.edu / 626-969-3434 x. 5771
Office Hours: By arrangement
-----------------------------
Co-instructor/Discussion facilitator: Jeff Boian, MA; Assistant Professor & Program Director, BA in
Interdisciplinary Studies and Exploring Program
Strengths: Ideation, Developer, Communication, Futuristic, Belief
Contact: jboian@apu.edu / 626-815-6000 x. 5842
Office Hours: Mon/Wed 12:00-2:00pm and/or by arrangement
-----------------------------
Discussion facilitator: Chris Neal, MDiv; Director, Youth Leadership Initiatives, the Center for
Vocational Ministry
Strengths: Learner, Achiever, Intellection, Competition, Relator
Contact: cneal@apu.edu / 626-827-4115
Office Hours: By arrangement
For all email communication with the instructors, put VOC 200 at the start of your subject line. Thanks!
*Credit Hour Policy

Format: 3 units = 3 units lecture
Following the APU Credit Hour policy, to meet the identified student learning outcomes of this
course, the expectations are that this 3-unit course, delivered over a 15-week term will approximate
3 hours/week classroom or direct faculty instruction. In addition, out-of-class student work will
approximate a minimum of 6 hours each week.
I. Course Purpose and Description

This course seeks to clarify the assumptions that undergird the Interdisciplinary Major by
introducing students to the concept of vocation from a Christian perspective. By developing a
theology of vocation, students will see how God calls Christian disciples to engage in work, across
the domains, in individualized, ethical, and strategic ways. The class prepares students to engage
their academic study with an eye to becoming well prepared for faithful service in the field of
work to which God is calling them. This course also counts for GE Civic Engagement.
II. Course Goals and Objectives

By the end of this course, students should be able to demonstrate mastery of the following learning outcomes.
The classroom assignments that the instructor will use to assess mastery are identified in the table.
Student Learning Outcome IDEA Objective Assignments Used to

Assess
1. Articulate a Christian Learning how to find, evaluate, and Group Project #1
understanding of vocation that goes use resources to explore a topic in Vocational Artifact
beyond “job” and “career”. depth. Collection
2. Identify ways that the kingdom of Learning fundamental principles, Reading Tickets and
God, the gospel, and the mission of generalizations, or theories  Discussion Groups
Jesus broaden the call to work.
3. Identify and explain ways to Learning to analyze and critically Reading Tickets and
pursue one’s calling into various evaluate ideas, arguments, and Discussion Groups
domains of society. points of view.
4. Evaluate a view of “work” that is Developing a clearer understanding Group Project #1

focused on the common good, of, and commitment to, personal Group Project #2
through civic engagement, and good values.
character.
5. Develop an initial individualized Learning to apply course material (to Vocational Artifact
approach to engaging in the improve thinking, problem…) Collection
Vocational Model that can be applied
during college.
III. Required Texts

Ashford, B.R. (2015). Every square inch: An introduction to cultural engagement for Christians.
Bellingham, WA: Lexham Press.
Keller, T. (2012). Every good endeavor: Connecting your work to God’s work. New York: Dutton.
Wright, D. (2012). How God makes the world a better place: A Wesleyan primer on faith, work,
and economic transformation. Grand Rapids: Christian’s Library Press.
Additional Required (Non-Textbook) Readings: Additional articles and book excerpts will be
determined and assigned as the course progresses. They will be provided to students via Sakai for
this course only.
Copyright Responsibilities:
Materials used in connection with this course may be subject to copyright protection. Students and
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faculty are both authors and users of copyrighted materials. As a student, you must know the rights
of both authors and users with respect to copyrighted works to ensure compliance. It is equally
important to be knowledgeable about legally permitted uses of copyrighted materials. Information
about copyright compliance, fair use and websites for downloading information legally can be found
at http://apu.libguides.com/content.php?pid=241554&search_terms=copyright
IV. Schedule
This class meets two days each week. The first day (a) will be a general presentation by either the
instructor or a guest lecturer. The second day (b) will typically involve students in discussions with
the instructor-facilitator and each other based on the lecture and the reading. At certain points in
the course, the second day will [also] be given to group project preparation.
Date Topics Readings Due Assignment(s) Due

Week VOCATION: A PROPOSAL FOR N.A. N.A.
1a MEANINGFUL HIGHER EDUCATION
1/8
Introductions: The Course; The
Instructors; The Students
Week Reflection Question: Ticket #1 N.A.

1b You’ve read 3 stories. How does Keller, pp. 24-30
1/10 these stories open your mind to Ashford, Intro
new ways of thinking about work, Wright, part One
and preparing for a life of work? (pp. 1-9)
Week NO MONDAY CLASS

2a Martin Luther King Day
1/15
(M)
Week WORK & THE KINGDOM STORY Ticket #2 [ ] V.A.C. part a
2a Keller, chap. 9, pp.
1/17 Reflection Question: 155-165; 179-
(W) What unique contribution does the 182
Christian story, or worldview, make Ashford, chaps. 1, 2
to our understanding of vocation Self (Article in
and work? Sakai:
Vocations &
Occupations)
NO SMALL GROUP THIS WEEK
Week UNDERSTANDING VOCATION: Ticket #3

3a BIBLICAL / HISTORICAL / PERSONAL Keller, chaps. 3 & 4
1/22 PERSPECTIVE Wright, part Three
(pp. 17-26)
3
Week Reflection Question: Ticket #4
3b What insights from the Christian Kaak (Article in
1/24 history of work and vocation made Sakai: Work and
a particular impact on you? Why? Calling in
So what? Christian
History)
Begin to work on GP#1: part 1 Wright, part Three,
1 (pp. 27-33)
Week THE INDIVIDUAL’S CALLING: Ticket #5

4a PART. 1: THEOLOGICAL / Wright, part Three,
1/29 THEORETICAL 2 (pp. 35-41)
PART. 2: THE MODEL IN DETAIL
Week Reflection Question: Ticket #6 [ ] V.A.C. part b

4b How do the themes of authenticity Wright, part Three,
[ ] Submit
1/31 and congruence, as highlighted in 3 (pp. 43-47) Engagement
the comments from Wright and Smith, (chapter in
Self-Evaluation #1
Smith, intersect with your life as Sakai)
reflected in the Vocational Model? [ ] Submit
Class Notes: Set #1
[ ] Submit:
Vocational
Continue to work on GP#1: part 2 Reflection: Set #1
Take Strong Interest Inventory
*START HERE: http://personality-testing.info/tests/RIASEC/
Week VOCATIONAL DISCERNMENT AND Ticket #7

5a DISCIPLINES Keller, chap. 12
2/5 Wright, part Four,
pp. 49-61

5b What did you draw from Scorgie Scorgie (chap.6 or
2/7 that can help you, and others in our 7
group, to be serious and from A little guide…
intentional about the role God in Sakai)
plays in our vocational exploration? > As assigned the
previous week
Final week to work on GP#1: part
3
4
Week 6a GOD’S ORDERING OF SOCIETY AND Ticket #9
2/12 THE CALLINGS OF DOMAINS Ashford, chap. 3
Miller (excerpt in
Sakai from
LifeWork, pp.
208-228)
Week 6b Reflection Question: Ticket #10 [ ] V.A.C. part c
2/14 What in the connection between Wright, part Four,
[ ] Presentations for
our role in the “domains” of 4 (pp. 63-88)
G.P. #1: part 4
culture and workplace well-being
as discussed by Wright?
Presentations for GP#1: part 4
Week DOMAINS PANEL #1: READ TBA:

7a ________________
2/19
7b How did this week’s panel instruct Keller, chaps 5 or 6
2/21 or inspire you regarding vocational or 7 or 8
discernment or the kind of work (As assigned for
the panel member represented? group
presentation)
Begin to work on GP#2
Week DOMAINS PANEL #2: READ TBA: [ ] V.A.C. part d

8a ________________ [ ] Submit
2/26
Engagement
Self-Evaluation #2
[ ] Submit
Class Notes: Set #2
[ ] Submit:
Vocational
Reflection: Set #2
Week
8b NO SMALL GROUP
2/28 Common Day of Learning
Week 9 No class: Spring Break

3/5-3/9
Week DOMAINS PANEL #3: Ticket #12

10a READ TBA:
3/12 ________________
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10b How did the last two panels instruct Keller, chap. 1
3/14 or inspire you regarding vocational
discernment or the kind of work the
panel member represented?
Continue to work on GP#2
Week DOMAINS PANEL #4: READ TBA:

11a ________________
3/19
Week DOMAINS PANEL #5: READ TBA: [ ] V.A.C. part e
11b No small groups. Everyone meets in ________________
3/21 Wilden 102
Week DOMAINS PANEL # 6: READ TBA:

12a ________________
3/126
Week Reflection Question: Ticket #14 [ ] Submit
12b How did the last three panels Keller, chap. 2 Engagement
3/28 instruct or inspire you regarding Self-Evaluation #3
vocational discernment or the kind [ ] Submit
of work the panel member
Class Notes: Set #3
represented?
[ ] Submit:
Vocational
Organize presentation for GP#2 Reflection: Set #3
Week DOMAINS PANEL #7: Ticket #15

13a READ TBA:
4/2 ________________
Week Reflection Question: [ ] V.A.C. part f

13b How did this week’s panel instruct [ ] Presentations for
4/4 or inspire you regarding vocational GP#2
discernment or the kind of work
the panel member represented?
Share Presentations with class for

GP#2
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Week WORK AND CULTURE MAKING FOR Ticket #16
14a THE COMMON GOOD Keller, chap. 10
4/9 Ashford, chapter 4

14b The reading this week was filled Wright, part Four, 5
4/16 with insights about how Christians (pp.89-108)
make a difference with the context Crouch (Two
that God places them? What Articles-Sakai)
especially challenge you? What * What’s So Great
practical steps are you inspired to about “The
take based on the reading from Common Good”?
Wright and Crouch? * Skillful
Culture Making
Week THE ETHICS OF WORK & THE VIRTUES Ticket #18

15a OF WORKERS Keller, chap. 11
4/23 Wright, part Four, 4
(pp. 63-88)
Hartwig: (TED Talk:
The Myth of
Meaningful
Work*)
Week Reflection Question: Ticket #19 [ ] V.A.C. part g
15b The Christian mission begins with Wright, part Two
4/25 personal transformation and (pp. 11-15)
moves to cultural transformation? Ashford, Conclusion
Where are you right now in this
process of transformation?
*WATCH Hartwig HERE: https://www.youtube.com/watch?v=2li_1oMJLqE
Finals FINALS WEEK Ticket #20 [ ] V.A.C. part h

4/30- Wright, Conclusion submitted
5/4 Gifts for the ongoing Vocational (pp. 121-127) with…
Date- Journey [ ] …the entire
Time V.A.C.
TBA
[ ] Submit
Engagement
Self-Evaluation #4
[ ] Submit
Class Notes: Set #4
[ ] Submit:
Vocational
Reflection: Set #4
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The student is responsible for meeting each course objective and outcome.
Students’ performance on these objectives/outcomes will be used as the basis for their course grade.
The professor reserves the right to alter the assignments and due dates, with appropriate notification
to students. The above represents a best effort at outlining the semester’s content and activities.
V. Course Assignments
1. Engagement: Preparation & Participation (5 + 5 + 5 + 5 points each = 20 total points)
Being present, focused, curious, and alert are key aspects of vocational discernment. This class
will give you a chance to practice proactive preparation and intentional participation.
Four self-evaluations (found on page 19 of this syllabus), assessing your level of engagement for
the previous four weeks, will be due on the dates indicated in the Course Schedule above. Each
evaluation is worth 5 points for a total of 20 points.
2. Class Notes (5 + 5 + 5 + 5 points each set = 20 total points)

Each week you will be sent/given a weekly note-taking guide. Using this material, or another
method of your choosing*, take notes in class each week. Capture key ideas that come from the
presenter(s), write down ideas you do not want to forget, record key quotes, mark an item to
your vocational action plan, summarize important insights from small group discussions, etc.
[*Taking notes on your computer is allowed, as long as (1) you are taking notes! and (2) you are
able to print out and submit your notes to the instructor.] Four sets of notes, representing key
learnings from the previous four weeks, are due on the dates indicated in the Course Schedule
above. Each set is worth 5 points for a total of 20 points.
3. Reading Tickets (4 points for 20 Tickets = 80 points total) This class calls you to faithful and
careful reading of important materials. Your faithfulness to the reading is key to making this class
an effective learning experience for you and your classmates. Each of the reading assignments is
accompanied by a “Reading Report and Reflection Ticket” in which you are asked to reflect on
your reading in particular ways and prepare for the group discussion. It is a “ticket” because it
will be required for entry into class that day. (The Reading Tickets are below on pages 26-45 of
this syllabus.)
If you do not have your completed ticket, you will be invited to class, but you are asked to be a
moderate participant. In other words, don’t discuss what you don’t know! (Please do contribute,
but avoid critiquing and commenting on the reading if you have not done the reading.)
If you miss class (with an unexcused absence), you will not receive points for that day’s ticket.
If you miss class (with an excused absence), you may turn in the ticket for full credit on the
following day of class only.
4. Vocation Journey Journal (5 + 5 + 5 + 5 points each set = 20 total points)

At the end of each week, preferably after class on Wednesday or no later than Friday, write an
entry in your Vocational Journey Journal. Your entry may have something to do with what you
learned in class this week, or you might address one of the following prompts:
o From the presentation/group discussion/faculty panel this week, what major theme or idea
came across to you related to the idea of vocation? Why did this idea impress you?
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o Was there a presenter/panel member who said something about their calling that impacted
you? What did they say and why did it impact you the way it did?
o Did somebody in class (presenter/panelist/fellow student) say something about the role of
God, or their family, or their education, or a divine appointment, etc. etc., that made a
significant difference in their vocational journey? How does this relate to you?
o What differences did you perceive among the panel members about how they came to
discover their calling?
o What did you learn in class this week that gave you hope as it relates to discovering your
vocation, choosing a major, or thinking differently about work?
o Was there something about vocational discovery in a particular profession that you heard or
read about this week that was helpful as you think about your major or a possibly career
direction?
o Did somebody in class say something about how spiritual practices or faith based decision-
making contributed to their clarification of their calling?
o What virtues, or character qualities, or attitudes (related to your vocational journey) were
discussed in class (a presentation/discussion group/panel) or in your reading that you want to
think more about and put into practice?
o Was there something related to the idea of calling or work - in class or the class materials -
that discouraged you this week? What? Why?
o Did somebody on the panel, or a class presenter, or an insight from the reading bring up
something that you think would be helpful to discuss with your parents or mentors?
You may use the same prompt more than once if you have something new to say about that
prompt. Note that these prompts may inspire other journal entry ideas that you may choose to
write about. Four sets, reflecting journal entries for the previous four weeks, are due on the
dates indicated in the Course Schedule above. Each set is worth 5 points. (A template for the
journal can be found on pages 46 & 48. Or design your own.)
5. Group Project #1: Living Our Calling within All the Roles of Life – (15 + 5 points) One Christian
view of vocation calls us to live well in the roles and responsibilities we have been given within
our present contexts. For example, we are called to be members of a family, students, citizens,
church members, employees, etc. Your group will be assigned one of these life roles to research
and to develop into a poster presentation. (See below for what is required.) During weeks 3b, 4b,
and 5b you will be given materials and discussion questions to work on as a group in preparation
for your presentation on week 6b.
Part 1: As a group, read and discuss the description given to you about your role. Augment
and elaborate it as necessary. Also, read and discuss the faith-based readings related to your
role. Are there other scriptures that could be added? How do these insights add to your
understanding of this role and its responsibilities?
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Part 2: As a group, discuss stories of people who have effectively and/or ineffectively lived out
this role. What have they done well, or not well? Can you think of other examples from the
real world or from the arts (literature? film?) that illustrate your role?
As a group discuss ways an individual can go deeper in their commitment to, and practice of,
this vocational role.
Part 3: As a group, develop your poster presentation.
Part 4: Share your presentation with the class.
Your 15-minute poster presentation/Q & A should include the following:

1) Include a description of the vocational role you were assigned.
2) Include your proposal for the vocational purpose of this role. (Explain what you believe
God has in mind for living well in this role as a member of civic society.)
a) Make key biblical connections to this role.
b) Illustrate / supplement your discussion with faith-based insights from scholars in
Christian history
3) Include stories of people who have lived this role well
4) Include at least 5 suggestions for deepening one’s commitment to, and practice of, this
vocational role.
Finally, create a well-designed handout with this information for members of the class. (If this is
sent to the instructor by Monday before the presentation, copies will be made for you. If not, you
are responsible to bring copies for everyone in the class.)
Note on Missing Class on the Day of the Presentation

If you miss class (with an unexcused absence) on the day of the presentation, you will receive
credit as noted in the “point breakdown” below, minus 5 points.
If you miss class (with an excused absence) on the day of the presentation, you will receive full
credit for the assignment as noted in the “point breakdown” below.
Note on Point Breakdown

A maximum of 15 points will be given equally to all group members for the quality of the
presentation overall. (See the Group Project #1 Evaluation Rubric on page 20.)
A maximum of 5 points will be given for your individual effort as assessed by your collaborators
and the instructor. (See the Group Project Individual Contribution Rubric on page 22.)
6. Group Project #2: When Work Goes Wrong: Problem & Solutions – (10 + 5 points) Chapters 5,
6, 7, and 8 of the Keller text indicate how work can go wrong. (Work goes wrong when it becomes
(1) fruitless; (2) pointless; (3) selfish; (4) idolatry.) You and a group of others will be assigned one
chapter. Your group will then be asked to dialogue around the following questions and prepare a
short PowerPoint to share in class.
The 15-minute PowerPoint presentation/Q & A should achieve the following:

a) A summary of Keller’s concern as reflected in your chapter
b) Contemporary examples of this problem reflected in domains in which members of your
group are interested. Use, and cite, newspaper, magazine article, or written biographies.
c) A creative articulation of how Keller suggests the “problem” can be “redeemed”.
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d) Recommendations for students, early in their preparation for a life of work, to avoid the
problem(s) addressed in the chapter. (Your recommendations may be general, or they
may apply to particular domains.)
Your group will have time to discuss your chapter in class during weeks 8b and 9b. During week
11b you will work with your group to develop a 15-minute PowerPoint presentation. This will be
shared in class in week 12b and will include a Q and A with the class.
Note on Missing Class on the Day of the Presentation

If you miss class (with an unexcused absence) on the day of the presentation, you will receive
credit as noted in the “point breakdown” below, minus 5 points.
If you miss class (with an excused absence) on the day of the presentation, you will receive full
credit for the assignment as noted in the “point breakdown” below.
Note on Point Breakdown

A maximum of 10 points will be given equally to all group members for the quality of the
presentation overall. (See the Group Project #2 Evaluation Rubric on page 21.)
A maximum of 5 points will be given for your individual effort as assessed by your collaborators
and the instructor. (See the Group Project Individual Contribution Rubric on page 22.)
6. Vocational Artifact Collection (V.A.C.) – (25 points) Your online collection should include the
following elements:
a) Prepare the “If I had to start work today” job description (VOC 200-V.A.C. part A). Write a
description of the job you could imagine yourself doing if you had to start work the week
after this class ends. (Be sure to include specific tasks beyond a job title.)
b) The results of your Strong Interest Inventory and a one-page reflection on the results.
(You will find the following web site helpful www.onetonline.org/explore/interests/)
c) Complete “The Vocational Model Worksheet” (VOC 200-V.A.C. part C.) This activity will be
further developed through your time in the program. This is your first shot at responding
to the questions that emerge from The Vocational Model.
d) 5 statements describing your intentions to fully engage your vocation as a student at APU,
preparing for vocational excellence. What will you do, as a student, to intentionally and
strategically prepare for the work to which God is calling you.
e) Your vocational timeline/story. (See VOC 200-V.A.C. part E for further instruction.)
f) 10 newspaper, magazine articles, or blog posting interestingly address the domain to
which you are currently feeling drawn to explore more fully.
g) The text of an interview with a person in the domain you are feeling led to explore further.
(See interview template below on page 25.)
h) Descriptions and reflections on your times of spiritual discipline/discernment. (Use VOC
200-V.A.C. part H. which is based on the presentations during week 5.)
Important note: The parts of the Vocational Artifact Collection (a-h) will be due throughout the
semester. Drafts of each item needs to be (1) brought to class on the due date as a hard copy and
shown to the instructor and (2) uploaded as a digital copy into the shared Google Drive, granting
access to the instructors. (Failure to bring the item, even an unpolished draft of the item, on the
due date, will mean 1 point deduction from the final score.)
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See the schedule for each due date.
NOTE: A maximum of 25 points will be given for this assignment. (See the Vocational Profile
Evaluation Rubric on pages 23 & 24 of this syllabus)
A final version of this assignment is due NO LATER than midnight on 5/4/18.
PLEASE BE AWARE that Extra Credit assignments and points are not offered in this class.
VI. Grading
The point distribution for the above assignments is as follows
Assignment Name Total Points
Engagement: Preparation and Participation 5 + 5 + 5 + 5 = 20
Class Notes 5 + 5 + 5 + 5 = 20
Reading Tickets and Discussion 4 x 20 = 80
Vocational Journey Journal 5 + 5 + 5 + 5 = 20
Group Project #1 15 + 5 = 20
Group Project #2 10 + 5 = 15
Vocational Artifact Collection 25
TOTAL POINTS 200
The criteria used to calculate assignment and final grades is as follows

A Superior knowledge regarding details, assumptions, implications, history; superior
thinking with information relevant to application, critique, and relationship to other
information.
B More than adequate knowledge regarding technical terms, distinctions, and possesses
an ability to use information.
C Basic knowledge needed to function and carry on learning regarding major principles,
central terms, major figures, also possesses an awareness of field or discipline.
D Serious gaps in knowledge, confusion of concepts and categories, inability to recall basic
information.
F Absence of knowledge, incapable of carrying on a conversation about the subject,
misunderstands most concepts, confuses all categories.
The grading scale is as follows:

A 93%+ B- 80% - 82% D+ 67% - 69%
A- 90% - 92% C+ 77% - 79% D 63% - 66%
B+ 87% - 89% C 73% - 76% D- 60% - 62%
B 83% - 86% C- 70% - 72% F 59% or lower
VII. Course Policies

Class Etiquette
Students are expected to be punctual and fully present during class sessions. Students are expected
to contribute during in-class discussions in a scholarly and respectful manner. Please do not allow
technology compromise your attention and presence during class sessions. Computers/tablets
should be used only for notetaking or instructor directed activities. Other uses during class are not
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permitted. Cell phones are to be and turned off and kept out of site. Being distracted due to
technology may result in an unexcused absence from that class period.
Respect for Divergent Viewpoints

Students and faculty are to show appropriate respect for each other even when divergent viewpoints
are expressed in the classroom. Blatant disrespect for other persons will not be tolerated. Such
respect does not require agreement with or acceptance of divergent viewpoints. If deemed necessary
the course instructors reserve the right to require students to leave the classroom and return when,
and only when, they are prepared to give appropriate respect to all students and faculty in the
classroom.
My dear brothers and sisters, understand this: Everyone should be quick to listen, slow to speak, and
slow to anger … – James 1:19 (CSB)
Communication and Resources

The email tool at home.apu.edu will be used to communicate about assignments, activities, schedule
changes, etc. The instructors will use email to provide further guidelines and instructions for class
assignments, so it is imperative that you check your email regularly. In addition, the Sakai Gradebook
will be used for this class. Finally, additional reading resources can be found on Sakai
Attendance
The university catalogue states, “Class attendance is of paramount importance, and excessive
absences will affect the final grade.” Students are expected to participate actively in class and small
group activities, therefore behaviors such as sleeping, talking, reading unrelated materials, and
studying for other classes are not acceptable. Students who are not actively involved in class (e.g.
who are sleeping) will be asked to leave class, counted absent, and will not be allowed to make-up
work missed during that class.
You are allowed 2 unexcused absences in the semester. If you miss 4 consecutive classes without
notifying your small group instructor, you cannot pass the course. Attendance is determined by a
roll sheet passed around at the beginning of each class. Be on time–if you are late to class you will
not be able to sign the roll sheet and you will be considered absent for the day.
The following constitute excused absences: (1) illness (2) death in the immediate family (3) required
appearance in a court of law (4) representing the university in an extracurricular activity. Please note
that some university extracurricular activities do not justify an excused absence, so prior approval of
the absence by the professor is required. Unexcused absences include work, job interviews, job fairs,
weddings, vacations, completing work for other courses.
In the case of excused absences, it is the student’s responsibility to make the instructor aware of the
situation prior to the absence and to provide appropriate written documentation. If absent, contact a
classmate who can fill you in on what you missed, since you will be responsible for all material
covered during class. Missing class on the day when a group project is to be presented will negatively
affect your grade for that project. (See above under Group Projects 1 and 2.)
Faith-based Learning
Academic faith integration in a significant element of VOC 200, just as it is for all courses at Azusa
Pacific University. Students can expect the instructors to facilitate learning that demonstrates how
key themes in the course and the Christian faith are mutually informative of each other. The
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instructor also respects the reality that students come from a variety of religious backgrounds and
have a variety of perspectives.
VIII. Academic Integrity Policy

The mission of Azusa Pacific University includes cultivating in each student not only the academic
skills that are required for a university degree, but also the characteristics of academic integrity that
are integral to a sound Christian education. It is therefore part of the mission of the university to
nurture in each student a sense of moral responsibility consistent with the biblical teachings of
honesty and accountability. Furthermore, a breach of academic integrity is viewed not merely as a
private matter between the student and an instructor but rather as an act which is fundamentally
inconsistent with the purpose and mission of the entire university. A complete copy of the Academic
Integrity Policy is available in the Office of Student Life, the Office of the Vice Provost for
Undergraduate Programs, and online.
Expectations for this course regarding academic integrity in this class
Academic dishonesty is a serious offense which diminishes the quality of scholarship and defrauds
those who depend on the integrity of the educational system. Academic dishonesty includes:
Cheating: Intentionally using or attempting to use unauthorized materials, information, or study

aids in any academic exercise.
• Students completing any examination should assume that external assistance (e.g., books,
notes, calculators, and conversations with others) is prohibited unless specifically authorized
by the instructor.
• Students may not allow others to conduct research or prepare work for them without
advance authorization from the instructor.
• Substantial portions of the same academic work may not be submitted for credit in more than
one course without authorization.
Fabrication: Intentional falsification or invention of any information or citation in an academic
exercise.
Facilitating academic dishonesty: Intentionally or knowingly helping or attempting to help
another commit an act of academic dishonesty.
Plagiarism: Intentionally or knowingly representing the words, ideas, or work of another as one’s
own in any academic exercise.
Students often misuse their sources unintentionally. Others do so intentionally. Both are
unacceptable. Fundamentally, plagiarism is when you offer the words and ideas of another
author as your own. The work of another person, their ideas, interpretations, distinctive
phrasing, and exact words, constitute that author’s intellectual property. Use of that property
without proper citation is, simply, theft. If you have any questions about plagiarism, please ask
me to clarify.
Unless otherwise stated in writing, all work submitted for this course must be done solely by the
student without outside help from others, including parents, instructors, or colleagues.
Consequences for violations of academic integrity in this class
Academic dishonesty, including intentional plagiarism, will result in a report being sent of the
infraction and the sanction to the Vice Provost for Undergraduate Programs.
14
IX. University or Department Policies
General
All university and department policies affecting student work, appeals, and grievances, as outlined in
the Undergraduate Catalog and/or Department Handbook will apply, unless otherwise indicated in
this syllabus.
Support Services
Students in this course who have a disability that might prevent them from fully demonstrating their
abilities should meet with an advisor in the Learning Enrichment Center as soon as possible to initiate
disability verification and discuss reasonable accommodations that will allow the opportunity for full
participation and for successful completion of course requirements. For more information, please
visit www.apu.edu/lec, or contact the LEC by phone at 626-815-3849, or email at lec@apu.edu.
Emergency Policy
It is highly recommended that you leave the class title, room and building location, and the APU
campus phone number (626) 969-3434 with family and/or other contacts if you wish to
be notified in case of an emergency.
15
References
Allender, D.B. (2005). To be told: God invites you to coauthor your future. New York: Waterbrook
Press.
Bakke, D. (2005). Joy at work: A revolutionary approach to fun on the job. Seattle: PVG.
Bronson, P. (2002). What should I do with my life: The true story of people who answered the ultimate
question. New York: Random House.
Buckingham, M. (2007). Go! Put your strengths to work. New York: The Free Press.
Cahalan, K.A. (2017). The stories we live: Finding God’s calling all around us. Grand Rapids: Eerdmans.
Cepero, H. (2008). Journaling as a spiritual practice: Encountering God through attentive writing.
Downers Grove, IL: IVP.
Clydesdale, T. (2015). The purposeful graduate: Why colleges must talk to students about vocation.
Chicago: The University of Chicago Press.
Ciulla, J. (2001). The working life: The promise and betrayal of modern work. New York: Three Rivers
Press.
Cunningham, D.S. (Ed.). (2017). Vocation across the academy: A new vocabulary for higher education.
New York: Oxford.
Dik, B.J. & Duffy, R.D. (2012). Make your job a calling: How the psychology of vocation can change
your life at work. Conshohocken, PA: Templeton Press.
Fowler, J.W. (1984). Becoming adult, becoming Christian: Adult development and Christian faith. San
Francisco: HarperSanFrancisco.
Guinness, O. (1998). The call: Finding and fulfilling the central purpose of your life. Nashville: W
Publishing.
Gini, A. (2000). My job, my self: Work and the creation of the modern individual. New York: Routledge.
Hardy, L. (1990). The fabric of this world: Inquires into calling, career choice, and the design of human
work. Grand Rapids: Wm. B. Eerdmans.
Heatley, B. (2008). The gift of work. Colorado Springs: NavPress.
Lawler, E. (2008). Talent: Making people your competitive advantage. San Francisco: Jossey-Bass.
Liebert, E. (2008). The way of discernment: Spiritual practices for decision making. Louisville: WJK
Press.
Mahan, B. (2002). Forgetting ourselves on purpose: Vocation and the ethics of ambition. San
Francisco: Jossey-Bass.
Meilaender, G. (Ed.). (2000). Working: Its meaning and its limits. Notre Dame: University of Notre
Dame Press.
16
Miller, D. (2009). Lifework: A biblical theology for what you do every day. YWAM Publishing.
Myers, V.L. (2014). Conversations about calling: Advancing management perspectives. New York:
Routledge.
Nelson, T. (2011) Work matters: Connecting Sunday worship to Monday work. Wheaton: Crossway.
Nouwen, H. (2013). Discernment: Reading the signs of daily life. New York: HarperOne.
Placher, W. (Ed.). (2005). Callings: Twenty centuries of Christian wisdom on vocation. Grand Rapids,
MI: Eerdmans.
Ryken, L. (1987). Work and leisure in Christian perspective. Portland: Multnomah Press.
Schuurman, D. (2004). Vocation: Discerning our callings in life. Grand Rapids, MI: Eerdmans.
Schwehn, M.R. & Bass, D.C. (Eds.). (2006). Leading lives that matter: What we should do and who we
should be. Grand Rapids, MI: Eerdmans.
Schwehn, K. & Lagerquist, L.D. (2014). Claiming our callings: Toward a new understanding of vocation
in the liberal arts. New York: Oxford.
Scorgie, G.G. (2007). A little guide to Christian spirituality: Three dimensions of life with God. Grand
Rapids: Zondervan.
Sherman, A.L. (2011). Kingdom calling: Vocational stewardship for the common good. Downers
Grove, IL: IVP.
Sine, C. & Sine, T. (2002). Living on purpose: Finding God’s best for your life. Grand Rapids, MI: Baker
Book House.
Sittser, G.L. (2000). The will of God as a way of life: Finding and following the will of God. Grand
Rapids, MI: Zondervan.
Smith, G. (2011). Courage and calling. Downers Grove, IL: Intervarsity.
Smith, G. (2016). Consider your calling: Six questions for discerning your vocation. Downers Grove, IL:
Intervarsity.
Stevens, R.P. (1999). The other six days: Vocation, work, and ministry in Biblical perspective. Grand
Rapids, MI: Eerdmans.
Stevens, R.P. (2012). Work matters: Lessons from scripture. Grand Rapids: Eerdmans.
Trueblood, E. (1952). Your other vocation. New York: Harper & Brothers.
Veith, G. E. (2002). God at work: Christian vocation in all of life. Wheaton, IL: Crossway Books.
Veith, G. E. & Moerbe, M. J. (2012). Family vocation: God’s calling in marriage, parenting, and
childhood. Wheaton, IL: Crossway Books.
17
Willard, D. & Black, G. (2014). The divine conspiracy continued: Fulfilling God’s kingdom on earth. New
York: HarperOne.
Witherington, B. (2011). Work: A kingdom perspective on labor. Grand Rapids: Eerdmans.
Wolters, A.M. (2005). Creation regained: Biblical basics for a Reformational worldview, 2nd edition.
Grand Rapids: Eerdmans.
Yamamori, T. & Eldred, K. (Ed.). (2003). On kingdom business: Transforming missions through
entrepreneurial strategies. Wheaton, IL: Crossway Books.
18
VOC 200: Engagement Self-Evaluation Rubric
NAME (print): _______________________________ Date: __________ Circle one: #1 #2 #3 #4

Preparation for Class* Participation in Class**
Large Group [ ] I prepared for class every week [ ] I participated in class every week
[ ] I was usually prepared [ ] I usually participated
Sessions
[ ] I was rarely prepared [ ] I rarely participated
[ ] I was never prepared [ ] I never participated
Comments: Comments:
Small Group [ ] I prepared for class every week [ ] I participated in class every week
[ ] I was usually prepared [ ] I usually participated
Sessions
[ ] I was rarely prepared [ ] I rarely participated
[ ] I was never prepared [ ] I never participated
Comments: Comments:
Examples of * I carefully completed the assigned ** I arrived to class on time

activities reading ** I focused my attention on the
* I thoughtfully prepared Reading presentations/discussions
that reflect
Report ** I actively took notes
preparation * I completed weekly vocational ** I thoughtfully interacted with
and journal entries presenters
participation. * I proactively worked on class ** I interacted with fellow students
>>>>>>>>>>> assignments when appropriate
* I followed-through on group ** I offered input in class where
responsibilities appropriate
[ ] To the best of my ability, the assessment I’ve provided above reflects reality:
SIGNED: ___________________________________________ [SCORE: _____________________]
Every Week = 1.25 Usually = .75 Rarely = .25 Never = 0
19
VOC 200: Group Project #1 Evaluation Rubric
15 points
Names of Group
members
1-5: Inadequate 6-10: Satisfactory 11-15: Well done
1. Role Description Neither clear, nor Clear, but Clear and imaginative
imaginative unimaginative or
unclear, but
imaginative
Score & Comments:
2. Role Purpose Neither clear, nor Clear, but Clear and imaginative
imaginative unimaginative or
unclear, but
imaginative
Score & Comments:
3. Role Story/Stories No story/stories, or Story/stories used Story/stories added

irrelevant stories were appropriate significantly to the
presentation
Score & Comments:
4. Suggestions Absent or overly Appropriate, but not Well-crafted;

generic very insightful insightful
Score & Comments:
5. Use of Resources No resources used or Reasonable number of Impressive use of

used poorly resources and resources; well used
reasonable use of and appropriate
resources number
6. Poster Quality Low Average Excellent
Score & Comments:
7. Handout Misplaced content; Good content; Great content; very

not very useful somewhat useful useful
content
Score & Comments:
8. Presentation Low Average Excellent

Score & Comments:
Each section will be scored and brief comments offered. The total score for all 8 sections of the
rubric will be divided by 8 for an average. The instructor will then consider if that average
represents the project overall, or if the score needs to be altered in some way.
20
VOC 200: Group Project #2 Evaluation Rubric
10 points
Names of Group
members
1-3: Inadequate 4-6: Satisfactory 7-10: Well done
1. Summary of Keller Inaccurate Accurate Accurate and
presented in an
interesting way
Score & Comments:
2. Contemporary Absent or misapplied Present; Reasonable Insightful and useful

Examples
Score & Comments:
3. Keller’s Inaccurate Accurate Accurate and

recommendation presented in an
interesting way
Score & Comments:
4. Recommendations Absent or overly Appropriate, but not Well-crafted;

generic very insightful insightful
Score & Comments:
5. PowerPoint Quality Low Average Excellent

Score & Comments:
6. Presentation Low Average Excellent

Score & Comments:
Each section will be scored and brief comments offered. The total score for all 6 sections of the
rubric will be divided by 6 for an average. The instructor will then consider if that average
represents the project overall, or if the score needs to be altered in some way.
21
VOC 200: Group Project #1 Individual Contribution Rubric
Name __________________________ Group _________________________ Date ____________
Write the names of your group members in the numbered boxes (use multiple copies of rubric if
necessary). Then assign yourself a value for each listed attribute. Finally, do the same for each of
your group member and total all of the values.
Values: 5 = Superior 4 = Above Average 3 = Average 2 = Below Average 1 = Weak
Attribute Myself 1. 2. 3. 4.
Participated in
group
discussions/work
Helped keep the
group on task
Contributed
useful ideas
Quantity of work
done
Quality of
completed work
Totals
VOC 200: Group Project #2 Individual Contribution Rubric
Name __________________________ Group _________________________ Date ____________
Write the names of your group members in the numbered boxes (use multiple copies of rubric if
necessary). Then assign yourself a value for each listed attribute. Finally, do the same for each of
your group member and total all of the values.
Values: 5 = Superior 4 = Above Average 3 = Average 2 = Below Average 1 = Weak
Attribute Myself 1. 2. 3. 4.
Participated in
group
discussions/work
Helped keep the
group on task
Contributed
useful ideas
Quantity of work
done
Quality of
completed work
Totals
22
VOC 200: Vocational Artifact Collection Evaluation Rubric
25 Points
Part 1: Draft Submissions
Name of Student
Draft of item Not Submitted Submitted Faculty Comments

submitted on-time
a. 1-17
The If I had to Start
work today” job
description
b. 1-31
Results and reflection
of the Strong Interest
Inventory
c. 2-14
The Vocational Model
Worksheet
d. 2-26
Vocational story/
timeline
e. 3-21
5 statements RE: your
vocation as a student
f. 4-4
10 newspaper or
magazine articles, blog
posts (domain specific)
g. 4-25
Text of an interview
h. Finals Week
Descriptions and
reflections on your
times of spiritual
discipline/discernment
POINTS DEDUCTED
FROM TOTAL (-1 point
per item)
Part 2, continued on the next page
23
VOC 200: Vocational Artifact Collection Evaluation Rubric
25 Points
Part 2
Name of Student
OVERALL RATING/COMMENTS
The collection includes 1 point deducted for each element that is missing.
all the required
elements
1-6 7-3 14-20
Arrangement/ The collection is The collection is The collection is
Organization difficult to work with reasonably organized clearly arranged and
and somewhat in the Google Drive. thoughtfully
disorganized in the organized in the
Google Drive Google Drive
Score & Comments:
Personal Insight The collection does The collection reveals The collection offers
little to reveal who the some things about the insightful perspectives
student is student, but with little on the student
insight
Score & Comments:
Sincere Effort and It seems as if the The quality and effort The collection gives
Quality collection was involved appear to be evidence of that the
carelessly put together average student was
intentional and
careful with the
assignment
Score & Comments:
Each item above will be scored and brief comments offered. The total score for all 3 sections of
the rubric will be divided by 3 for an average and points deducted for missing drafts or missing
elements in the final V.A.C. The instructor will then consider if that score represents the project
overall, or if the score needs to be altered in some way.
24
Interview Template
Students may use or adapt the following questions. (Based on the Career Exploration Experience in GE100:
First Year Seminar.)
• How long have you been in your current role?

• Tell me about you career journey so far; how did you get to where you are now?
• Did you attend college? If so, where? What did you study? Are you using your degree in your career?
• How important do you think it is to choose a specific degree program in hopes that it will lead to a
specific career?
• What do you like/not like about the work you currently do?
• What did you want to be when you were growing up?
• If you could go back and change one thing about your career choice(s), what would it be?
• How do you define calling?
• Do you feel as though you have a calling? If so, what? If not, why?
• Add other questions that may be specific to the domain this person is part of. For example:
o As a person in law enforcement, what do you feel are the most important issues at this time?
o After 20 years working in the public schools, what do you think teachers face now that they
didn’t face when you started teaching?
o As a Christian actor, how do you respond to the unique temptations and challenges that come
with the territory for those in this line of work?
25
26
READING REPORT / REFLECTION TICKET #1 / Name: ______________________ Date: _________
[ ] I did [ ] I did not read: Keller, pp. 24-30
[ ] I did [ ] I did not read: Ashford, Intro
[ ] I did [ ] I did not read: Wright, pp. 1-9
These are the two quotes that I want to remember. (Be prepared to share your quotes with your small group.)
Q.#1 is on page _____ of _______________________ Q.#2 is on page _____ of _________________________
The most important take-away for me in this week’s reading is:
The issue in the reading that I am most interested in learning more about / discussing with others is:
Notes on this week’s Reflection Question or ideas from my Vocational Exploration Journey Journal

[ ] I did [ ] I did not read : Keller, chapter 9, PP. 155-165; 179-182
[ ] I did [ ] I did not read : Ashford, chapters 1, 2
[ ] I did [ ] I did not read : Self (article in Sakai)
27
28
[ ] I did [ ] I did not read : Keller, chapters 3 and 4
[ ] I did [ ] I did not read : Wright, part 3 (pp. 17-26)

[ ] I did [ ] I did not read : Kaak (Article in Sakai)
[ ] I did [ ] I did not read : Wright, part three, 1 (pp. 27-33)
29
30

[ ] I did [ ] I did not read: Smith, Courage and Calling; Chapter 3
31
32
[ ] I did [ ] I did not read : Keller, chapter 12
[ ] I did [ ] I did not read : Wright, part four (pp. 49-61)

[ ] I did [ ] I did not read : Scorgie, Chapters 6 or 7 (Assigned the previous week)
33
34
[ ] I did [ ] I did not read : Ashford, chapter 3
[ ] I did [ ] I did not read : Miller (book excerpt pp. 208-228, in Sakai)

[ ] I did [ ] I did not read : Wright, part four, 4 (pp. 63-88)
35
36
[ ] I did [ ] I did not read : Keller chapters 5 or 6 or 7 or 8 (as assigned for group presentation)

[ ] I did [ ] I did not read : Week 7a assignment __________________________________
37
38
[ ] I did [ ] I did not read : Keller chapter 1

[ ] I did [ ] I did not read : Keller chapter 2
39
40
[ ] I did [ ] I did not read : Week 11b assignment __________________________________

[ ] I did [ ] I did not read : Keller, chapter 10
[ ] I did [ ] I did not read : Ashford, chapter 4
41
42
[ ] I did [ ] I did not read : Crouch “What’s So Great…” (article in Sakai)
[ ] I did [ ] I did not read : Crouch “Skillful Culture Making…” (article in Sakai)

[ ] I did [ ] I did not read : Keller, chap. 11
[ ] I did [ ] I did not watch : Hartwig’s TED Talk
43
44
[ ] I did [ ] I did not read : Wright, part two (pp. 11-15)
[ ] I did [ ] I did not read : Ashford, Conclusion

[ ] I did [ ] I did not read : Wright, conclusion (pp. 121-127)
45
46
47
48
49

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College of Liberal Arts and Sciences

Bachelor of Arts in Interdisciplinary Studies

Azusa Pacific University’s Mission Statement

*Credit Hour Policy

I. Course Purpose and Description

II. Course Goals and Objectives

Student Learning Outcome IDEA Objective Assignments Used to

4. Evaluate a view of “work” that is Developing a clearer understanding Group Project #1

III. Required Texts

Date Topics Readings Due Assignment(s) Due

Week Reflection Question: Ticket #1 N.A.

Week NO MONDAY CLASS

NO SMALL GROUP THIS WEEK

Week UNDERSTANDING VOCATION: Ticket #3

Week THE INDIVIDUAL’S CALLING: Ticket #5

Week Reflection Question: Ticket #6 [ ] V.A.C. part b

Week VOCATIONAL DISCERNMENT AND Ticket #7

Week Reflection Question: Ticket #8

Presentations for GP#1: part 4

Week DOMAINS PANEL #1: READ TBA:

Week DOMAINS PANEL #2: READ TBA: [ ] V.A.C. part d

Week 9 No class: Spring Break

Week DOMAINS PANEL #3: Ticket #12

Continue to work on GP#2

Week DOMAINS PANEL #4: READ TBA:

Week DOMAINS PANEL # 6: READ TBA:

Week DOMAINS PANEL #7: Ticket #15

Week Reflection Question: [ ] V.A.C. part f

Share Presentations with class for

Week Reflection Question: Ticket #17

Week THE ETHICS OF WORK & THE VIRTUES Ticket #18

Finals FINALS WEEK Ticket #20 [ ] V.A.C. part h

2. Class Notes (5 + 5 + 5 + 5 points each set = 20 total points)

4. Vocation Journey Journal (5 + 5 + 5 + 5 points each set = 20 total points)

Your 15-minute poster presentation/Q & A should include the following:

Note on Missing Class on the Day of the Presentation

Note on Point Breakdown

The 15-minute PowerPoint presentation/Q & A should achieve the following:

Note on Missing Class on the Day of the Presentation

Note on Point Breakdown

A final version of this assignment is due NO LATER than midnight on 5/4/18.

The criteria used to calculate assignment and final grades is as follows

The grading scale is as follows:

VII. Course Policies

Respect for Divergent Viewpoints

Communication and Resources

VIII. Academic Integrity Policy

Cheating: Intentionally using or attempting to use unauthorized materials, information, or study

Heatley, B. (2008). The gift of work. Colorado Springs: NavPress.

Smith, G. (2011). Courage and calling. Downers Grove, IL: Intervarsity.

Witherington, B. (2011). Work: A kingdom perspective on labor. Grand Rapids: Eerdmans.

NAME (print): _______________________________ Date: __________ Circle one: #1 #2 #3 #4

Examples of * I carefully completed the assigned ** I arrived to class on time

Every Week = 1.25 Usually = .75 Rarely = .25 Never = 0

3. Role Story/Stories No story/stories, or Story/stories used Story/stories added

4. Suggestions Absent or overly Appropriate, but not Well-crafted;

5. Use of Resources No resources used or Reasonable number of Impressive use of

7. Handout Misplaced content; Good content; Great content; very

8. Presentation Low Average Excellent

2. Contemporary Absent or misapplied Present; Reasonable Insightful and useful

3. Keller’s Inaccurate Accurate Accurate and

4. Recommendations Absent or overly Appropriate, but not Well-crafted;

5. PowerPoint Quality Low Average Excellent

NAME (print): _____________________ Date: Circle one: #1 #2 #3 #4

Name ______________ Group _ Date

Name ______________ Group _ Date

READING REPORT / REFLECTION TICKET #2 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #4 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #6 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #8 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #10 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #12 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #14 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #16 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #18 / Name: ______________ Date: _

READING REPORT / REFLECTION TICKET #20 / Name: ______________ Date: _