Network

The network semantic field focused primarily on relationships. The most frequent metaphors included connecting and making connections, contributing to 95% of the

metaphors in this domain (see Table 6.4). Plugged in occurred three times while energized and conduit occurred once each. Nevertheless, these network metaphors contributed to the participants’ talk about relationships with people, the community, and God.

Table 6.4 Network metaphors Network Metaphors Frequency Total #1 #2 #3 #4 Connect (v) 20 17 24 5 66 Connection 18 6 12 1 37 Plug in 1 2 0 0 3 Energize 0 1 0 0 1 Conduit 0 0 0 1 1 108

Most of the participants were concerned about developing relationships with the people around them at IWU. Abby actually chose IWU based on what she observed with people in the IWU community as a prospective student; she was impressed by seeing people stop and pray with each other (#1, line 44), and she noted, “There really wasn’t any of that connection with the students [at other colleges]” (#1, line 64). One of her goals for her first year was “to connect people on [her] floor” (#1, line 238) in her dormitory because

community was an important aspect of college life for her. Developing relationships in the residence halls is one of the hallmarks of a residential campus like IWU (“Residence halls,” 2018), so the staff will create opportunities for the students to get to know each other better. For example, Kris talked about a recurring event called “Root beer and Bros,” where they’ll “have root beer and…just share – it will be a time to connect and…a time to have fun…and enjoy fellowship with each other” (#2, line 54). This kind of intentional bringing people together enabled Kris to become “really close with two juniors across the hall and…to connect with them” (#2, line 98).

Melissa mentioned how other students in her dormitory unit had “connected to each other a little bit more” than she had (#1, line 346), but she went on to say, “I connected with

some girls who are in my ministry classes,” (#1, line 348) and, “I probably am going to have more connections with people in my major” (#1, line 352). Thus, relationships also develop through mutual academic interests. As a commuter student, Eric stated at the beginning of spring semester, “I’ve already started to connect to more people because I have more classes with them now and more opportunity to talk” (#3, line 32). Michelle spoke with excitement about people interested in accounting, “When I see that in other people, we have a

connection, like something we have in common” (#1, line 375).

They also developed relationships in extra-curricular activities. Adam felt like

intramural sports were “an excellent connecting opportunity” (#1, line 46) even though he did not offer any examples of anyone with whom he had connected in this way. Thus, students networked with others in their dormitories, classes, and extracurricular activities.

In a similar way, participants incorporated network metaphors when they discussed their interest in becoming more involved in the community. Kirk talked about the roles of a Resident Assistant (RA) and Resident Director (RD) involving mentorship and how they “can mentor individuals that [they] connect more with” (#2, line 82). When describing an answer to one of his prayers, Kirk added, “I’ve spoken to…my RD who knew my brother [who previously attended IWU], and I can connect well with [him]” (#2, line 88). These metaphors also extended to networking outside the IWU community. This largely centered on involvement in a local church or ministry of some kind. Both Maddie and Abby

mentioned their desire to “get plugged in” (Maddie, #1, line 146; Abby, #2, 22) at a church; Abby ultimately volunteered at the church nearest to campus while Maddie decided to serve at a small church in a nearby farming community.

While participants primarily used network metaphors to discuss relationships with others, they also incorporated them when referencing their relationship with God. Josefina first mentioned this during her testimony narrative where she described her “first encounter

with God” (#1, line 34) and continued, “I have always had this strong connection ever since I was little” (#1, line 38). Corbin offered, “I feel more connected to God and spiritual stuff” [at IWU] (#3, line 60). Other students talked about chapel as a venue for experiencing their relationship with God. Marci described how she felt “closest to God when [she’s] either playing or singing or listening to [music]” (#2, line 132), so she “feel[s] a really strong connection during…chapel” (#2, line 134). Both John and Joshua used metaphors in this domain when they described the concept of spiritual growth. John described the role his mother played in guiding his spirituality, “always bringing it back to the God-connection” (#1, line 346). Joshua went straight to his definition: “[Spiritual growth] is having a deep connection to Christ, having that deep connection where you grow and then you’ve grown into Christ” (#1, line 72). He developed what this meant by offering specific practices, namely, “getting to know Christ’s prayer, reading His word, and delving into what His word means” (#1, line 72).

One last area of usage within this domain dealt with the notion of disconnectedness. In Helen’s eagerness to find her place within the IWU community, she felt “more

disconnected from home” (#3, line 4) but believed she was finding more balance between home and IWU by the end of her first month back in the spring semester. In a different way, Mike used his sense of connectedness to make a decision about changing his major. He realized, “I don’t really have that [outgoing] personality. It’s harder for me to make those connections, and I don’t particularly like making those kinds of connections” needed as a youth pastor (#3, line 54). Consequently, he changed his major from youth ministry to exercise science in the spring semester.

Several students noted connection or disconnection during the communities of practice task I included in the third interview, Community. I asked the students to identify which members of the community fit into the different levels of participation based on a

simple CoP graphic (see Figure 3.3 in Chapter 3). For example, John, like several others, placed those who “have a hard time connecting with people” in the peripheral circle of engagement, illustrating his understanding of the community’s emphasis placed on developing relationships with each other. In the final Reflection interview, Eric candidly offered commentary about hearing some students say the opposite of the statement, “I’m so blessed to be here,” because “they felt disconnected. Usually it was because they had no friends here” (#4, line 174). Even with Eric’s opposite statement, he highlighted the

community practice of engaging in meaningful relationships. When students cannot develop these friendships, their lack of network encourages them to leave the community.