Predicting Faculty Integration of Faith and Learning

Kaul, Corina R.; Hardin, Kimberly A.; Beaujean, A. Alexander

doi:10.1080/15363759.2016.1250684

Cited by 16 publications

(5 citation statements)

References 19 publications

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“…While the impact of IFL has been surveyed look at the course-level by an instructor teaching science. On campus, professors are considered the learning (Hauptman, 2013;Bowman, 2015;Kaul, Hardin, & Beaujean, 2017). This was expressed in the following student responses:…”

Section: Discussionmentioning

confidence: 99%

Bridging Bible and Biology: The Impact of Faith Integration on the Spiritual Growth of Students in Christian Higher Education

Savarirajan¹,

Fong²

2019

JIR

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The integration of faith and learning (IFL) is an integral part of Christian higher education. The recent years have seen a spate in published studies testifying to an intense pursuit of meaningful IFL by many institutions of Christian higher education. However, little scholarship has been devoted to explore the influence of faith integration in science and its effect on the spiritual growth of students. A private, Christian university in the Southwest United States, has integrated the Christian worldview (CWV) in at least 30% of courses in college programs. Instilling the core Christian convictions into each student’s total college life has been one of the distinctive tasks of the University. The purpose of this study is twofold: (1) to understand how CWV develops in Biology and (2) how IFL affects the personal faith of students. The data was collected, over a period of three consecutive years 2016 to 2018, from students preparing for Health Care and Science careers. Using the survey design with open-ended questions, 489 participants provided responses to articulate the Christian worldview perspective of microorganisms and diseases. Findings reveal a positive impact of IFL on the personal faith of students. The results also indicate students demonstrating growth in their understanding of the biblical worldview within the context of Biology.

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Section: Discussionmentioning

confidence: 99%

Bridging Bible and Biology: The Impact of Faith Integration on the Spiritual Growth of Students in Christian Higher Education

Savarirajan¹,

Fong²

2019

JIR

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“…(P5,T18, No matter how complicated the integration of the RVM pedagogy is, teacher-participants still find it meaningful and fulfilling in how they cultivate their students' lessons with God's message and values. Research suggests that teachers play a crucial and imperative role in the faith value formation of students (Bowman, 2015;Kaul et al, 2017;Savarirajan & Fong, 2019). Participant 4 painstakingly said that the integration of the RVM pedagogy made her a unique teacher from different schools in the city because she was used as an instrument to further develop the intelligence and emotional quotient of her learners in this volatile, uncertain, complex, and ambiguous (VUCA) world.…”

Section: Complexitiesmentioning

confidence: 99%

Capturing Educators' Experiences in Integrating the Religious of Virgin Mary (RVM) Pedagogy in Teaching from a Faith-based Higher Education Institution

Candilas,

Dael,

Dagang

et al. 2023

TNL

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Christ-centered pedagogy that integrates values, scriptural texts, and contemporary societal realities across disciplines in the teaching-learning process enables students to use their practical knowledge and abilities in a variety of settings. This study sought to gain a deep understanding of the college teachers' experiences in incorporating the Religious of the Virgin Mary (RVM) learning pedagogy into instruction at a Christ-centered pedagogy that integrates values, scriptural texts, and contemporary societal realities across disciplines in the teaching-learning process enables students to use their practical knowledge and abilities in a variety of settings. This study sought to gain a deep understanding of the college teachers' experiences in incorporating the Religious of the Virgin Mary (RVM) learning pedagogy into instruction at a private Catholic institution in Cagayan de Oro City, Philippines. The transcendental phenomenological research design was utilized. A purposeful sampling of six college teachers was employed for the conduct of an in-depth interview following Seidman's guide. Moustakas' Stevick-Colaizzi-Keen method was likewise used to analyze the participants' experiences. Findings reveal that RVM pedagogy for college teachers means that teaching as a vocation and the tradeoffs of good teaching are byproducts of environmental influence and ecological perspectives on teaching. The essence, therefore, of the RVM pedagogy manifested the college teachers' dynamism to teach the learning outcomes of the subject in real-life situations. It is a powerful tool for the personal and collective progress of students gearing towards a transformative, quality Ignacian Marian education. The study points to the need for further empirical investigation using the quantitative research design to increase the generalizability of the findings covering the RVM schools throughout the country.

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“…Analyzing survey responses from various schools within the Council of Christian Colleges & Universities (CCCU) suggests that professors specializing in computer science, math, and engineering were the least likely to integrate faith into their teaching, whereas professors specializing in religion and philosophy were most likely to do so (Kaul et al, 2017). Although there has been work in the area of faith integration as indicated above, these survey data may lead some to conclude that discussions of the integration of Christian faith with teaching and learning are less appropriate or even less possible in areas such as STEM.…”

Section: Background and Motivation For Studymentioning

confidence: 99%

Faith integration in STEM courses for undergraduates: Exemplars of pedagogical practices

Klanderman

Carlson

Decker

et al. 2022

International Journal of Christianity & Education

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In his book On Christian Teaching, David Smith offers multiple ways in which one’s Christian faith commitments influence pedagogical practices. Specific examples are drawn from the humanities, particularly from languages and literature. Some may conclude that such discussions are less appropriate in areas such as science, technology, engineering, and mathematics (STEM). We disagree and offer exemplars aligned with a set of six curricular criteria identified by Wayne Au. We argue that these exemplars emerge naturally from our Christian beliefs and are “faith-influenced” even if not every strategy embodies a narrower integration of faith and pedagogy.

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Predicting Faculty Integration of Faith and Learning

Cited by 16 publications

References 19 publications

Bridging Bible and Biology: The Impact of Faith Integration on the Spiritual Growth of Students in Christian Higher Education

Bridging Bible and Biology: The Impact of Faith Integration on the Spiritual Growth of Students in Christian Higher Education

Capturing Educators' Experiences in Integrating the Religious of Virgin Mary (RVM) Pedagogy in Teaching from a Faith-based Higher Education Institution

Faith integration in STEM courses for undergraduates: Exemplars of pedagogical practices

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