Comparative methods of collegiate, faith learning integration

Comparative Methods of
Collegiate, Faith-
Learning Integration
Jeff Beine,
Ph.D.
Malone
University

Background of the study

 Arthur Holmes, PhD (Wheaton College)

 Larry D. Burton & Constance C. Nwosu (2003): Student Perceptions of the
Integration of Faith, Learning, and Practice In an Educational Methods
Course, Journal of Research on Christian Education, 12:2, 101-135

 Terry Anne Lawrence, Larry D. Burton & Constance C. Nwosu (2005):
Refocusing on the Learning in ―Integration of Faith and Learning", Journal of
Research on Christian Education, 14:1, 17-50

What is the true mission of
a Christian university?

Wheaton College
 Wheaton College exists to help build
the church and improve society
worldwide by promoting the
development of whole and effective
Christians through excellence in
programs of Christian higher
education.

Messiah College
 Our mission is to educate men and
women toward maturity of
intellect, character and Christian
faith in preparation for lives of
service, leadership and reconciliation
in church and society.

Azusa Pacific University
 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.

Biola University
 The mission of Biola University is
biblically centered education,
scholarship and service—equipping
men and women in mind and
character to impact the world for the
Lord Jesus Christ. Our business is
to inspire student's learning so that
they are empowered to think and
practice from a Christian worldview in
their fields of service.

Malone University
 The mission of Malone is to provide
students with an education based on
biblical faith in order to develop men
and women in intellectual
maturity, wisdom, and Christian faith
who are committed to serve the
church, community and world.

1 Corinthians 2:16 (NIV)

16 for,―Who has known the mind of the
Lord so as to instruct him?‖[a]
But we have the mind of Christ.

Methods
 Undergraduate, education majors
 Voluntary, anonymous survey given at
the end of an Ed Psych course
 Females = 32
 Males = 12

Types of integrative methods
considered for this survey
 Memorization of Bible verses
 Readings from Christian authors
 Watching Christian films
 Writing: responding to specific verses
 Writing: finding verses to apply
 Viewing verses embedded in lecture notes
 Teacher-led discussions: assigned films/readings
 Teacher-led discussions: spiritual issues related to
lecture content
 Teacher-led discussions: spiritual issues related to
current event topics
 Small group discussion: spiritual issues related to
course content

Females responses (n = 32) Males responses (n = 12)

#1: Tchr: spiritual issues rel. #1: Watching Christian films
lectures #2: Tchr: spiritual issues rel.
#2: Watching Christian films current events in the news
#3: Tchr: spiritual issues rel. #3: Embedded verses in lect notes
current events in the news #4: Tchr: spiritual issues rel.
#4: Writing: find/apply own verses lecture
#5: Writing: respond to spec #5: Memorizing verses
verses #6: Writing: find/apply own verses
#6: Tchr: analysis of #7: Tchr: analysis of
films/readings films/readings
#7: Embedded verses in lect notes #8: Writing: respond to spec
#8: Memorizing verses verses

Student Ratings Small group discussions
#9: Reading from Christian
authors
#9:
of Method
#10: Reading from Christian
Effectiveness (1-4)
#10: Small group discussions authors

RATINGS (both genders) RANKINGS (both genders)

1: Watching Christian films 1: Tchr-led discuss:
2: Tchr-led discuss: lectures
lectures 2: Tchr-led discuss: cur
3: Tchr-led discuss: cur evnts
evnts 3: Writing: find/apply
4: Writing: find/apply verses
verses 4: Tchr-led discuss: films/rd
5: Writing: to specific 5: Writing: to specific
verses verses
6: Tchr-led discuss: films/rd 6: Watching Christian films
7: Verses emb in lectures 7: Verses emb in lectures
8: Memorizing verses 8: Small group discussions
Methods’ Ratings vs
9: Reading of Christian
authors
9: Memorizing verses
10: Reading of Christian
Rankings
10: Small group discussions authors

More, Less, or About Right?
 Amt of Bible reading / verse memorization
 Amt of biblical analysis/appl in writing
 Amt of CT discussing how specific verses
apply
 Amt of CT hearing profs dis/debate Chr
issues
 Amt of CT of students dis/debate Chr
issues
 Amt of exposure to important Chr authors
 Use of the Bible in class by professors
 Use of Chr reasoning in class by professors

Grouping by college selection motivations
(Was biblical, Christian university in your Top
2?)
12

10

8

males - no Bible choice
6 females - no Bib choice
males - Bible in choice
females - Bible in choice
4

2

0
FAITH CHR EVAN CH MOR NON

Agree #1: Homework: Reading &
Memorizing Bible verses
Amt of Bible reading and Scripture memorization
25

20

15

10

5

0
MORE(noB) LESS(noB) RIGHT(NoB) MORE(B) LESS(B) RIGHT(B)

Agree #2: Using Bible in
writing
Amt of biblical analysis/appl in writing assignments
18

16

14

12

10

8

6

4

2

0

Agree #3: Reading Chr
authors
Amt of exposure to important Christian authors
25

20

15

10

5

0

Agree #4: Christian reasoning
Use of Christian reasoning in class by professors
25

20

15

10

5

0

Diff #1: Profs apply verses
Amt of CT discussing how specific Bible verses apply
to lecture content
25

20

15

10

5

0

Diff #2: Hearing profs debate
Amt of CT hearing profs discussing/debating
Christian issues
25

20

15

10

5

0

Diff #3: Students debating
Amt of CT students themselves dis/debate Chr issues
20

18

16

14

12

10

8

6

4

2

0

Diff #4: Profs using the Bible
Use of Bible in class by professors
25

20

15

10

5

0

Voices of students who didn’t indicate a
desire for a biblical, Christian education
 There is a lack of integration of different
races, sexual orientations.
 They constantly push for Christian worship
activities requiring 20 chapels per semester.
 Sometimes faith is pushed on students too hard
and they turn away from it.
 It’s getting in the way in science and actual critical
thinking.
 Don't push it on non-believers too much, but overall
they are very effective.

Voices of students who indicated
support for Malone’s mission for a
biblical, Christian education (guys)
 We're always talking to new believers -- I want more.
 People are hostile to learning about this when it's forced
on them; those that care will learn and those that don't
care will harden themselves against it.
 The topics of faith and Christ never come up in class
unless a student brings it up. This school needs help.
 The aspect that I like most about Malone is that the
professors are genuine about their faith and their job.
This passion has a trickle down effect to the students.
 This school can no longer be Christ's Kingdom
first, which it barely is now. The liberals are taking over
and we're letting them.
 I think Malone does a good job in their teaching of
education and biblical faith.

Voices of students who indicated
support for Malone’s mission for a
biblical, Christian education (girls)
 Nothing - we are a Christian school that should not be
watered down in order not to offend nonbelievers.
 Not a lot of courses use the time to speak about faith because
they need to lecture.
 The professors, faculty, and staff show that they truly care
and definitely integrate Christian faith, but it is still lacking
much discussion about it and needs more relation to lessons.
 Classes that aren't Bible classes tend to leave out God and
the Bible for the most part -- only one and maybe two often
talk about God. Malone being a Christian university should
plan more of that.
 Malone profs are open about their faith and do a great job of
integrating their faith daily.
 I can see just by how the professors treat their students that
they are Christians but I feel that they could make more of an
effort to integrate that faith into their lessons.

Conclusions
 Previous findings confirmed – influence
of the teacher seems to be the primary
(and most desired) factor for faith-
learning integration
 Our university’s mission is indeed
supported by students: most desire a
biblical, Christian education
 Though students not seeking a Christian
education are satisfied, the vast majority
of students want the Bible used more
often and more specifically in class

Why use the Bible in class?
 Hebrews 4:12
For the word of God is alive and active. Sharper
than any double-edged sword, it penetrates
even to dividing soul and spirit, joints and
marrow; it judges the thoughts and attitudes of
the heart.

 I Cor 1:28-30a
28 God chose the lowly things of this world and the
despised things—and the things that are not —to
nullify the things that are, 29 so that no one may
boast before him. 30 It is because of him that you
are in Christ Jesus, who has become for us
wisdom from God . . .

Comparative methods of collegiate, faith learning integration

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