Pub Date : 2021-09-30DOI: 10.1080/15363759.2021.1978350
Kristie J. N. Moergen
{"title":"Community Engagement in Christian Higher Education: Enacting Institutional Mission for the Public Good","authors":"Kristie J. N. Moergen","doi":"10.1080/15363759.2021.1978350","DOIUrl":"https://doi.org/10.1080/15363759.2021.1978350","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"9 1","pages":"413 - 415"},"PeriodicalIF":0.3,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72399729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-17DOI: 10.1080/15363759.2021.1947020
Jessica Martens-Kroeker
{"title":"Why Science and Faith Need Each Other, Eight Shared Values That Move Us beyond Fear","authors":"Jessica Martens-Kroeker","doi":"10.1080/15363759.2021.1947020","DOIUrl":"https://doi.org/10.1080/15363759.2021.1947020","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"4 1","pages":"416 - 418"},"PeriodicalIF":0.3,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91385003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-21DOI: 10.1080/15363759.2021.1929565
Andrea C. Walker, Melinda G. Rhoades
Abstract Religious development literature in Christian higher education has successfully utilized Self-Determination Theory to explain how environmental factors predict faith maturity in college students. Recent trends suggest a need to account for more ecumenical perspectives in contemporary evangelical college students, and this study addresses the need by measuring religious schemas. Using a mixed methods design, the researchers measured three schemas, (a) truth in text, (b) fairness tolerance and rationality, and (c) xenosophia, using the Religious Schema Scale (RSS), in 871 students at a Christian evangelical university located in the central region of the United States. Multiple regression analysis calculated how environmental factors of autonomy support and religious pressures predicted RSS scores, while controlling for year in school and religious denomination. Students’ descriptions of self-perceptions of spiritual growth were analyzed for possible positioning along the Self-Determination Continuum and determining the role the university played in spiritual growth. Results found that only the truth in text schema is predicted by increases in both environmental factors; the fairness tolerance and rationality schema is predicted by higher religious pressures; and the xenosophia schema is predicted by lower religious pressures. Researchers concluded that Christian evangelical universities would benefit from expanding current religious development conversations, addressing pluralism, and incorporating a higher consciousness regarding diversity, to better meet the religious development needs of contemporary Christian evangelical students.
{"title":"An Examination of Religious Schemas through the Lens of Self-Determination Theory","authors":"Andrea C. Walker, Melinda G. Rhoades","doi":"10.1080/15363759.2021.1929565","DOIUrl":"https://doi.org/10.1080/15363759.2021.1929565","url":null,"abstract":"Abstract Religious development literature in Christian higher education has successfully utilized Self-Determination Theory to explain how environmental factors predict faith maturity in college students. Recent trends suggest a need to account for more ecumenical perspectives in contemporary evangelical college students, and this study addresses the need by measuring religious schemas. Using a mixed methods design, the researchers measured three schemas, (a) truth in text, (b) fairness tolerance and rationality, and (c) xenosophia, using the Religious Schema Scale (RSS), in 871 students at a Christian evangelical university located in the central region of the United States. Multiple regression analysis calculated how environmental factors of autonomy support and religious pressures predicted RSS scores, while controlling for year in school and religious denomination. Students’ descriptions of self-perceptions of spiritual growth were analyzed for possible positioning along the Self-Determination Continuum and determining the role the university played in spiritual growth. Results found that only the truth in text schema is predicted by increases in both environmental factors; the fairness tolerance and rationality schema is predicted by higher religious pressures; and the xenosophia schema is predicted by lower religious pressures. Researchers concluded that Christian evangelical universities would benefit from expanding current religious development conversations, addressing pluralism, and incorporating a higher consciousness regarding diversity, to better meet the religious development needs of contemporary Christian evangelical students.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"30 1","pages":"191 - 213"},"PeriodicalIF":0.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79500557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.1080/15363759.2021.1929566
Levi C. Huffman, Erin Lefdahl-Davis, Allie Alayan
Abstract The Enneagram is an internationally used personality tool that many find effective for personal transformation and spiritual development. In recent years, the Enneagram has experienced a surge of popularity and use in the United States. Although research on its effectiveness is underway in the U.S., most is conducted in other countries. Additionally, limited research focuses on the impact of the Enneagram among college students, especially traditional-aged, undergraduate populations at faith-based institutions. This qualitative pilot study assessed the impact of the Enneagram on college students by examining their understanding of Enneagram type and identifying connections to personal growth, interpersonal dynamics, and spiritual development. Participants reported several overlapping themes of impact and change within their psychological and spiritual development. Students also reported significance in using their Enneagram number for personal and relational growth with elements of deeper self-actualization and holistic development.
{"title":"The Enneagram and the College Student: Empirical Insight, Legitimacy, and Practice","authors":"Levi C. Huffman, Erin Lefdahl-Davis, Allie Alayan","doi":"10.1080/15363759.2021.1929566","DOIUrl":"https://doi.org/10.1080/15363759.2021.1929566","url":null,"abstract":"Abstract The Enneagram is an internationally used personality tool that many find effective for personal transformation and spiritual development. In recent years, the Enneagram has experienced a surge of popularity and use in the United States. Although research on its effectiveness is underway in the U.S., most is conducted in other countries. Additionally, limited research focuses on the impact of the Enneagram among college students, especially traditional-aged, undergraduate populations at faith-based institutions. This qualitative pilot study assessed the impact of the Enneagram on college students by examining their understanding of Enneagram type and identifying connections to personal growth, interpersonal dynamics, and spiritual development. Participants reported several overlapping themes of impact and change within their psychological and spiritual development. Students also reported significance in using their Enneagram number for personal and relational growth with elements of deeper self-actualization and holistic development.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"6 1","pages":"214 - 232"},"PeriodicalIF":0.3,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87602261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.1080/15363759.2021.1929563
J. Daines, E. V. Randall, A. Richards
Abstract During a period when secularization poses many challenges to religiously affiliated colleges and universities, several key factors have been identified that can support these institutions in effectively meeting those challenges. This article identifies four of the principal drivers of secularization and how they have manifested themselves over the course of the 20th century. Those drivers are changes in the composition of university leadership, faculty, and student body; a push to comply with the accepted standards for academic excellence and the secularization of knowledge; a desire to be more like mainstream colleges and universities; and the need to accommodate growing religious pluralism in society. The article also identifies important actions that can support religiously affiliated postsecondary institutions in staying connected to their founding religious traditions. These factors include a clearly articulated vision for the institution that is based in the religious tradition, university leadership that is supportive of maintaining the connection between institution and religious tradition, and a strong campus culture based in the values of the religious tradition. The article then uses the experiences of Brigham Young University as an example of how these factors work together to counter secularization. The leadership decisions and actions taken by The Church of Jesus Christ of Latter-day Saints and Brigham Young University President Howard S. McDonald (1945–1949) are offered as a case study that may provide insights to other institutions at a time when trends in the United States continue to shift toward secularization.
在世俗化给宗教附属学院和大学带来许多挑战的时期，已经确定了几个关键因素，可以支持这些机构有效地应对这些挑战。本文确定了世俗化的四个主要驱动因素，以及它们在20世纪的进程中是如何表现出来的。这些驱动因素是大学领导层、教师和学生组成的变化;推动遵守学术卓越和知识世俗化的公认标准;希望更像主流学院和大学;以及适应社会中日益增长的宗教多元化的需要。文章还指出了支持宗教附属高等教育机构与其创始宗教传统保持联系的重要行动。这些因素包括以宗教传统为基础的大学清晰的愿景，支持保持大学与宗教传统之间联系的大学领导层，以及以宗教传统价值观为基础的强大校园文化。然后，文章以杨百翰大学的经验为例，说明这些因素如何共同作用，以对抗世俗化。耶稣基督后期圣徒教会和杨百翰大学校长霍华德·麦克唐纳(Howard S. McDonald, 1945-1949)的领导决策和行动，作为一个案例研究，可以在美国继续向世俗化的趋势转变的时候，为其他机构提供见解。
{"title":"Firm in the Faith: How Religiously Affiliated Institutions Stay True to their Religious Moorings","authors":"J. Daines, E. V. Randall, A. Richards","doi":"10.1080/15363759.2021.1929563","DOIUrl":"https://doi.org/10.1080/15363759.2021.1929563","url":null,"abstract":"Abstract During a period when secularization poses many challenges to religiously affiliated colleges and universities, several key factors have been identified that can support these institutions in effectively meeting those challenges. This article identifies four of the principal drivers of secularization and how they have manifested themselves over the course of the 20th century. Those drivers are changes in the composition of university leadership, faculty, and student body; a push to comply with the accepted standards for academic excellence and the secularization of knowledge; a desire to be more like mainstream colleges and universities; and the need to accommodate growing religious pluralism in society. The article also identifies important actions that can support religiously affiliated postsecondary institutions in staying connected to their founding religious traditions. These factors include a clearly articulated vision for the institution that is based in the religious tradition, university leadership that is supportive of maintaining the connection between institution and religious tradition, and a strong campus culture based in the values of the religious tradition. The article then uses the experiences of Brigham Young University as an example of how these factors work together to counter secularization. The leadership decisions and actions taken by The Church of Jesus Christ of Latter-day Saints and Brigham Young University President Howard S. McDonald (1945–1949) are offered as a case study that may provide insights to other institutions at a time when trends in the United States continue to shift toward secularization.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"34 1","pages":"147 - 167"},"PeriodicalIF":0.3,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87089663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-14DOI: 10.1080/15363759.2021.1929564
Kevin D. Dougherty, Perry L. Glanzer, Jessica A. Robinson, Juliette L. Ratchford, Sarah A. Schnitker
Abstract For Christian colleges and universities, students’ spiritual formation and character development are important outcomes. However, unlike academic outcomes of retention and graduation, systematic efforts to measure outcomes of faith and character are far from ubiquitous. The purpose of this article is to report the efforts of Baylor University to address the gap between mission and measurement. Guided by prevailing theories, an interdisciplinary research team launched the Baylor Faith and Character Study in August 2018. Data collection for the broader project involved surveys and interviews at three points in time: a student’s first semester at Baylor, a student’s final semester at Baylor, and 10 years after degree completion. Preliminary, cross-sectional findings from survey data reveal that levels of religious belief and practice were nearly equivalent for first-year students, seniors, and alumni, while seniors exhibited stronger character in several areas than first-year students. A discussion of conclusions and implications closes the article.
{"title":"Baylor Faith and Character Study: Methods and Preliminary Findings","authors":"Kevin D. Dougherty, Perry L. Glanzer, Jessica A. Robinson, Juliette L. Ratchford, Sarah A. Schnitker","doi":"10.1080/15363759.2021.1929564","DOIUrl":"https://doi.org/10.1080/15363759.2021.1929564","url":null,"abstract":"Abstract For Christian colleges and universities, students’ spiritual formation and character development are important outcomes. However, unlike academic outcomes of retention and graduation, systematic efforts to measure outcomes of faith and character are far from ubiquitous. The purpose of this article is to report the efforts of Baylor University to address the gap between mission and measurement. Guided by prevailing theories, an interdisciplinary research team launched the Baylor Faith and Character Study in August 2018. Data collection for the broader project involved surveys and interviews at three points in time: a student’s first semester at Baylor, a student’s final semester at Baylor, and 10 years after degree completion. Preliminary, cross-sectional findings from survey data reveal that levels of religious belief and practice were nearly equivalent for first-year students, seniors, and alumni, while seniors exhibited stronger character in several areas than first-year students. A discussion of conclusions and implications closes the article.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"14 1","pages":"168 - 190"},"PeriodicalIF":0.3,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86903992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-14DOI: 10.1080/15363759.2021.1926168
Michael T. Rizzi
{"title":"What We Hold in Trust: Rediscovering the Purpose of Catholic Higher Education","authors":"Michael T. Rizzi","doi":"10.1080/15363759.2021.1926168","DOIUrl":"https://doi.org/10.1080/15363759.2021.1926168","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"14 1","pages":"329 - 331"},"PeriodicalIF":0.3,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87141492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.1080/15363759.2021.1923276
Agostinelli, S. N. (2020). Predictors of financial responsibility composite scores at Catholic colleges and universities (University of Montana; EdD). (Dissertation no.: 27837877; ProQuest Doc. ID 2398895524) Asenavage Loptes, K. (2019). A systems model for internationalization in U.S. higher education: Influence of context, culture, leadership, and faith (Eastern University; PhD). (Dissertation no.: 27994980; ProQuest Doc. ID 2417017696) Benbow, T. (2020). When students follow Jesus: Toward the Christian life (Asbury Theological Seminary; DMin). (Dissertation no.: 27997347; ProQuest Doc. ID 2416979050) Bennett, J. A. (2020). “Speaking of dignity”: Interviews with non-unionized adjunct faculty teaching in an English department at a Catholic church-affiliated university (University of New Hampshire; PhD). (Dissertation no.: 27838236; ProQuest Doc. ID 2423435543) Bowen, B. C. (2020). Class standing and student perceptions of safety in Christian higher education: A causal-comparative study (Liberty University; EdD). (Dissertation no.: 28025781; ProQuest Doc. ID 2435739666) Cissna, K. (2020). Self-actualized leadership: Exploring the intersection of inclusive leadership and workplace spirituality at a faith-based institution of higher education (Pepperdine University; PhD). (Dissertation no.: 27831823; ProQuest Doc. ID 2394365216) Cownie, C. (2020). Religiosity in middle adulthood among alumni of U.S. Jesuit higher education: Strength of religious faith and the role of undergraduate high impact practices (Boston College; PhD). (Dissertation no.: 27956483; ProQuest Doc. ID 2397512831) Cunningham, S. B. (2018). Exploring the wholeness and learning climates of graduate students at a religious university (Loma Linda University; PhD). (Dissertation no.: 13424957; ProQuest Doc. ID 2407343922) Ellis, M. (2020). Spiritual leadership as assessed through self-report measures: An empirical study within the context of Christian higher education (Regent University; DMin). (Dissertation no.: 27964308; ProQuest Doc. ID 2419331889) Espinoza, B. D. (2020). Called to La Lucha: A counternarrative study of Latinx theological faculty in Evangelical seminaries (Michigan State University; PhD). (Dissertation no.: 27960033; ProQuest Doc. ID 2400279468) Gillette, N. M. (2014). Faculty-student interaction and the educational outcomes of Native American college students: A comparison of first-generation and continuing-
{"title":"Selected Dissertations on Christian Higher Education","authors":"","doi":"10.1080/15363759.2021.1923276","DOIUrl":"https://doi.org/10.1080/15363759.2021.1923276","url":null,"abstract":"Agostinelli, S. N. (2020). Predictors of financial responsibility composite scores at Catholic colleges and universities (University of Montana; EdD). (Dissertation no.: 27837877; ProQuest Doc. ID 2398895524) Asenavage Loptes, K. (2019). A systems model for internationalization in U.S. higher education: Influence of context, culture, leadership, and faith (Eastern University; PhD). (Dissertation no.: 27994980; ProQuest Doc. ID 2417017696) Benbow, T. (2020). When students follow Jesus: Toward the Christian life (Asbury Theological Seminary; DMin). (Dissertation no.: 27997347; ProQuest Doc. ID 2416979050) Bennett, J. A. (2020). “Speaking of dignity”: Interviews with non-unionized adjunct faculty teaching in an English department at a Catholic church-affiliated university (University of New Hampshire; PhD). (Dissertation no.: 27838236; ProQuest Doc. ID 2423435543) Bowen, B. C. (2020). Class standing and student perceptions of safety in Christian higher education: A causal-comparative study (Liberty University; EdD). (Dissertation no.: 28025781; ProQuest Doc. ID 2435739666) Cissna, K. (2020). Self-actualized leadership: Exploring the intersection of inclusive leadership and workplace spirituality at a faith-based institution of higher education (Pepperdine University; PhD). (Dissertation no.: 27831823; ProQuest Doc. ID 2394365216) Cownie, C. (2020). Religiosity in middle adulthood among alumni of U.S. Jesuit higher education: Strength of religious faith and the role of undergraduate high impact practices (Boston College; PhD). (Dissertation no.: 27956483; ProQuest Doc. ID 2397512831) Cunningham, S. B. (2018). Exploring the wholeness and learning climates of graduate students at a religious university (Loma Linda University; PhD). (Dissertation no.: 13424957; ProQuest Doc. ID 2407343922) Ellis, M. (2020). Spiritual leadership as assessed through self-report measures: An empirical study within the context of Christian higher education (Regent University; DMin). (Dissertation no.: 27964308; ProQuest Doc. ID 2419331889) Espinoza, B. D. (2020). Called to La Lucha: A counternarrative study of Latinx theological faculty in Evangelical seminaries (Michigan State University; PhD). (Dissertation no.: 27960033; ProQuest Doc. ID 2400279468) Gillette, N. M. (2014). Faculty-student interaction and the educational outcomes of Native American college students: A comparison of first-generation and continuing-","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"18 1","pages":"220 - 222"},"PeriodicalIF":0.3,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81433692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/15363759.2021.1915010
C. Sommers
{"title":"Faith-Integrated Being, Knowing, and Doing: A Study among Christian Faculty in Indonesia","authors":"C. Sommers","doi":"10.1080/15363759.2021.1915010","DOIUrl":"https://doi.org/10.1080/15363759.2021.1915010","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"66 1","pages":"326 - 328"},"PeriodicalIF":0.3,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74648426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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