Pub Date : 2023-08-18DOI: 10.1080/15363759.2023.2227594
N. Cooper
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Pub Date : 2023-08-08DOI: 10.1080/15363759.2023.2197638
"Selected Dissertations on Christian Higher Education." Christian Higher Education, 22(3-4), p. 308
基督教高等教育论文选集基督教高等教育，22(3-4)，308页
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Pub Date : 2023-08-08DOI: 10.1080/15363759.2023.2219221
Sarah Todd
Abstract The purpose of this qualitative study was to examine formative first-year practices and motivating factors that encouraged first-year college students to pursue peer mentorship roles. The examination of peer mentorship within undergraduate populations owes much to Jacobi’s (1991) study on mentoring and academic success, which more recently has been continued by Nora and Crisp (2007), Crisp and Cruz (2009), and Crisp et al. (2017). Peer mentorship bolsters both individual student development and undergraduate enrollment (Crisp et al., 2017; Yomtov et al., 2017), and assuming a peer mentor role contributes in meaningful ways to a college learning environment (Kuh et al., 2011). Although a significant amount of research has been conducted on peer mentorship, there has been less focus on motivating factors during the first year of college that prompt peer mentors to seek such roles in their second year of undergraduate education. The results of this study indicated students were motivated to pursue peer mentorship roles for four reasons: the desire for community, their sense of self-efficacy, a vocational connection, and the opportunity to impact incoming students’ experiences. Implications of these results are discussed in terms of implementing formative best practices into first-year experiences as a means of encouraging and recruiting second-year peer mentors.
摘要本质性研究的目的是探讨大学一年级学生从事同伴导师制角色的形成性实践和激励因素。大学生群体中同伴指导的研究在很大程度上归功于Jacobi(1991)对指导和学业成功的研究，最近由Nora和Crisp (2007)， Crisp和Cruz(2009)以及Crisp等人(2017)继续进行。同侪指导促进学生个人发展和本科招生(Crisp et al.， 2017;Yomtov等人，2017)，并且承担同伴导师角色对大学学习环境有意义的贡献(Kuh等人，2011)。尽管大量的研究已经进行了同伴指导，但很少关注大学第一年的激励因素，这些因素促使同伴导师在本科教育的第二年寻求这样的角色。本研究结果表明，学生追求同伴导师角色的动机有四个原因:对社区的渴望、自我效能感、职业联系以及影响新生经历的机会。在将形成性最佳实践作为鼓励和招募二年级同伴导师的手段实施到一年级经验方面，讨论了这些结果的含义。
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Pub Date : 2023-08-08DOI: 10.1080/15363759.2023.2214894
Laura Carroll, Derran Reese
{"title":"Special Issue: Best Practices in Christian Higher Education","authors":"Laura Carroll, Derran Reese","doi":"10.1080/15363759.2023.2214894","DOIUrl":"https://doi.org/10.1080/15363759.2023.2214894","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840412","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 : 2023-08-08DOI: 10.1080/15363759.2023.2246312
P. Jesse Rine
This special issue of Christian Higher Education: An International Journal of Research, Theory, and Practice marks a new beginning for the journal, which is now under the leadership of Dr. P. Jesse Rine, Executive Director of the Center for Academic Faithfulness & Flourishing. As upcoming issues of the journal feature articles accepted by previous coeditors Dr. Karen A. Longman and Dr. Laurie A. Schreiner of Azusa Pacific University, this period of transition affords an opportunity to consider anew the purposes of the journal and boldly articulate a vision for its service to the field at large. As the leading academic outlet devoted to the empirical study of Christian higher education, the journal endeavors to provide a forum for rigorous discourse and analysis in support of intentionally Christ-centered postsecondary institutions. To achieve this purpose, Christian Higher Education will remain interdisciplinary, interdenominational, and international in character. First, the journal will proactively solicit and enthusiastically promote a diverse range of academic disciplines and perspectives in order to foster innovative approaches to current challenges and opportunities. Second, the journal will maintain an ecumenical ethos that welcomes examinations of educational principles and/or practices within the context of any Christian denomination, religious order, or nondenominational group. Third, the journal will serve and support Christian higher education worldwide by publishing studies of postsecondary institutions operating within and across various national contexts. Three important distinctives will define the kinds of content most relevant to the journal’s readership. The first is an underlying assumption that Christian colleges, universities, and seminaries are legitimate institutional types that require neither prior justification for their faith-based missions nor external validation for their mission-driven practices. The second is a conviction that Christian higher education develops students in unique and valuable ways that enrich society as a whole and is therefore worth preserving. The third is a recognition that the needs of Christian institutions of higher education will differ according to their particularities, such that efforts to support their persistence will often require bespoke approaches. Of particular interest are submissions that embody these distinctives by addressing one of three priority areas in support of institutional self-determination. The journal seeks research into the conceptual frameworks, empirical models, and practical strategies that can (1) empower Christian colleges, universities, and seminaries to strengthen and more effectively achieve their unique institutional missions; (2) position Christian colleges, universities, and seminaries to faithfully flourish within their current political, economic, and cultural contexts; and (3) guide Christian colleges, universities, and seminaries in the prudent and pr
{"title":"Against the Baptized Facsimile: A Call to Christian Self-Determination","authors":"P. Jesse Rine","doi":"10.1080/15363759.2023.2246312","DOIUrl":"https://doi.org/10.1080/15363759.2023.2246312","url":null,"abstract":"This special issue of Christian Higher Education: An International Journal of Research, Theory, and Practice marks a new beginning for the journal, which is now under the leadership of Dr. P. Jesse Rine, Executive Director of the Center for Academic Faithfulness & Flourishing. As upcoming issues of the journal feature articles accepted by previous coeditors Dr. Karen A. Longman and Dr. Laurie A. Schreiner of Azusa Pacific University, this period of transition affords an opportunity to consider anew the purposes of the journal and boldly articulate a vision for its service to the field at large. As the leading academic outlet devoted to the empirical study of Christian higher education, the journal endeavors to provide a forum for rigorous discourse and analysis in support of intentionally Christ-centered postsecondary institutions. To achieve this purpose, Christian Higher Education will remain interdisciplinary, interdenominational, and international in character. First, the journal will proactively solicit and enthusiastically promote a diverse range of academic disciplines and perspectives in order to foster innovative approaches to current challenges and opportunities. Second, the journal will maintain an ecumenical ethos that welcomes examinations of educational principles and/or practices within the context of any Christian denomination, religious order, or nondenominational group. Third, the journal will serve and support Christian higher education worldwide by publishing studies of postsecondary institutions operating within and across various national contexts. Three important distinctives will define the kinds of content most relevant to the journal’s readership. The first is an underlying assumption that Christian colleges, universities, and seminaries are legitimate institutional types that require neither prior justification for their faith-based missions nor external validation for their mission-driven practices. The second is a conviction that Christian higher education develops students in unique and valuable ways that enrich society as a whole and is therefore worth preserving. The third is a recognition that the needs of Christian institutions of higher education will differ according to their particularities, such that efforts to support their persistence will often require bespoke approaches. Of particular interest are submissions that embody these distinctives by addressing one of three priority areas in support of institutional self-determination. The journal seeks research into the conceptual frameworks, empirical models, and practical strategies that can (1) empower Christian colleges, universities, and seminaries to strengthen and more effectively achieve their unique institutional missions; (2) position Christian colleges, universities, and seminaries to faithfully flourish within their current political, economic, and cultural contexts; and (3) guide Christian colleges, universities, and seminaries in the prudent and pr","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840413","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 : 2023-08-08DOI: 10.1080/15363759.2023.2223163
Christopher J. Payne, Valerie Plaus, Megan Reister, Joshua Miller, Stephen Frezza, Juan Jauregui, John Pilsner
Abstract Franciscan University of Steubenville (FUS) has established a strategic initiative to help all students identify their unique gifts and gain tools for living their personal vocations on a daily basis and throughout the course of their lives. As a Catholic institution of higher education, FUS is actively building an institutional culture that will enable “an ever clearer discovery of one’s vocation and the ever greater willingness to live it so as to fulfill one’s mission” (John, 1988, para. 58). This paper summarizes various initiatives underway at FUS related to personal vocation formation, especially those related to engaging first-year students. There are three categories of personal vocation development activities that FUS has developed: institutional-level, cohort-oriented, and classroom-based activities. Five of the initiatives described are co-curricular, while four are integrated into for-credit coursework. These different types of student interventions are distinguished both in method and audience but share the same goal of engaging students and empowering them toward a Christ-centered direction in their personal vocation. This paper presents the foundations for personal vocation, arguing for why this topic is essential for a Christian education, and it presents an overview of eight different personal vocation approaches taken at FUS, how each of the approaches have been instantiated, and a summary of their achievements as of the 2021–22 academic year.
{"title":"Toward a Comprehensive Approach to Personal Vocation","authors":"Christopher J. Payne, Valerie Plaus, Megan Reister, Joshua Miller, Stephen Frezza, Juan Jauregui, John Pilsner","doi":"10.1080/15363759.2023.2223163","DOIUrl":"https://doi.org/10.1080/15363759.2023.2223163","url":null,"abstract":"Abstract Franciscan University of Steubenville (FUS) has established a strategic initiative to help all students identify their unique gifts and gain tools for living their personal vocations on a daily basis and throughout the course of their lives. As a Catholic institution of higher education, FUS is actively building an institutional culture that will enable “an ever clearer discovery of one’s vocation and the ever greater willingness to live it so as to fulfill one’s mission” (John, 1988, para. 58). This paper summarizes various initiatives underway at FUS related to personal vocation formation, especially those related to engaging first-year students. There are three categories of personal vocation development activities that FUS has developed: institutional-level, cohort-oriented, and classroom-based activities. Five of the initiatives described are co-curricular, while four are integrated into for-credit coursework. These different types of student interventions are distinguished both in method and audience but share the same goal of engaging students and empowering them toward a Christ-centered direction in their personal vocation. This paper presents the foundations for personal vocation, arguing for why this topic is essential for a Christian education, and it presents an overview of eight different personal vocation approaches taken at FUS, how each of the approaches have been instantiated, and a summary of their achievements as of the 2021–22 academic year.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"37 1","pages":"269 - 290"},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86555455","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 : 2023-08-08DOI: 10.1080/15363759.2023.2220677
B. Cole, Jennifer T. Butcher
Abstract With the growth of online higher education and the increasing diversification of college and university students, there is a need to focus on addressing the inequities of online learning and responding to the needs of diverse students. Students experience greater challenges in academic performance and in persisting and completing online programs, especially among particular student subgroups and course subject areas. Although research has identified some of the facilitating factors and barriers to online student persistence in coursework, supporting diverse online students requires attention not only to course design and instruction, but also broader institutional commitments. Christian higher education can present unique challenges to these students but might also be able to provide support and remedies that are not immediately available at other types of institutions. This paper synthesizes the literature on the needs of diverse learners in online education and provides an example of how the online campus of Abilene Christian University is attempting to meet the needs of its diverse learners.
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Pub Date : 2023-08-08DOI: 10.1080/15363759.2023.2219236
Brenda M. Morton, Aida I. Ramos
Abstract Universities nationwide have sought ways to support the retention of students on their campuses, particularly first-generation students. One such method is through summer bridge programs designed to offer academic and social support to new incoming students in the months before their first year begins. Christian institutions’ faith-based mission statements are integral to developing programming to support first-generation students, as the cultural habitus that emerges from the school’s Christian identity creates a unique cultural landscape that first-generation students navigate. This study is a phenomenological analysis of the experiences of six first-generation college students (FGCS) enrolled in a pilot bridge program on a Christian campus in the Pacific Northwest. The program was created to support the unique needs of FGCS by beginning with a summer orientation and a two-week course and program on campus. Students reported dynamics congruent with the literature on first-generation students, such as academic and financial challenges, mental and personal health issues, and for Latinx students in particular, difficulties navigating dual roles as a student and family member. Unique to our sample is how these challenges are embedded within a Christian college context: Feelings of belonging are inevitably intertwined with this identity, posing unique advantages and disadvantages to their retention. Overall, we argue that the Christian higher education environment is well positioned to enhance the high impact of the bridge programs for their students, although challenges remain.
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Pub Date : 2023-08-08DOI: 10.1080/15363759.2023.2219069
Austin T. Smith, Perry L. Glanzer, T. Cockle
Abstract Although higher education scholars have examined chaplaincy in college and university settings, we are not aware of any studies that have sought to examine chaplains who live and serve in residence halls. As such, we conducted a collective case study of three Protestant institutions with residential chaplain roles—Taylor University, Pepperdine University, and Baylor University. We present an overview of each institutional model employed for residential chaplains and provide comparative analysis. All of the models we analyzed utilized students as residential chaplains, provided joint residence life and spiritual life training, navigated tensions with other roles in the institution, and took advantage of institution-specific resources and contexts. However, these roles had slightly different foci, used students of different academic levels, and were compensated in different ways. In light of our findings, we believe institutions without residential chaplains should see potential options for incorporating such a role into their campus structure, and those who already have residential chaplains should continue thinking about the structure, strengths, and benefits of their current models.
{"title":"Residential Chaplains: A Promising Resource for Faith and Character Formation","authors":"Austin T. Smith, Perry L. Glanzer, T. Cockle","doi":"10.1080/15363759.2023.2219069","DOIUrl":"https://doi.org/10.1080/15363759.2023.2219069","url":null,"abstract":"Abstract Although higher education scholars have examined chaplaincy in college and university settings, we are not aware of any studies that have sought to examine chaplains who live and serve in residence halls. As such, we conducted a collective case study of three Protestant institutions with residential chaplain roles—Taylor University, Pepperdine University, and Baylor University. We present an overview of each institutional model employed for residential chaplains and provide comparative analysis. All of the models we analyzed utilized students as residential chaplains, provided joint residence life and spiritual life training, navigated tensions with other roles in the institution, and took advantage of institution-specific resources and contexts. However, these roles had slightly different foci, used students of different academic levels, and were compensated in different ways. In light of our findings, we believe institutions without residential chaplains should see potential options for incorporating such a role into their campus structure, and those who already have residential chaplains should continue thinking about the structure, strengths, and benefits of their current models.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"76 1","pages":"250 - 268"},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78716569","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 : 2023-08-08DOI: 10.1080/15363759.2023.2220679
C. Riley
Abstract This article describes All Rise, a career and calling circle (CCC) designed to address first-year underrepresented pre-law college students’ sense of belonging. The article focuses on how the practice was designed, developed, and evaluated. Although restorative practices such as the circle process have emerged in response to addressing student disciplinary issues on college campuses, little research exists as to how these approaches could be applied to proactively contribute to a sense of belonging. Specifically, this emerging intervention leverages the career interests of underrepresented (i.e., racially-minoritized, first-generation, and Pell-eligible) first-year students to create spaces that attempt to promote a sense of belonging. Understanding whether the CCC contributed to the participants’ sense of belonging can assist pre-professional and career advisors, faculty, and administrators to more fully support underrepresented pre-professional students. The outcomes students reported from participating in this career and calling circle were that it made their professional goals more tangible and increased their confidence to pursue those goals, but also provided a safe space to connect with others. The results suggest that CCCs positively influenced students’ sense of belonging both at the university and in their pre-professional journeys.
{"title":"Career and Calling Circles: Spaces of Belonging for First-Year Underrepresented Students","authors":"C. Riley","doi":"10.1080/15363759.2023.2220679","DOIUrl":"https://doi.org/10.1080/15363759.2023.2220679","url":null,"abstract":"Abstract This article describes All Rise, a career and calling circle (CCC) designed to address first-year underrepresented pre-law college students’ sense of belonging. The article focuses on how the practice was designed, developed, and evaluated. Although restorative practices such as the circle process have emerged in response to addressing student disciplinary issues on college campuses, little research exists as to how these approaches could be applied to proactively contribute to a sense of belonging. Specifically, this emerging intervention leverages the career interests of underrepresented (i.e., racially-minoritized, first-generation, and Pell-eligible) first-year students to create spaces that attempt to promote a sense of belonging. Understanding whether the CCC contributed to the participants’ sense of belonging can assist pre-professional and career advisors, faculty, and administrators to more fully support underrepresented pre-professional students. The outcomes students reported from participating in this career and calling circle were that it made their professional goals more tangible and increased their confidence to pursue those goals, but also provided a safe space to connect with others. The results suggest that CCCs positively influenced students’ sense of belonging both at the university and in their pre-professional journeys.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"34 1","pages":"200 - 211"},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80908473","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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