Christian Higher Education最新文献

{"title":"Critical Religious Pluralism in Higher Education","authors":"Joshua R. Canada","doi":"10.1080/15363759.2022.2050323","DOIUrl":"https://doi.org/10.1080/15363759.2022.2050323","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"491 1","pages":"419 - 421"},"PeriodicalIF":0.3,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79823165","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}

{"title":"The Possible Infusion of Ubuntu and Paideia Values into Neoliberal Tendencies in Higher Education Institutions","authors":"J. V. D. van der Walt, I. Oosthuizen","doi":"10.1080/15363759.2022.2029620","DOIUrl":"https://doi.org/10.1080/15363759.2022.2029620","url":null,"abstract":"Abstract Since the 17th century, life in general—and in particular with respect to the management/administration of higher education institutions (HEIs)—has been dominated by neoliberal tendencies. Stated another way, neoliberalism is the tendency to view everything in capitalist terms and to see all institutions as businesses, including those that in principle have no connections with trade and industry. Due to this orientation, colleges and universities have become corporatized and the people working in them (administrators, professors, and students) have been reduced to homo economicus. This inclination has been widely criticized by those who perceive that they have been dehumanized by such conditions. This article examines the possible infusion of values associated with the age-old paideia ideal and of the sub-Saharan African ubuntu philosophy, despite them having shortcomings of their own, into the neoliberal approach as a possible means of finding greater balance and humanization in the midst of increased institutional pressures and complexities. The paideia ideal attaches greater value to the well-roundedness of the human being than does neoliberalism, and the ubuntu philosophy could contribute toward toning down the current neoliberal individualism in higher education institutions. Although some of the features and values of neoliberalism should be retained in HEI life and management, they ideally could be made less forceful by an infusion of the values associated with philosophies such as paideia and ubuntu.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"6 1","pages":"338 - 357"},"PeriodicalIF":0.3,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75074563","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}

{"title":"Lessons from Malachi for Christian Doctoral Students","authors":"Nathan Hays, T. Scales","doi":"10.1080/15363759.2022.2029621","DOIUrl":"https://doi.org/10.1080/15363759.2022.2029621","url":null,"abstract":"Abstract A sense of disillusionment grips many doctoral students as they face financial distress, lack of adequate mentorship, concern about job prospects, and other challenges. The Old Testament book of Malachi is a little-recognized resource for students struggling with feelings of disillusionment. Malachi’s audience faced disappointment after joyfully returning from exile to a homeland beset with problems. In response to such disillusionment, even the priests at the Jerusalem temple lowered their standards. Malachi not only condemns such behavior, but also addresses the root problem by pointing beyond the immediate circumstances to the people’s continuing status in covenant with God. In this theoretical essay, we propose that doctoral students today can learn from Malachi’s words. First, these students might look beyond their present circumstances to their larger vocation as stewards. Second, they benefit from being part of a community that reminds them of their vocation. Third, just as Malachi points the priests to the positive example of their ancestor Levi, doctoral students can recall people who embody the academic vocation.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"49 5 1","pages":"402 - 412"},"PeriodicalIF":0.3,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90745245","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}

{"title":"Faculty Development for Christian Mission: The State of the Field","authors":"T. Cockle, Perry L. Glanzer, Madeline Whitmore","doi":"10.1080/15363759.2022.2029622","DOIUrl":"https://doi.org/10.1080/15363759.2022.2029622","url":null,"abstract":"Abstract Scholars studying Christian higher education frequently suggest that faculty are the campus constituents with the most influence over the future of an institution’s Christian mission. Thus, both faculty hiring and development are important elements for maintaining and strengthening the Christian identity of a university over time. Despite this importance, we do not know of a study that has surveyed the missional faculty-development processes of Christian colleges and universities. We utilized a survey research design to determine how Christian institutions educate faculty to integrate their Christian mission into their teaching, scholarship, and institutional service. We found that institutions tended to offer introductory trainings and workshops early in the career of faculty. After these early programs, the most effective faculty development resources identified were the conversations facilitated through discipline-specific academic journals and professional organizations. Moving forward, the institutions from which we heard hoped for increased resources and institutional prioritization for these conversations, especially at the advanced and senior faculty level. In conclusion, we suggest four opportunities for practical innovation to ensure future growth and engagement of faculty development for Christian mission: include a proactive approach to hiring practices, place a renewed emphasis on Christ-animated scholarship, continue to expand the conversation beyond the humanities, and introduce programming and incentives aimed at engaging senior faculty.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"14 1","pages":"377 - 401"},"PeriodicalIF":0.3,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87253045","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}

{"title":"Selected Dissertations on Christian Higher Education","authors":"Denise L. Nelson","doi":"10.1080/15363759.2022.2031454","DOIUrl":"https://doi.org/10.1080/15363759.2022.2031454","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"104 1","pages":"239 - 240"},"PeriodicalIF":0.3,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79089958","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}

{"title":"Sharing the Wonder: Service-Learning as an Avenue for Faith Integration in Mathematics","authors":"Elizabeth D. Rivas","doi":"10.1080/15363759.2021.2003270","DOIUrl":"https://doi.org/10.1080/15363759.2021.2003270","url":null,"abstract":"Abstract The study described in this article was designed to assess students’ faith integration (FI) learning in a mathematics writing course and its impact on service-learning (SL) as well as to understand how SL can be used to help students think in new ways about the integration of mathematics and faith. A Scholarship of Teaching and Learning methodology (SoTL) was employed, with the intention of using the results to improve course design. The study was conducted in a mathematics writing course for undergraduate math majors. Both qualitative and quantitative data were collected and analyzed in a mixed-methods study design. Findings indicated that, following the SL experience, all of the students articulated FI perceptions related to mathematics, and a majority of the new faith-related understanding emerged from their SL experience. However, when prompted, fewer than half of the students expressed a purpose for engaging in service that connected their Christian faith and communicating about math; instead, most students indicated that their faith inspired them to demonstrate good behavior or be a “role model.” Post-SL visit survey results corroborated these findings: Although 80% of the students indicated agreement that the SL experience allowed them to live out Christian values, less than 60% identified themselves as being able to understand the connection between the SL experience and their personal faith. In response to the findings, potential modifications that could be introduced in this mathematics writing course, as well as other similar courses, are presented and discussed.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"5 1","pages":"82 - 102"},"PeriodicalIF":0.3,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79689179","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}

{"title":"Faith, Scholarship, and Service-Learning in Music Education: A Creative Approach","authors":"Alexander P. Koops","doi":"10.1080/15363759.2021.2004472","DOIUrl":"https://doi.org/10.1080/15363759.2021.2004472","url":null,"abstract":"Abstract This study addressed how faith integration (FI), service-learning (SL), and academic learning can be combined for deeper engagement in an undergraduate music education instrument techniques class. Often instrument techniques classes are seen as consisting of learning the basics of an instrument (facts, knowledge, and basic skills), but not necessarily reaching higher levels of learning that include applying, analyzing, evaluating, and creating. Additionally, techniques classes, like other skills-based academic offerings, may be viewed as having no direct connections to FI, given that the focus is on learning the technique of playing an instrument. In this research project, university music education students (preservice music teachers) were challenged to grow in their understanding of how creativity and SL could be combined to increase their own skills for playing an instrument and for teaching that instrument to others. Throughout the project, the university students were also challenged to connect creativity, academic learning, and SL with their core beliefs and understanding of their faith. Assessment data collected at the conclusion of the course indicated that the majority of the students’ academic knowledge, beliefs, disposition, character, and desire for action had been beneficially impacted during the course through the SL experience. The majority of students reported having found joy in composing their own music as well as in facilitating beginning band students in learning composition skills. At the same time, the students self-reported having gained valuable skills and knowledge required for all music teachers.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"36 1","pages":"58 - 81"},"PeriodicalIF":0.3,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81317377","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}

{"title":"A Faith-Informed Model for Experiential Learning Applied to Faith Integrated Service-Learning","authors":"Paul Kaak, M. LaPorte","doi":"10.1080/15363759.2021.2004563","DOIUrl":"https://doi.org/10.1080/15363759.2021.2004563","url":null,"abstract":"Abstract In this article, we propose that Christian college and university professors make use of experiential learning, particularly in the form of academic service-learning, in their academic courses. Accordingly, this proposal emphasizes faith-integrated service-learning, aiming for a distinctly Christian approach that goes beyond mere acts of Christian kindness. This article offers, therefore: (1) an argument for experiential learning in the context of faith-based learning, (2) a pedagogical model that resembles Jesus’ own use of experiential learning with his disciples, (3) the application of this model to faith-based service-learning, and (4) the attendant recommendation that faith-based service-learning incorporate both relevant knowledge and wisdom from the Christian faith and faith-informed critical reflection. Practical suggestions and illustrations are offered for each phase of the model being proposed, as applied to an academic service-learning project in a Christian college course. This article presents the model that was introduced to the participants in the Faith Learning in Action (FLA) project that was the basis of the articles included in this Theme Issue of the Christian Higher Education journal. Christian educators, curriculum designers, and faculty developers who are compelled by a vision for more holistic Christian learning, across the disciplines and professions, will find some assistance here.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"11 1","pages":"11 - 30"},"PeriodicalIF":0.3,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87195401","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}

{"title":"Theme Issue: Faith and Learning in Action Across Academic Disciplines","authors":"Calvin G. Roso, Paul Kaak, M. LaPorte","doi":"10.1080/15363759.2021.2004263","DOIUrl":"https://doi.org/10.1080/15363759.2021.2004263","url":null,"abstract":"Welcome to this theme issue of the Christian Higher Education journal! This collection of studies was developed within the investigative framework known as the Scholarship of Teaching and Learning (SoTL; Bernstein, 2018; Miller-Young & Yeo, 2015). The researchers who contributed articles to this theme issue of the Christian Higher Education journal were involved in a multi-year collaborative project with the goal of better understanding the pedagogical relationship of service-learning infused with academic faith integration as experienced by students in a Christian university setting. In conducting research projects related to their own classroom experience and writing up their findings, these scholars hope to further a conversation among Christian educators regarding the development of excellent service-learning experiences that are informed and enriched by faith-based knowledge and wisdom. The scholarly field of SoTL has been shaped over time by a great deal of discussion and debate, leading to various definitions of the term. This new field of scholarly examination was initially proposed by Boyer (1990) in Scholarship Reconsidered. In that book, Boyer broadened the idea of scholarship beyond the traditional aim of “discovery” to include “the scholarship of teaching” (along with other legitimate scholarly expressions). Further developments that occurred after Boyer’s 1995 death resulted in the adoption of term “scholarship of teaching and learning” (Boyer et al., 2015; Braxton et al., 2002; Glassick et al., 1997; Hutchings, 2000; Hutchings et al., 2011), which was meant to clarify that Boyer’s idea was more than simply scholarly teaching, but research that would seek to understand how and why learning occurred through (for example) an assignment, the design of a program, or a pedagogical approach. Boyer’s successor as president of the Carnegie Foundation for the Advancement of Teaching, Lee Shulman (1993), emphasized the importance of making such research public through respected scholarly venues. Emphasizing that teaching should be a communal endeavor rather than being conducted in isolation, Shulman observed, “It’s clear that scholarship entails an artifact, a product, some form of community property that can be shared, discussed, critiqued, exchanged, built upon” (p. 7; see also Shulman, 2004). More recently, various scholars have advocated for faith-based SoTL to be offered within the context of Christian higher education, including an article in this journal by Kaak (2016) and a review of the literature, also in CHE, by Smith et al. (2014). Smith and colleagues","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"143 1","pages":"1 - 10"},"PeriodicalIF":0.3,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87264388","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}

{"title":"Selected Dissertations on Christian Higher Education","authors":"","doi":"10.1080/15363759.2021.2017218","DOIUrl":"https://doi.org/10.1080/15363759.2021.2017218","url":null,"abstract":"","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"13 1","pages":"145 - 145"},"PeriodicalIF":0.3,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86541760","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}