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Concern regarding the secularization of Christian higher education has

prompted researchers to investigate the extent that faith and learning

is integrated at a faculty level and what factors might predict faculty

integration (Lyon, Beaty, Parker, & Mencken, 2005). This research

attempted to replicate Lyon et al.’s (2005) logistic regression model

predicting faculty integration of faith using survey responses gathered

as part of Phase II of the Council for Christian Colleges & Universities

(CCCU) Denominational Study (Rine, Glanzer, & Davignon, 2013).

Respondents included 2,074 faculty from 55 institutions. The first

model used in this study suggested that the most powerful predictors

of faculty integration are full-time employment status, earning a

degree from an institution that shares the same denominational

affiliation, and a match between the faculty member’s religious

denominational affiliation and the institutional affiliation. A second

logistic regression model added faculty academic specialization as a

predictor of integration to investigate if that model was a better fit.

Results suggested that religion and philosophy instructors are the

most likely to integrate faith into their teaching, and professors

specializing in computer science, math, and engineering were the least

likely. As faculty are considered the primary influence on the

integration of faith and learning, existing faculty and institutional

administrators concerned with maintaining faith in the classroom may

want to consider the contributing factors discussed.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.