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.
Hardin, Kimberly, "Predicting Faculty Integration of Faith and Learning" (2017). Teacher Education. 1.
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