Measuring Faculty Faith & Learning Involvement: Toward the Validation of a Survey Instrument

Autor/in	Cosgrove, Preston B.
Titel	Measuring Faculty Faith & Learning Involvement: Toward the Validation of a Survey Instrument
Quelle	In: Christian Higher Education, 22 (2023) 1, S.72-88 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cosgrove, Preston B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2022.2077264
Schlagwörter	Christianity; Religious Colleges; Religious Factors; Measures (Individuals); Teacher Attitudes; Educational Objectives; Institutional Mission; College Role; Religious Education; Validity; Reliability; Faculty Development; Futures (of Society); Ethics; Educational Practices + Suchen Sie Ihr Suchwort? Christentum; Messdaten; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Gültigkeit; Reliabilität; Future; Society; Zukunft; Ethik; Bildungspraxis
Abstract	Higher education continues to face an uncertain future, not only through demographic shifts, rising costs, and a competitive marketplace, but also through dissonant visions for the telos of education. In this context, Christian institutions have the opportunity to carve out a distinctive niche, provide answers about the purpose of a liberal education, while also impacting the lives of its students and staff through their Christ-centered missions. In an effort to meet those ends, the integration of faith and learning remains central in the life of religious colleges and universities. As a result, the purpose of this study was to develop and validate an instrument to measure faculty involvement in faith-learning integration. Through a sample of faculty at seven member institutions of the Council for Christian Colleges & Universities (CCCU), the survey instrument met both validity and reliability standards, and also revealed three distinct areas of faculty involvement in the integrative task. Moving forward, administrative and faculty leaders could use the instrument to help gauge the involvement of their current and future faculty, and then engage in tailored professional development toward sustaining and supporting faculty growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01