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by Cynndie Hoff;photo illustration by Jason Flicker

What makes a Christian university Christian?Ties to a particular founding denomination?Public profession of adherence to certaindoctrinal tenets? Number of religious offerings?Though certainly compelling manifestations, oneelusive aspect seems to hover above the restwhen differentiating Christian colleges from theirsecular counterparts – the purposeful andthoughtful integration of faith and learningacross disciplines.

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Copyright © 2005 Azusa Pacific University. Campus Locations | Contact InformationAzusa Pacific University, PO Box 7000, Azusa, CA 91702-7000 | (800) 825-5278

What makes a Christian university Christian? Ties to aparticular founding denomination? Public profession ofadherence to certain doctrinal tenets? Number of religiousofferings? Though certainly compelling manifestations, oneelusive aspect seems to hover above the rest whendifferentiating Christian colleges from their secularcounterparts – the purposeful and thoughtful integration offaith and learning across disciplines.

A deceptively simple concept, this issue grips the attention ofuniversity presidents throughout the nation. APU’s ownPresident Jon R. Wallace, DBA, gives the matter highestpriority. “We integrate the scriptural principles of our faithwith our academic discipline, cocurricular activities, and alldimensions of the APU experience,” he said, “for the purposeof being transformed by the renewing of our minds (Romans12:2) in order that we might be salt and light to transformculture.” Wallace’s unswerving dedication to this course, aswell as that of his predecessors, protected Azusa Pacific fromthe tragic secularization process many of its counterpartsexperienced (see “The Faithful,” APU Life, Fall 2004). Of theinstitutions that stayed the course, many still struggle with agap between observed truth and revealed truth, searching forways to effectively present both in the classroom. By default,some fall back on the bookend approach of opening andclosing class with prayer, hoping that what comes betweensomehow qualifies as Christian education. In fact, it does not.

Faith integration extends beyond the introduction of prayerinto the curriculum and the use of spiritual illustration inacademic courses. Rather, this approach includes a scholarlyproject whose goal is to ascertain and develop integralrelationships which exist between the Christian faith and

human knowledge.1 Giving teeth to the notion, ProvostMichael Whyte, Ph.D., ensures that application goes hand inhand with the theory. “It is easy to say that scriptural tenetsand academic pursuit belong in the same realm; it is anothermatter altogether to intentionally meld the two togetherseamlessly,” he said. “At APU, we work deliberately andprayerfully to create a cohesive education. Fromadministrators to faculty, from staff to students, eachmember of the community is immersed in the knowledge thatall truth is God’s and cannot be separated from Him.”

Scripture Versesthat Point to theGoal of Integration*

Psalm 19:1 – "The heavensdeclare the glory of God;the skies proclaim the workof his hands."

We seek to celebrate God'sglory and greatness seenin creation. Integrationsatisfies the human questfor joy and to praise.

Matthew 22:37 – "Love theLord your God with all yourheart and with all yoursoul and with all yourmind."

With all our mind meanswe submit our reason tothe Lordship of Christ. Inaddition, Christianeducation must beintellectually challenging,or it is not Christian.

*Adapted from "Why IntegrateFaith and Learning?" by AndyChambers, Ph.D., Missouri BaptistUniversity

Some reject the very notion that an effort toward integrationof faith and learning is necessary at all. Given that all truth isGod’s truth, why does this need exist? The rub comes in thevarying methods of knowledge acquisition. For instance,scientists gain knowledge through experimentation, whiletheologians find truth through Scripture, tradition, reason,and experience in God’s revelations. This perceiveddisconnectedness gnaws away at the effectiveness of anyChristian university.

A Case for IntegrationLearning, shaped and formed by faith, results in living shaped

and formed by faith.2 Christians are commanded to “Love theLord your God with all your heart, with all your soul, and withall your mind” (Matthew 22:37). Such a calling demands aunique way of thinking – one certainly not recognizable to theworld. And is that not the goal? To offer students more thanprograms and activities, but a way of thinking Christianly thatpermeates all areas of life and results in distinctly differentactions? This process impacts homes, businesses, healthcareagencies, schools, social structures, recreation, and even

churches.3 This is the Christian university: rejecting thecompartmentalization of faith and academia, embracing God’sLordship over all, equipping students with deep-rooted beliefsthat stand strong in every aspect of thought and deed.

Starting PointDecades of propaganda espousing the incompatibility of headknowledge and heart knowledge muddy the terrain of faith-learning integration in higher education. Indeed, many of thefinest Christian professors trained at secular universitiesreceive no guidance for how to relate their faith to theirdiscipline. So, at what point does a Christian university startto tackle the problem? “With the faculty,” said Marsha Fowler,Ph.D. “Faculty cannot help students understand this complexintegration of faith and learning issue unless they firstunderstand the concept themselves. If our goal is tostrengthen our students, we must first fortify ourselves.”

Running with that truism, Azusa Pacific University addressesthe preparation of faculty from every angle. Backed by a $2million Lilly Endowment Inc. grant, APU implemented the “Vocation as Ministry, Ministry as Vocation” initiative whichprovides for faculty development in the area of faithintegration. In December 2002, two new courses designed forcurrent APU faculty appeared on the class schedule. Thoughstrictly optional, the incentive of a three-unit load reductionor overload pay enables professors to make the transitionfrom teacher to student at the end of the day. Unequivocallysuited for the position with degrees in both nursing andtheology, Fowler teaches the courses to her colleagues withgreat passion.

[1] Hasker, William, “Faith-Learning Integration: An Overview,”Christian Scholar’s Review. March 1992.

[2] Dockery, David S., “Integrating Faith & Learning in HigherEducation,” presented at The Research Institute of the Ethics &Religious Liberty Commission. September 20, 2000.

[3] IBID

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The first course, Faith Integration and CurriculumDevelopment, begins with a deep exploration of eachparticipant’s own spirituality and faith history. “The startingpoint is self-understanding,” said Fowler. “Once the facultyunderstands the history and theology of their own faithtradition, they can then approach the spiritual needs of theirstudents.” Phase two of the course guides the faculty throughformal research, Church history, biblical interpretation, andChristian doctrine to inform and develop their teaching, andwhet their appetite for the second course. For those who optto continue, Theological Research Across Academic Disciplinesimmerses them in rigorous scholarly, theological research.

“Each class member assimilates the material differently,” saidFowler. A fact reflected in the varying fields represented inher class such as art, physics, physical education, music,political science, and nursing. The overriding theme is that alllearning and truth find their origin in the Creator. “Mathematical fractals, for instance, call for us to exploreconcepts of beauty and order. If you are teaching researchmethodology, concepts of order and chaos become essential;without order there is no research, no mathematics,” shesaid. While there is no Christian algebra, there is Christiantruth at the root that makes it possible to make

mathematical calculations.4 The goal is not to be amathematician who also happens to be a Christian, butmakes no connection between the two. Instead, faithintegration calls for a Christian mathematician who intimatelyunderstands why the order exists, can articulate thecontribution of mathematics to the understanding of thecreated world, and can also address the fact that someevents seem to defy mathematical analysis. Here, the twoidentifications inform and encourage one another, under theumbrella of one identity. Teaching through this philosophybreaks the barriers of narrowly defined subject matter andenters the realm of a deep and comprehensive Christianeducation.

The faculty development courses energized veteranprofessors. “By the end of the fall 2004 semester, 61 APUfaculty will have completed the first of the two courses, and29 of those will have completed the second course as well,”said Tamsen Murray, Ph.D., director of the Office of ChristianLeadership and Vocation. “We are well on our way towardmeeting our goal of 80 trained in the first course and 40


Ecclesiastes 12:12-13 – "Ofmaking many books thereis no end, and much studywearies the body. Now allhas been heard; here isthe conclusion of thematter: Fear God and keephis commandments, forthis is the whole duty ofman."

Knowledge and devotion tobooks for its own sake istiring, because that is notthe ultimate duty of man.To fear God and obey himis.

Romans 12:2 – "Do notconform any longer to thepattern of this world, butbe transformed by therenewing of your mind.Then you will be able totest and approve whatGod's will is – his good,pleasing and perfect will."

We refuse to have ourminds pressed into theworld's mold. We seek tobe changed by renewingour minds according to theChristian world-view inorder to think Christianlyabout life. There is truetruth.


meeting our goal of 80 trained in the first course and 40trained in both by the end of 2005.”

APU’s newly hired instructors also receive a decidedadvantage in this arena. From the first day of service, theinstitution immerses them in support and guidance tofacilitate faith integration throughout each program and everycourse. Last fall, 36 new faculty members attended an all-dayorientation that included an hour-long overview of faithintegration. “Each school and college has its own faithintegration mentor to help establish a general plan for eachdiscipline to follow,” said David Colachico, Ed.D., director ofthe Office of Faculty Development. “Each new faculty membermeets monthly with his or her mentor to discuss the role andresponsibility of a Christian professor on APU’s campus. It’s agreat exchange net.”

Supporting this effort, an all-day seminar each semesterbrings in speakers from various fields who illustrate creativeways to effectively present Christian beliefs as inextricablecomponents of all knowledge. Before the semester ends, eachspeaker returns for special luncheons, giving new facultymembers the opportunity to follow up with more in-depthquestions and discuss practical application issues.

In addition to overseeing this program, Colachico also serveson the Committee on Faith Integration Task Force, initiatedby the provost more than three years ago. The team’scharge: recommend to the president and Board of Trusteesspecific strategies to effect a complete and successfulintegration effort across campus, thus addressing a keycomponent of President Jon R. Wallace’s Vision 2014 plan.The committee comprises representatives from distancelearning, the sciences, psychology, education, staff, andadministration. Their monthly meetings keep a finger on thepulse of current efforts and establish assessment strategies tomeasure progress.

In the TrenchesProfessor William Catling, MFA, chair of the Department ofArt, approached the courses as a point of personal spiritualgrowth. “I have wrestled with this issue for years, and havebeen searching for a framework,” said Catling. “During thelast 150 years, there has been a deliberate separation of artand intellect. Though, I recognize that because God is Creatorof all, the two are divinely entwined. The task before us isactually the re-integration of faith and learning.” Catling’sresearch has led him to amazing revelations of biblical artistsand their uncommon obedience to God. “We learn from our ‘dead mentors’ that God’s direction for artists is both specificand open-ended. We, as Christians, must determine both theboundaries and the freedoms we have as Christian artists.”Though the research is rigorous, implementing these conceptsinto his curriculum comes naturally to Catling. “Art studentsare starving for this connection,” he said. “My goal is topresent to them the whole picture and educate the wholeperson, giving them the tools they need to live healthy andsuccessful lives in the art community.”

[4] Dockery, David S., “Integrating Faith & Learning in HigherEducation,” presented at The Research Institute of the Ethics &Religious Liberty Commission. September 20, 2000.

University

While Catling enrolled in the courses seeking anunderstanding on a personal level, English professor, JoeBentz, Ph.D., came expecting practical application for hisclassroom. Each found both. “I was surprised to find howmeaningful the course was to my own spiritual life,” saidBentz. “Dr. Fowler’s expectations are high and the work isdemanding, but the reward is deep and meaningful growthwith benefits for the students that surpass expectation.”Bentz’s research focused on the retelling of stories throughoutliterary history, revealing reiterations of biblical events suchas Lot and his wife (Genesis 19:26). “By studying biblicalliterature and comparing it to modern versions,” he said, “mystudents can compare authors, cultures, and time periods asthey analyze the narrative, including the study of symbolism,point of view, conflict, plot, and character. With this type oftraining, they become equipped to identify other parallelsbetween their faith and modern literature and life.” Bentzpresented his research paper, “Lot’s Wife: Adding a Pinch (orPillar) of Salt to Introduction to Literature” at the WesternRegional Conference on Christian Literature at WestmontCollege in January 2005.

Similar success occurs in APU’s online programs, surprisingthose unfamiliar with the concept of distributed learningformats. It helps to understand that at APU, all programsbegin with God First. “I created the Online Master of Arts inEducational Technology because I have a heartfelt desire toexpand APU’s mission beyond our physical facilities,” saidKathleen Bacer, Ed.D, program director. “It has been myexperience that students open up their hearts online in waysthat do not always happen in the face-to-face classroom.”When Bacer developed the program, the faith componentbecame an integral part of each curricular piece blended withtechnology. She examined the curriculum through anontraditional lens and aligned each course with biblicaltruths that coincided with the theme of each piece of theircourse work. For example, she weaves the concept of prayerthroughout the telecommunications course, and the themes ofwisdom, obedience, victory, and praise are key topics inPracticum for Educational Technology.

Nothing describes the effectiveness of Bacer’s approach likethe testimonies from students in the program: “APU providedthe perfect balance between spirituality and technology. Ifound myself excited about both parts of my education.”


Matthew 5:16 – "Let yourlight shine before men,that they may see yourgood deeds and praiseyour father in heaven."

We humbly allow people tosee the evidence of God inboth our work and ourcharacter that compelsthem to glorify God too.Excellence is a must forthe Christian scholar.


found myself excited about both parts of my education.” “Each graduate course included a spiritual component, andeach gave me occasion and incentive to explore and deepenmy faith in God. The initiative to analyze my faith wascontinuous.” “Throughout the whole program I have beenchallenged with the question, ‘How do you promote truth in aworld which doesn’t want to hear it?’ The answer I havecome to hold onto is: live by example.” “Not since my daysas a Sunday school teacher can I remember learning so muchabout God’s Word in a single year. Virtually every week, Irediscovered meaningful Scripture.” “I was most impressedwith the infusion of biblical teachings throughout the coursework. Integrating Scripture, applying biblical principles, andencouraging prayer and spiritual growth was one of thehighlights of this program.” “The significant component ofthis degree program is the development of spiritualityintegrated with family, education, and work. Integrated,surrounded, encircled, hemmed in, wholly embraced is what Iexperienced through the readings, activities, and journey ofstudy during the past year.”

Each APU professor, in a very personal way, incorporatesspiritual truths into their syllabi. In so doing, they fortify thebackbone of the unique education Azusa Pacific offers. Fromcreationism to humanity’s fall, from the indwelling Spirit tosalvation, every aspect of Christian doctrine holds a legitimateand central place in all disciplines. Professors continually askthemselves, “How can the things I know and teach point toGod’s existence?” “How do math, art, music, teaching,nursing, business, psychology, history, etc., contribute to agreater understanding of the created world?” “How can Iprovide my students with more than neutral tools and skillsto examine facts, and empower them instead with the abilityto think as Jesus would about design and purpose?” Thisintentional approach not only establishes connectednessbetween Christianity and individual disciplines, but it alsoaccomplishes the greater goal of integral Christian scholarshipacross disciplines, transforming students’ vision of reality andarming them as active and effective ministers in everyvocation under Heaven.

Cynndie Hoff is a freelance writer for the Office of UniversityRelations. [email protected]

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Copyright © 2005 Azusa Pacific University. Campus Locations | Contact InformationAzusa Pacific University, PO Box 7000, Azusa, CA 91702-7000 | (800) 825-5278

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