• A Call to Integration and the Christian Worldview Integration Series

  Life is short and we're all busy. If you're a college student, you're really busy. There's your part-time job (which seems full-time), your social life (hopefully) and church. On top of that, you're expected to go to class, do some reading, take tests and write papers. Now, while you are minding your own business, you hear about something called "integration," trying to relate your major with your Christianity. Several questions may come to your mind: What is integration, anyway? Is it just a fad? Why should I care about it? And even if I do care about it, I don't have a clue as to how to go about doing it. How do you go about this? These are good questions, and in this introduction, we're going to address them in order. We are passionate about helping you learn about, and become good at, integrating your Christian convictions with the issues and ideas in your college major or your career.

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• A Mosque Visit: A Vital Element of Teaching Muslim Studies in a Christian Institution

  The aim of this article is to reflect on the practice of taking Christian students on a mosque visit as a vital part of teaching Muslim studies in a Christian university context. In order to do that I will share my teaching goals and the aims of our class prior to the experience and then briefly narrate the key elements of the visit. Further, I will discuss the students’ perspectives by focusing on a group of twenty-six students that I surveyed in the Spring of 2010 following their visit. Finally, I will evaluate this experience toward articulating some core values for teaching Muslim studies in a Christian university.

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• A Shofar Call: A Biblical Core Curriculum That Prepares Students for Today’s Issues

  In the Old Testament, the shofar was a ram’s horn that was used for two purposes: for calling people to worship and for calling them into battle. These two concepts are related. Christ-followers are called not only into communion with God but also into battle with the devil. The greatest battle of our time is the spiritual battle for the minds and hearts of people whom God loves. Students at Christian Institutions of higher learning need to be equipped for the fight of faith. Sadly, far too many evangelicals today are inadequately prepared to articulate and defend their own faith.

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• A Theology of Confessional Teaching

  Candidates to professorial posts are usually required to supply a “philosophy of teaching.” Such a document outlines candidates’ fundamental thinking about their goals for teaching and how that works itself out in the classroom. However, for those seeking to serve in a theological confessional setting, is it not fundamentally more important to ascertain candidates’ “theology of teaching” even before one asks for their philosophy of teaching? A theology of teaching should seek to answer, at the very least, the following questions: On what biblical and theological grounds is theological teaching even possible? What are the goals and anticipated outcomes of teaching? How does this all relate to the mission of the church?

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• Academic Freedom

  The right, without constriction by prescribed doctrine, to freedom of teaching and discussion, freedom in carrying out research and disseminating and publishing the results thereof, freedom to express freely their opinion about the institution or system in which they work, freedom from institutional censorship. UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel, 1997. Academic freedom under threat? James Caspian, a counsellor who specialises in therapy for transgender people, was refused permission by an ethics committee at Bath Spa University to investigate why growing numbers of people are choosing to ‘detransition’. This was on the grounds that the resulting material could be ‘detrimental to the reputation of the university’.

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• Academic Leadership as Servant Leadership

  Servant leadership is a slippery term. Like hot dogs, people know one when they see one but are not at all sure what goes into one (and may not want to know). Despite its vagueness, the term servant leadership seems to be an appropriate term to describe leadership in a Bible college or seminary setting, not just for those who lead but also for those who are being trained to lead.

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• Administrator Perceptions of Student Retention Factors at ABHE-Affiliated Colleges with Significant Black Student Enrollment

  This study sought to identify factors perceived by college administrators as most important to student retention at colleges and universities having a significant Black student population. Furthermore, it sought to determine the existence of systematic differences between the factors considered most important by administrators at schools with high retention rates and those with low rates, using a sample of institutions affiliated with the Association for Biblical Higher Education (ABHE).

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• African American Student Satisfaction With Their Spiritual Integration at Religious Institutions

  The increasing diversity of college campuses has caused researchers to analyze the African American population and graduation rates in different educational settings, but not at religious institutions (Reason, 2009). Secular institutions such as predominantly white institutions (PWI’s), historically black colleges and universities (HBCU), and community colleges have received extensive attention in the body of literature in the work of Burks and Barrett (2009) and Morris, Smith, and Cejda (2003). Christian colleges have not received extensive research and the gap in this body of the literature implies the need for further research (Council for Christian Colleges & Universities [CCCU], 2011). Burks and Barrett (2009) asserted that Christian institutions face similar challenges that secular institutions face with low graduation rates of African Americans, but the approach to solving the problem applies different solutions because of the mission of religious-affiliated institutions. For example, religious institutions encourage church attendance and chapel attendance to aid students in socially integrating into the college campus (Burks & Barrett, 2009; Morris, Beck, & Smith, 2004)

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• Alcohol and Freshmen at Selected Christian Colleges: A Description of Alcohol in their Homes, their Beliefs, and Behaviors in the last Twenty Years

  This study is a longitudinal description of freshmen in Christian colleges concerning the presence of alcohol in their homes of origin during high school, their views of consuming alcohol, and their alcohol consumption. The sample of over 3,330 surveys was collected annually for 20 years through selected freshmen courses primarily at two colleges, although surveys were originally collected from six Christian colleges. This research provides empirical data describing the presence of alcohol in the home environments of Christian college freshmen, their views on alcohol, and empirical data on alcohol use by Christian college freshmen. This research attempts to offer conversation starters for students, faculty, and administrators on the topic of alcohol.

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• Alertly Rooted! Energetically Engaged!

  The Consultation theme: Rooted in the Word : Engaged in the World, seeks to capture the double purpose of the Cape Town Commitment: a) to provide a fresh articulation of our biblical faith in such a way as to show that all mission has its roots in the Bible (Part 1 “The Cape Town Confession of Faith”), and b) to reflect the range of issues, challenges and contexts with which the Third Lausanne Congress in Cape Town 2010 sought to engage (Part 2 “The Cape Town Call to Action”).

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