Christians who work in an academic setting face a double challenge: that of being a faithful Christian and that of being a reputable scholar. At times, these aims do not conflict, yet at others, they do. How ought Christian scholars to think of their callings? How can they bridge the faith-learning gap? What practices should they cultivate in their line of work? Christian scholars early in their careers have these questions and are still trying to figure out the answers. Veteran scholars have had more practice and, thus, can mentor the younger generation; still, even they lose focus and need encouragement. After defining some terms and introducing some concepts, this essay will attempt to answer those questions and offer helpful suggestions.

During my six years of service as chief academic officer, I have come to understand that my initial perceptions of the role were inaccurate, or at least insufficient. The role of academic dean is much broader and deeper than a checklist of organizational tasks to be completed. It is a position of influence, through which the purposes of God can be accomplished in our institutions, if we are willing to serve Him humbly and faithfully.

Mentoring continues to be seen as a vitally important process and relationship that can be used as a tool not only for guiding novice faculty into the culture of higher education but also for providing much appreciated value for the senior faculty member who provides the leadership. However, while the concept of mentoring is used frequently in discussions about and within the educational settings of all levels (primary, secondary, higher education), less is known about the nature of faculty mentoring in institutions of higher education, particularly small liberal arts colleges with an evangelical Christian mission statement. This qualitative study examined the characteristics of successful faculty mentoring relationships in these institutions. Extended discussion and analysis of intensive interviews is provided. Implications and applications for faculty development programs in evangelical Christian colleges and universities are discussed along with limitations of the current study and possible future research.

Most graduates of independent colleges and universities do not have to think too hard to recall a great faculty member who was not only their teacher, but also a mentor, cheerleader, and advocate. But what about the faculty role with prospective students? How should enrollment teams leverage faculty strategically in the student recruitment process? Let’s explore relevant research and best practices to answer these important questions.

The decision to shift from a quarter system to a semester system had been taken eighteen months earlier, but it had taken most of that time for the seminary faculty to negotiate a new, semester based curriculum. It had not been easy. It seemed everyone viewed the exercise as a concerted effort to diminish his or her discipline’s claim on students, while a few lobbied for fewer requirements and greater opportunity for student discretion in individualizing curricula.