This paper reports outcomes of a study that considers different ways university teachers conceive effective teaching and ways they develop as effective teachers. It examines supporting and inhibiting factors in the current higher education (HE) climate and seeks to inform debate for raising the status of teaching and improving student learning. From the mid 1990s the Higher Education Funding Council for England (HEFCE) implemented several teaching and learning initiatives. The Teaching Quality Enhancement Fund supported this small-scale research study.

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.

A key distinctive of evangelical institutions of higher education is their commitment to faith-learning integration. While faith-learning integration may be our intention and desire, a shibboleth for those in the evangelical academic community, it is often an enigma to articulate and even more difficult to apply and assess. This article will present a practical approach to articulating and applying faith-learning integration beyond the classroom in Christian higher education institutions.

Faith-learning integration has been the hallmark of evangelical higher education. While this may have been recently questioned and challenged even by some evangelicals, it remains a consistent piece of the institutional DNA for institutions within the Bible College tradition. Faith-learning integration is indeed part of the education vision of the Bible college movement and the Association of Biblical Higher Education. S. A. Witmer identified the Bible as the centerpiece of the curriculum, one reason being that “the Bible provides a unifying center for all knowledge (Witmer, 1962, p. 94).” ABHE executive director Ralph Enlow, with Robert Ferris, contended, “Biblical thinking does not automatically accompany profession of faith. . . . Integration occurs when individuals with a significant level of biblical and theological mastery conceptualize and articulate a biblical critique of the central assumptions, methodologies, and conclusions within their discipline