Comprehensive Biblical Integration

Seemingly, the traditional approach to biblical integration in academics transpires on an individual course basis primarily dependent upon the individual instructor. While the courses in an academic program are coordinated and designed to accomplish an academic purpose, biblical integration does not follow a programmatic format with a stated desired outcome. Through following a structured approach of comprehensive biblical integration in an academic program, it is posited that the predetermined desired outcome of biblical integration can be realized and evaluated

Bringing the Appellate Court to the Classroom

This article describes the successful implementation of a classroom simulation exercise involving written and oral arguments before an intermediary court of appeals or a supreme court. The article first explains the mechanics of conducting an appellate moot court exercise and the resources available to professors and students. The article then discusses the pedagogical benefits of conducting an appellate moot court exercise

Service Learning and Faith Integration in Accounting

oai:cbfa-cbar.org:article/1In this paper, we describe a graduate level tax course that we added to our curriculum that was devoted entirely to service learning. Specifically, the major requirement of the course was for our students to participate as volunteer tax return preparers in the Internal Revenue Service’s Voluntary Income Tax Assistance program at a local air force base. The purpose of this paper is to describe how our students grew intellectually, personally, and especially spiritually as a result of their participation in this service learning tax course

Team Teaching a Class on Integration of Faith and Business: Observations and Lessons Learned From the Experience

A newly developed elective undergraduate business course titled “Integration of Faith and Business” is offered for review. This paper explains the rationale for the structure and content of the course. The paper also shares highlights from the experience, lessons learned, and student responses

Speaking the Language of Ethics; Can Biblically Centered Teaching Use the Ideas of the Philosophers?

This article describes a method for teaching business ethics using philosophical terms and ideas as it has been developed by a Protestant professor in a Catholic institution. In this approach, philosophy is used to identify issues which are then compared with Catholic teaching. A method is then developed for use in biblically centered Protestant schools. In the biblically centered Protestant approach, Scripture is the final authority and philosophy is used to frame and develop questions that are then asked of Scripture

Business Classes Can Be Fun: Teaching Ponzi Schemes

This paper provides specific suggestions for conducting a Ponzi scheme during a class session with students as the victims. It is suggested that by conducting such an exercise the students will (1) better understand Ponzi schemes, (2) internalize the concept that something that sounds too good to be true probably is, (3) gain a lifelong skepticism of financial scams, (4) realize how “get-rich-quick” schemes are contrary to God’s teachings, and (5) have fun

Doing “Good” and Doing “Well”: Shalom in Christian Business Education

As Christian business faculty members, we believe it is our purpose to prepare students both to do “good” and to do “well.” We therefore offer in this paper: (1) definitions of “good” and “well” from a particular Christian worldview and (2) theoretical propositions that connect the alumni outcomes of doing “good” and doing “well” with student outcomes and the learning environment