Faith Integration in the Higher Education Online Classroom: Perspectives and Practice

Online instruction in higher education has grown dramatically in recent years, and more faith-based colleges and universities are including online courses as a part of their educational offerings. The integration of faith in learning is an important goal in many of these faith-based institutions; however, the practice of faith integration in online settings presents unique challenges for faculty members. The purpose of this article is to provide support for faculty members teaching online in Christian colleges and universities with faith integration by presenting a series of strategies for their use. Approaches to faith integration are grouped utilizing a model presented by Dulaney et al. (2015) and adapted here for online contexts. Recommendations for working with students of differing faith backgrounds are also provided

Latina university professors, insights into the journeys of those who strive to leadership within academia

The statistics on Latinas who hold positions as professors and leaders in higher education are grim. Although there are more Latinas going to college, only 1% of professors in the U.S. are Latina. The purpose of this phenomenological study was to explore the lived experiences of 4 Latina professors to learn about their journeys to secure positions as professors at a major university in Southern California. The researcher desired to gain insight into Latinas who have overcome the odds. The goal was to determine if there were any common themes, experiences, or contributing factors in these women’s journeys, as well as understanding what it is like to be such a small minority within academia. The research consisted of 2 parts. First, the professors completed the Leadership Practice Inventory (LPI) self-assessment. This instrument was used to determine the leadership behaviors these women exhibited and identify possible commonalities. Second was an in-depth semistructured interview, which used a 13-question interview protocol. Its purpose was to capture an essence of the professors’ lived experiences as they progressed to secure professor leadership positions. The study reveals that the women demonstrated exemplary leadership practices. They each placed high value on all 5 of the leadership behaviors outlined by Kouses and Posner: model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. In addition, they largely attributed their success to the role of mentors. Several indicated they attended and participated in activities and functions promoting minority issues, and, although rewarding, it required extra time and effort, which was not valued by their university, and this work detracted from activities more closely associated with achieving tenure. The other concern pertained to the lack of mentors once they achieved professorships to help with moving up within higher ranks of academia. The researcher recommends that universities and colleges continue to extend mentor programs to faculty members, especially to those interested in advancing. In addition, universities should also consider extra service work worthwhile and considered attributes among tenure committees. Additional recommendations for strategies for success for individuals are also made