Addressing students’ authentic selves and spiritual journeys poses pedagogical challenges, particularly for new faculty. The author reflects on his challenges and triumphs experienced while teaching Issues in Science and Religion at DePaul University’s School for New Learning, to highlight three effective strategies: multiple and varied means for students to expose their authentic selves in safe environments; disclosure of one’s authentic self to students to model spiritual reflection; and frequent reinforcement and clarification of course objectives and assessment criteria. The author provides examples of practices and discusses the value of collegial and institutional support and faculty development opportunities
