The Conceptualization of Faith-Learning Integration in Student Affairs

This study, part of a larger, multi-institutional investigation, examines how student affairs educators both conceptualize and practice faith-learning integration in their work in faith-based higher education. Based on the influence of authors such as Holmes (1987), Garber (1997), Hughes (2005), Hauerwas (2007), and Smith (2009), integrating faith into students’ educational journeys encourages whole-person development throughout the university environment. This study examines the practices of exemplary student affairs professionals to reveal how these educators conceptualize and implement faith-learning integration outside of traditional classrooms. Findings resulted in a rich understanding of the concepts and practices of integration. Concepts included student affairs translations of Faith Leaning Integration, contributors to growth, and identity congruence. Themes of practice included proximity and presence, individualized education, and relational posture. Concepts and practices varied according to institutional identity; however, concepts and practices were consistent with many academic affairs conceptions of faith-learning integration