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Studies show that a large majority of students have an interest in spirituality and feel that they should be able to express it in college (Astin et al., 2011; Jacobsen & Jacobsen, 2012; Lindholm et al., 2005). Many faculty recognize this and value their personal spirituality (Astin et al., 2011; Edwards, 2008; Lindholm et al., 2005); however, they have several concerns about what role, if any, spirituality should play in their courses (Wilkins & Birch, 2011). Some faculty wonder how to start incorporating spirituality into their teaching; others believe they are unable to find time to do it. Some express concern that bringing up spirituality might jeopardize academic rigor by reducing critical thinking and lowering performance expectations. Perhaps one of the greatest concerns is that spirituality may not fit with a particular discipline. These anecdotal concerns (Wilkins & Birch, 2011) are backed by Edwards (2008) who says that even in some religiously affiliated institutions “faculty rarely mention [their] personal religious or spiritual convictions in [their] scholarship or teaching” (p. 81).
Behind these concerns is an overriding question: How does the introduction of spirituality into the classroom impact the quality of teaching and learning? The present study takes up this question in the following initial ways. First, this study identifies three main aspects of spirituality in the integration of faith and learning literature that are relevant to the college classroom. These aspects are not intended to provide an exhaustive coverage of spirituality, but they offer a useful starting point for professors who may not have a firm grasp of this concept as it relates to the classroom. Second, this study introduces a training protocol that can be followed to help faculty begin incorporating spirituality into their teaching. Third, this study empirically tests the effects of this training on student perceptions. This study makes a unique contribution over the survey, interview, and anecdotal studies done thus far because it is the only study that uses a quasi-experimental design to examine this specific topic.
In the literature review that follows, the authors explain the background needed to understand this study’s purpose. Because this study was conducted at a Christian university, focus was narrowed mostly to literature on Christian spirituality. Notably, though, many scholars suggest that spirituality can be incorporated at any college—religiously affiliated or not (e.g., Jacobsen & Jacobsen, 2012).