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Faithful ChangeAn Exploration of

Spiritual Development in College Students

Principal Investigators

Arthur J. Nonneman, Asbury College (Overall Coordination)

Gay L. Holcomb, Asbury College (Qualitative Coordination)

William E. Slater, Bluffton College (Quantitative Coordination)

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Overall ObjectiveOverall Objective

To better understand and assess To better understand and assess undergraduate faith and spiritual undergraduate faith and spiritual maturation that occurs on CCCU maturation that occurs on CCCU campuses.campuses.

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Why Assess Faith & Values?Why Assess Faith & Values?

It’s our missionIt’s our mission It’s why our students come to usIt’s why our students come to us Accountability to accreditation agenciesAccountability to accreditation agencies Better relate to students at various levels Better relate to students at various levels

of developmentof development Help students navigate the developmental Help students navigate the developmental

transitions they will encountertransitions they will encounter Improve pedagogyImprove pedagogy

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Maturing Undergraduate Maturing Undergraduate Christian FaithChristian Faith

1. Relational trust in one’s Creator1. Relational trust in one’s Creator

2. Doctrinal understanding & assent2. Doctrinal understanding & assent

3. Life of integrity 3. Life of integrity (conformity to the image of Christ) (conformity to the image of Christ)

4. Cognitive complexity4. Cognitive complexity

5. Authentic identity achievement5. Authentic identity achievement

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““The call of the Gospel is toward a gift of The call of the Gospel is toward a gift of oneself to the Lord and an understanding oneself to the Lord and an understanding of reality as God understands it. of reality as God understands it. As long as As long as my sense of self as a faithful person rests my sense of self as a faithful person rests upon formulations outside myself, upon upon formulations outside myself, upon conventions, I am unable to make such a conventions, I am unable to make such a gift of myself in response to the Lord.gift of myself in response to the Lord. And And as long as my understanding of reality, or as long as my understanding of reality, or others, of God, is limited to any one others, of God, is limited to any one group’s understanding, the revelation of group’s understanding, the revelation of the world in all its complexities and yet its the world in all its complexities and yet its fundamental oneness remains hidden.”fundamental oneness remains hidden.”

(Chamberlain, 1979).(Chamberlain, 1979).

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Assessing the Ineffable Assessing the Ineffable

Faith and spirituality are difficult to define, Faith and spirituality are difficult to define, much less assessmuch less assess

Must be approached in spirit of humilityMust be approached in spirit of humility

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DesignDesign

YearYear Spring semesterSpring semester

1999 120 freshmen*1999 120 freshmen* 60 seniors (cross-sectional sample) 60 seniors (cross-sectional sample)

2000 *Original freshmen (re-interviewed)2000 *Original freshmen (re-interviewed)2001 *Original freshmen (re-interviewed)2001 *Original freshmen (re-interviewed)2002 *Original freshmen (re-interviewed)2002 *Original freshmen (re-interviewed)

60 seniors (cross-sectional sample) 60 seniors (cross-sectional sample)

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SubjectsSubjects

240 first-time, full-time, traditional age 240 first-time, full-time, traditional age undergrads randomly selectedundergrads randomly selected

Stratified by gender only Stratified by gender only (50% male, 50% female)(50% male, 50% female)

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Participating SchoolsParticipating SchoolsAsbury CollegeAsbury CollegeWilmore, KY Wilmore, KY

Azusa Pacific UniversityAzusa Pacific UniversityAzusa, CA Azusa, CA

Bluffton CollegeBluffton CollegeBluffton, OH Bluffton, OH

Eastern CollegeEastern CollegeSaint Davids, PASaint Davids, PA

Eastern Nazarene CollegeEastern Nazarene CollegeQuincy, MA Quincy, MA

Taylor UniversityTaylor UniversityUpland, IN Upland, IN

AffiliatesAffiliatesGreenville CollegeGreenville CollegeGreenville, IL Greenville, IL

Handong UniversityHandong UniversitySouth KoreaSouth Korea

Korean Nazarene UnivKorean Nazarene UnivSouth KoreaSouth Korea

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AcknowledgementsAcknowledgements

Funded in part by a $200,000 grant from the Funded in part by a $200,000 grant from the John Marks Templeton Foundation, and a John Marks Templeton Foundation, and a $7,500 discretionary grant from the Lilly $7,500 discretionary grant from the Lilly Endowment. Endowment.

Substantial in-kind funding provided by Substantial in-kind funding provided by participating schools.participating schools.

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Fowler & FaithFowler & Faith

Broadly understood as “meaning making.”Broadly understood as “meaning making.” ““Beliefs, values, & meanings that give Beliefs, values, & meanings that give

coherence and direction to people’s lives.”coherence and direction to people’s lives.” Connectedness to the Holy, Connectedness to the Holy,

the Divine, through lives grounded in, the Divine, through lives grounded in, and partnered with, God.and partnered with, God.

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Fowler InterviewFowler Interview Overview of significant life events.Overview of significant life events.

Semi-structured.Semi-structured.

Specific questions elicit doctrinal Specific questions elicit doctrinal understandings (sin, evil, image of God,moral understandings (sin, evil, image of God,moral absolutes, worldview, meaningful symbols)absolutes, worldview, meaningful symbols)

Fowler interview allows us to examine Fowler interview allows us to examine texture, richness, & historytexture, richness, & history of students’ faith of students’ faith & better understand them as persons of faith.& better understand them as persons of faith.

Promotes deep reflection & processing.Promotes deep reflection & processing.

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Fowler StagesFowler StagesStage 2: Mythic-LiteralStage 2: Mythic-Literal

Mystical gut feelings Mystical gut feelings No critical thinking No critical thinking

Stage 3: Synthetic-ConventionalStage 3: Synthetic-Conventional Tacit assumptions Tacit assumptions External authoritiesExternal authoritiesBorrowed beliefsBorrowed beliefs

Stage 4: Individuative-ReflectiveStage 4: Individuative-ReflectiveCritical thinkingCritical thinkingIdeologicalIdeologicalOwned Beliefs Owned Beliefs

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Progression in StagesProgression in Stages

Fundamental shifts in cognitive processingFundamental shifts in cognitive processing From the irrational & emotional to the rationalFrom the irrational & emotional to the rational From tacit assumptions to explicit onesFrom tacit assumptions to explicit ones

NOT a change in the content or direction NOT a change in the content or direction of one’s faith.of one’s faith.

Instead, change in how one holds, Instead, change in how one holds, understands, and takes responsibility for understands, and takes responsibility for living one’s faithliving one’s faith

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Faith Stage Scores for Year 1Faith Stage Scores for Year 1

Stage Freshmen Seniors Stage Freshmen Seniors (n=102) (n=102)

(n=49) (n=49)

2.0-2.49 12% 0%2.0-2.49 12% 0%

2.5-2.99 20% 2%2.5-2.99 20% 2%

3.0-3.49 64% 67%3.0-3.49 64% 67%

3.5-3.99 5% 27%3.5-3.99 5% 27%

4.0-4.49 0% 4%4.0-4.49 0% 4%

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Hi & Lo Students (n=51)Hi & Lo Students (n=51)

Lo: n= 23 (<=2.5) Lo: n= 23 (<=2.5) 22 Freshmen (15M, 7F) 22 Freshmen (15M, 7F) 1 Senior (F) 1 Senior (F)

Hi: n=28 (>=3.5)Hi: n=28 (>=3.5) 7 Freshmen (4M, 3F) 7 Freshmen (4M, 3F)21 Seniors (12M, 9F)21 Seniors (12M, 9F)

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Three Categories of CrisesThree Categories of Crises

1.1. Exposure to diverse ways of thinkingExposure to diverse ways of thinking (64 Hi, 6 Lo)(64 Hi, 6 Lo)

2.2. Multicultural exposureMulticultural exposure(87 Hi, 25 Lo)(87 Hi, 25 Lo)

3.3. Misc emotional challengesMisc emotional challenges(81 Hi, 33 Lo)(81 Hi, 33 Lo)

Totals 232 Hi, 64 LoTotals 232 Hi, 64 Lo

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Other ThemesOther Themes

Leadership experienceLeadership experience(17 Hi, 4 Lo)(17 Hi, 4 Lo)

Church/Para-Church InvolvementChurch/Para-Church Involvement(44 Hi, 8 Lo)(44 Hi, 8 Lo)

Student valued negative experienceStudent valued negative experience(7 Hi, 0 Lo)(7 Hi, 0 Lo)

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1. Diverse Thinking1. Diverse Thinking

Around diverse ways of thinkingAround diverse ways of thinking

Others challenged beliefsOthers challenged beliefs

Classes challenged beliefsClasses challenged beliefs

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2. Multicultural Exposure2. Multicultural Exposure

Missions tripsMissions trips

Multicultural embeddednessMulticultural embeddedness

Frequent or significant movesFrequent or significant moves

LiteratureLiterature

3rd culture student3rd culture student

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3. General/Emotional3. General/Emotional

Disillusionment with church

Family mental & physical health issues

Student’s own mental & physical health issues

Persecution from peers

Conflicts with parents

“Other”

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Crisis & SpiritualityCrisis & Spirituality(Margaret Hall, 1986)(Margaret Hall, 1986)

14 year clinical practice 14 year clinical practice Gathered life history data from 400 clients Gathered life history data from 400 clients

(Protestants, Catholics, Jews, agnostics, & (Protestants, Catholics, Jews, agnostics, & atheists)atheists)

40 (10%) strong spiritual orientation40 (10%) strong spiritual orientation Had most effective and satisfying livesHad most effective and satisfying lives 32 of 40 experienced crisis prior to spiritual 32 of 40 experienced crisis prior to spiritual

commitmentcommitment

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Crisis & SpiritualityCrisis & Spirituality(continued)(continued)

Those who turned to religion for support Those who turned to religion for support (“foxhole religion”) did not embrace spiritual (“foxhole religion”) did not embrace spiritual values as deeply as those who had values as deeply as those who had critically critically examined beliefsexamined beliefs. .

The former compartmentalized religion and The former compartmentalized religion and spirituality from everyday life.spirituality from everyday life.

The 10% evidenced qualities of The 10% evidenced qualities of openness to openness to lifelife and and adventurousnessadventurousness..

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Crisis & SpiritualityCrisis & Spirituality(continued)(continued)

Hall’s Conclusions:Hall’s Conclusions: Crisis necessary for more dramatic Crisis necessary for more dramatic

spiritual growth.spiritual growth. But crisis not sufficient.But crisis not sufficient. Greatest spiritual depth identified in those Greatest spiritual depth identified in those

who who consciously reoriented their beliefsconsciously reoriented their beliefs in in order to surmount crises, survive, and live order to surmount crises, survive, and live more fully.more fully.

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Hi-Scoring FreshmenHi-Scoring Freshmen

High concentration of crisesHigh concentration of crises All 7 freshmen reported crises in the 3 All 7 freshmen reported crises in the 3

categories. Several experienced more than 1categories. Several experienced more than 1 Sister sexually molested, brother diagnosed with bi-Sister sexually molested, brother diagnosed with bi-

polarpolar Atheist brother challenged himAtheist brother challenged him Indian family ostracized from Hindu friends, father Indian family ostracized from Hindu friends, father

with heart attack, mother with breast cancer, father with heart attack, mother with breast cancer, father laid off joblaid off job

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Hi-Scoring FreshmenHi-Scoring Freshmen

Physical & mental health issuesPhysical & mental health issues 2 managed their own health issues (diabetes and benign 2 managed their own health issues (diabetes and benign

brain tumor)brain tumor) Primary caregiver for mother who died of cancerPrimary caregiver for mother who died of cancer AnorexiaAnorexia Mother admitted to hospital for severe depressionMother admitted to hospital for severe depression

5 of 7 reported church/para-church involvement5 of 7 reported church/para-church involvement Camp was turning pointCamp was turning point Chrysalis weekendChrysalis weekend High school small groupHigh school small group College small groupsCollege small groups

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Hi-Scoring FreshmenHi-Scoring Freshmen

Valued previous challenges as Valued previous challenges as growth-promoting growth-promoting

7 of 28 hi-scoring students 7 of 28 hi-scoring students (freshmen & seniors)(freshmen & seniors)

3 of 7 freshmen3 of 7 freshmen

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Lo-Scoring StudentsLo-Scoring Students

Less multicultural experiences, Less multicultural experiences, less engagement / reflectionless engagement / reflection

Less exposure to diverse thinkingLess exposure to diverse thinking Less reflection on difficult issuesLess reflection on difficult issues Borrowed rather than owned beliefsBorrowed rather than owned beliefs Lack of critical thinking skillsLack of critical thinking skills Limited growth beyond familial tiesLimited growth beyond familial ties

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Limited growth beyond familial tiesLimited growth beyond familial ties

Unusually close ties with family, not much venturing forth Unusually close ties with family, not much venturing forth beyond hearth and homebeyond hearth and home

Provincial mindset: Provincial mindset: Us (family & friends) vs Them (everyone else) Us (family & friends) vs Them (everyone else)

Little if any sense of community-wide or global Little if any sense of community-wide or global responsibilityresponsibility

The “eternal umbilicus”The “eternal umbilicus” Some called home several times a daySome called home several times a day

Either parents couldn’t let go of student, or student couldn’t let go of Either parents couldn’t let go of student, or student couldn’t let go of parentsparents

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Similarities BetweenSimilarities BetweenCritical Thinking & SpiritualityCritical Thinking & Spirituality

(Collins, 1997)(Collins, 1997)

Traits That Must be CultivatedTraits That Must be Cultivated

Intellectual humilityIntellectual humility Intellectual courageIntellectual courage Intellectual empathyIntellectual empathy Intellectual integrityIntellectual integrity Intellectual perseveranceIntellectual perseverance Intellectual justiceIntellectual justice

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Similarities BetweenSimilarities BetweenCritical Thinking & SpiritualityCritical Thinking & Spirituality

(continued)(continued)

Both “place a premium on values (humility, Both “place a premium on values (humility, empathy, integrity, etc)”empathy, integrity, etc)”

Both “call for the transformation of people”Both “call for the transformation of people” Both “acknowledge defects of the human Both “acknowledge defects of the human

character”character” Both “challenge egocentrism and Both “challenge egocentrism and

ethnocentrism”ethnocentrism”

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The Nature of DevelopmentThe Nature of Development

ImpossibleImpossible to “rush” students to higher to “rush” students to higher stages. Even if possible, would not want stages. Even if possible, would not want to.to.

Instead, “Each stage is a graced whole Instead, “Each stage is a graced whole which provides the expression of faith which provides the expression of faith appropriate to each individual at a appropriate to each individual at a particular point in the life-cycle” particular point in the life-cycle” (Chamberlain, 1979).(Chamberlain, 1979).

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Challenges for Christian Challenges for Christian Higher Ed Higher Ed (Dennis Dirks, 1988)(Dennis Dirks, 1988)

Do we reinforce conventional reasoning Do we reinforce conventional reasoning by not requiring students to wrestle with by not requiring students to wrestle with hard questions?hard questions?

Do students choose institutions which Do students choose institutions which reinforce existing beliefs? Do they resist reinforce existing beliefs? Do they resist challenges?challenges?

Do we provoke cognitive dissonance?Do we provoke cognitive dissonance?

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Why More Anxiety Among Why More Anxiety Among College Students?College Students?

WarWar 9-11 and terrorism9-11 and terrorism Economy and lower standard of livingEconomy and lower standard of living Decline of “authoritative” communitiesDecline of “authoritative” communities Increased use of medicationsIncreased use of medications Technological “natives” and social Technological “natives” and social

“castaways” “castaways” ““Scripted Lives”Scripted Lives” ““Helicopter” parentsHelicopter” parents

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Profile of this Generation: Profile of this Generation: In Avoidance ModeIn Avoidance Mode

Poor time management and procrastinationPoor time management and procrastination Loss of future motivation or sense of callingLoss of future motivation or sense of calling An inability to delay gratification or tolerate An inability to delay gratification or tolerate

frustrationfrustration Longing for a consistent spiritual experienceLonging for a consistent spiritual experience Need for multi-tasking and busynessNeed for multi-tasking and busyness Peer mentoringPeer mentoring Addictions and other compulsive behaviorsAddictions and other compulsive behaviors Self-absorption and entitlementSelf-absorption and entitlement Depression (anxiety exhaustion)Depression (anxiety exhaustion)

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““Holding Environments”Holding Environments”

Extend an invitation to grow.Extend an invitation to grow. It’s OK to voice doubts and questions.It’s OK to voice doubts and questions. Provide appropriate challenges, Provide appropriate challenges, balanced balanced

with appropriate supportwith appropriate support.. Provide opportunities for reflection.Provide opportunities for reflection. Create opportunities to stretch.Create opportunities to stretch. Provide mentors and role models.Provide mentors and role models.

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““Holding Environment”Holding Environment”

““People grow best when they continuously People grow best when they continuously experience an ingenious blend of support and experience an ingenious blend of support and challenge; the rest is commentary. challenge; the rest is commentary. Environments that are weighted too heavily in Environments that are weighted too heavily in the direction of challenge are toxic. They the direction of challenge are toxic. They promote defensiveness and constriction. promote defensiveness and constriction. Those weighted too heavily toward support Those weighted too heavily toward support are ultimately boring; they promote are ultimately boring; they promote devitalization. Both kinds of imbalance lead devitalization. Both kinds of imbalance lead to withdrawal or dissociation from the context. to withdrawal or dissociation from the context. In contrast, the balance of challenge and In contrast, the balance of challenge and support leads to vital engagement” support leads to vital engagement” (R. Kegan, 1994, (R. Kegan, 1994, In Over Our HeadsIn Over Our Heads). ).