Resources

Spiritual formation is one of the recognized benchmarks of higher education that is Christian. A communal commitment to spiritual formation is indeed part of the Christian higher education community's DNA, and is in fact reflected in the criteria for accreditation in both the Association of Biblical Higher Education (ABHE) and the Association of Theological Schools (ATS). However, as many Christian institutions of higher education begin to engage in online instruction, even offering entire degree programs online, how can they affirm their campus's commitment to the spiritual formation of students? This article addresses the question of providing intentional Christian nurture toward spiritual formation in online degree programs. The aim of the article is to inform participants of the challenges and opportunities for student spiritual formation in online degree programs so as to better equip participants to develop Christian nurture initiatives for online students from an informed perspective. To do so the article includes two parts: (a) the development of a theoretical matrix for online spiritual formation, based principally on precedent literature and the experience of the two authors; and (b) a survey of actual Christian nurture and spiritual formation models specifically designed for online programs.

The article discusses the emerging models of mentoring as a vital contribution to a successful academic career. Mentoring has been defined as one-to-one relationship win which an experienced faculty member guides and supports the career development of early-career faculty member and research on faculty development. The article highlights the faculty-development resources which were published since 2000 and offers fresh models, concepts and thinking on mentoring in higher education. The resources provides new conceptualizations of mentoring, recent studies on mentoring, faculty-development programs and practices, and issues on gender and race.

Analyzes the spiritual journey of a student affairs practitioner and scholar. Experience gained by the practitioner in educating graduate students; Description of spiritual principles that guided the life of the practitioner; Contribution of the practitioner to student development.

This article explores the educational concept of experiential learning, particularly in terms of service learning and situated learning. It proposes an alternative definition of an academic learning community, namely the role of primary social relationships as God-given contexts for learning. It concludes with practical application of the enormous potential for accomplishment of educational objectives through situated learning.

This article examines sexuality, a null curriculum in Asian-American faith communities, and explores pedagogical strategies to move the sexuality discourse to the explicit curriculum. The article first describes the current discussion of sexuality in Asian-American communities, then it critically analyzes the Confucian notion of the body, which has far-reaching influence on Asian-American views about sexuality, including those of Christians. The article then focus on demystification of the body, arguing that demystification is fundamental to Asian-American discussions about sexuality. Finally, it suggests pedagogical strategies for the teaching of sexuality in Asian-American contexts.

This article builds upon the theological insights of feminist and womanist theologians with respect to the sin of self-hate, and explores the ways in which gay male cyberculture inhibits the spiritual development of gay Asian men.