Faith and learning integration begins with our own story. As a young child, I saw “Flash Flood Warning” scroll across the television screen. I ran to my mother in tears because I thought God failed to keep his promise never to never flood the earth again. She lovingly explained the difference between a flash flood and the Great Flood as recorded in Genesis. In many ways, this earliest memory of mine is significant because it brought a question about the world into conversation with Scripture, my understanding of faith, and a person who could help me make meaning. That early encounter is a lens through which I have continued to experience faith and learning integration throughout my educational and professional journey. 

My undergraduate experience at Northwestern College first formed my understanding of faith and learning as relational and holistic. “Integration of faith and learning” was not merely a phrase but was a lived reality modeled by faculty and staff who knew students by name, invited rigorous intellectual engagement, and situated learning explicitly in relationship to Christ. Through those relationships, I came to recognize that all of life is an act of worship and that intellectual formation is inseparable from spiritual transformation (Romans 12:1-2). That conviction still shapes how I think about this work today: effective integration depends on equipping faculty and staff to engage students holistically, cultivating environments where learning involves intellectual, moral, and spiritual formation so students can be part of God’s redemptive and restorative work in whatever field they pursue.  

My doctoral education at Azusa Pacific University then expanded my view, exposing me to the complexity and diversity of institutional contexts and student experiences. Institutions differ significantly in mission, theology, history, and the populations they serve, and my research trained me to examine student learning through multiple lenses and to approach faith and learning with curiosity. My dissertation research on faculty practices, including reflective and integrative learning, found that faculty who intentionally implement these practices also tend to utilize student-centered teaching practices and rely on institutional supports and structures. These insights guide me in my work: advancing faith and learning across CCCU institutions means honoring our shared convictions while respecting institutional particularities and supporting the formation of faculty and staff as they create Christ-centered education.  

The Imperative and the Influence of Faith and Learning  Frameworks 

My years as provost at Lancaster Bible College underscored the critical role that institutional structures and contextualized learning play in sustaining faith and learning. I saw firsthand the impact faculty have on students and the necessity of attending to faculty formation, so we strengthened our hiring practices, faculty development, faculty evaluation processes, and faculty opportunities for interdisciplinary learning to more effectively sustain both faith-learning integration and institutional mission. I came away convinced that meaningful faith-learning integration for students occurs most effectively when institutions intentionally create space for faculty to learn and grow together. Serving a diverse student body, including a high percentage of non-traditional students, students of color, and international cohorts, also taught us the importance of contextualized approaches where we needed to adapt faith and learning to cultural and vocational contexts while holding fast to core biblical convictions. These experiences strengthened my conviction that effective faith integration must be both faithful and contextual.   

Lastly, and perhaps most importantly, faith-integrated learning continually calls me back to my own discipleship. The holistic nature of faith-integrated learning honed my commitment to spiritual practices where I can offer myself to the Lord and be transformed, healed, and equipped for ministry in any context. God did not intend for us to journey through life alone, so authentic relationships are of the utmost importance. Christ-centered relationships are a key benefit of belonging to the CCCU network as we spur one another on to faithfully pursue our missional callings.  

A Vision for Faith and Learning  

As I look to the future of faith and learning at the CCCU, I am thrilled to build upon the excellent foundation laid by Dr. John Addleman and the Advisory Board. Providing resources and opportunities for CCCU member schools to intentionally integrate faith and learning on their campuses is a strategic priority for President Hoag, as he’s connected with different schools. Ultimately, what we “do” with faith and learning needs to be evidenced in our students. I believe it is our job to point students to God’s grand story as it is found in Scripture and equip them to do their part in God’s story, offering redemption and restoration found only in Christ in whatever community and profession they choose. 

Future goals and opportunities will be focused on faculty and staff development, resource development, collaboration, and creating space for discussion and scholarship. Faculty and staff development will remain central to this work. As member institutions have shared, there is a growing desire not just to articulate a Christian worldview, but to see it lived out in classroom pedagogy, in curriculum design, and in the cocurricular life of a campus. I look forward to exploring how we might support faculty and staff in moving from conviction to practice, wherever they are on that journey. 

Resource development will continue to expand what we offer to member institutions, ensuring that schools of every size and in every context have access to practical tools, conceptual frameworks, and knowledge. Through our work, we will continue to ask how technology can extend our reach, helping us build connections and provide access to resourcing for institutions nationally and globally. Collaboration will remain a priority as well. Partnerships with organizations like Christian Scholar’s Review and other voices already shaping this conversation will be important to stay relevant for today’s student. Finally, creating space for discussion and scholarship, an “intellectual pilgrimage” (Jacobsen and Jacobsen, 2025), will allow us to deepen our understanding of shared challenges and shared calling. Our members have made clear that they value the opportunity to gather across institutions, disciplines, regions, and roles to think together. 

Since the inception of the CCCU 50 years ago, faith has been a cornerstone of our collective work. The days ahead are exciting as we seek new opportunities for the next generation of students to be transformed in chapel, in dorm rooms, on the field, around cafeteria tables, and in the classroom. The CCCU will be a strategic partner in helping our members advance in helping students flourish in holistic faith integrated learning.