Student perceptions on the community of spiritual formation at a

Digital Commons @ George Fox University Doctor of Education (EdD) Theses and Dissertations 11-19-2018 Student Perceptions on the Community of Spiritual Formation at a Faith-Based University Jonathan R. Colburn This research is a product of the Doctor of Education (EdD) program at George Fox University. Find out more about the program. Recommended Citation Colburn, Jonathan R., "Student Perceptions on the Community of Spiritual Formation at a Faith-Based University" (2018).

Doctor of Education (EdD).edu/edd/122 This Paper is brought to you for free and open access by the Theses and Dissertations at Digital Commons @ George Fox University. It has been accepted for inclusion in Doctor of Education (EdD) by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact arolfe@georgefox. STUDENT PERCEPTIONS ON THE COMMUNITY OF SPIRITUAL FORMATION AT A FAITH-BASED UNIVERSITY By Jonathan R.

Colburn FACULTY RESEARCH COMMITTEE: Chair: Terry Huffman, Ph. Committee Members: Karen Buchanan, Ed. & Dane Joseph, Ph. Presented to the Faculty of the Doctor of Educational Leadership Department George Fox University in fulfillment for the degree of DOCTOR OF EDUCATION November 19, 2018 ii ABSTRACT Spiritual formation has always been of utmost importance in Christian education as faith- based institutions strive to educate the whole person; body, mind, and spirit.

Because of this, Christian universities work to create programs and provide activities that challenge the minds and hearts of the students in order to promote spiritual growth. This study seeks to answer the following question: What does a phenomenological analysis of the lived experiences of students at a Council for Christian Colleges & Universities (CCCU) institution reveal about their perceptions of the spiritual formation priorities of the institution? Stated another way, what do students report about their lived experiences in relation to the spiritual formation practices at their institution? This research captured a glimpse of the spiritual formation programming at Pacific Northwest Christian University, or PNCU (pseudonym), as six students shared their experiences through a process of interviews. As the interview data and field notes were analyzed, four themes emerged from the research: Classes and professors impacted their spiritual growth, a sense of community was important to their well-being and spiritual formation, faculty and staff provided a platform for spiritual mentoring, and communal worship in various formats was meaningful. These themes proved consistent with the literature, and offered a snapshot of the overall health of the spiritual formation paradigm at the institution.

As a result of this research, a few suggestions were formulated as to how the university could continue to improve its offerings of spiritually formative experiences, and offered insight into potential further study. iii ACKNOWLEDGMENTS My journey toward the world of education has been unconventional to say the least. As I pen the final words of this dissertation, I sit in an empty classroom—a room in which 130 high school students gather throughout each weekday, looking to me to provide insight and wisdom into the world of English Language Arts and Communication. As I reflect in this space, I am humbled and deeply grateful that the Lord chose me to teach, for this time and in this season.

They say that education is the noblest profession, and I couldn’t agree more. It is also the most difficult, in my opinion, as we who call ourselves educators are charged with such a high duty— to shape the future as we shape lives. As I discovered through doing this research, people make all the difference. That God would call me to make a difference is a profoundly humbling.

People make all the difference. I have always wanted to pursue a doctorate, dreaming of someday working in education, specifically in a Christian university. Although my journey has taken many twists and turns along the way, I am grateful to Patrick and Lori Allen. Lori recruited me to my undergraduate institution 22 years ago, where I also met Patrick.

As we shared life in my undergrad years and later reconnected when my family moved to Oregon, I knew it was a special relationship. It was Patrick who first told me I would be a candidate for a doctorate at George Fox, and it was he who gave me the idea for this research. Thank you, Patrick, for believing in me even in the most difficult moment of my life. I’m grateful for your wit and wisdom, and the encouragement you so graciously gave me along the way.

People make all the difference. Terry, thank you for your encouragement and hard work to make this dissertation happen in a relatively short amount of time. You were a gracious and helpful chair, and I am grateful for your wisdom and insight, and for believing in me even when I iv did not believe in myself. Karen and Dane, I am so grateful for your insight and kind encouragement through this process, and blessed that you made up the remainder of my committee.

It is amazing to me that you both were the ones who interviewed me for this program, even when I didn’t believe I had a chance to get in, and that you are the ones seeing me through to the end. Karen, thank you, too, for believing in me. I’ll never forget the conversation we had in one of my first classes with you when you told me I could do this even though I was the only one who was unfamiliar with pretty much everything in education. I’m so grateful for the gentle ways in which you encouraged me, and the creative methods with which you instruct.

Susanna and Scot, your encouragement and instruction have formed me in profound ways, and I am so grateful for your influence in not only my education, but my life. I could not have asked for a better, more inspirational experience in my doctoral journey than what I have encountered at GFU. People make all the difference. To my students past and present, thank you for putting up with me as we’ve learned how to do life together.

I pray that this program has made me a better teacher, coach, and encourager. I truly believe in guiding students to help them reach for and achieve their full potential, and I know each of you is capable of greatness. Reach for the stars, and know that I believe in you. People make all the difference.

My mother has been such an inspiration in my life. She has faced adversity head on for well over a decade now, and as I’ve journeyed with her through trial after trial, she has not once wavered in her faith. Mom, you have supported me throughout my life in ways I could never begin to describe. You have supported me in this part of my education—from housing me and my family to simply asking me how it is going.

I could not be more grateful for your encouragement and love. Also to my brother, Nathan, and his family, v thank you for cheering me on through this process. I couldn’t be more blessed than I am to have you as my family. People make all the difference.

Although I have attempted to traverse this experience with as little impact to my family as possible, having full-time employment, and being enrolled in a doctoral program has taken me away from my wife and kids from time to time. Landyn, Rylan, and Brynlee, thank you for letting Daddy do what I had to do to complete this from time to time. I hope that my journey has inspired you to reach for your dreams and be all that God has called you to be. Jill, you are my inspiration.

I know this program has had the greatest impact on you as I have worked to complete it. Know that I am so grateful for your support, your encouragement, and, most importantly, your love. I would not have made it through without your constant, gentle inspiration, and occasional reminder to suck it up and get it done. This degree is for you—for us.

Though it may not reap many rewards financially or otherwise, it has made me a better educator and a better person. I pray that I may be a better husband and daddy as a result as well. People make all the difference. I learned that from my dad.

He has been with Jesus for over 11 years now, and I still remember and cherish so much of what he taught me. He was the greatest educator I ever knew. I dedicate this dissertation to him. Dad always wanted a doctorate, but was never able to achieve that dream as he worked to provide for our family, serving as a teacher, principal, and superintendent of public and Christian schools throughout his career.

I pray that I am half the educator that you were, Dad, and that someday my students will say some of the things about me that I’ve heard your former students say about you. This is for you, Dad. I love you, I miss you, and you will always be with me as I teach. vi People make all the difference.

As much as I believe that is the case, I know that it is truly God who makes all the difference. Our Creator sustains all, just as God sustained me and somehow brought me through this part of my journey. To God be the glory, now and forever. Soli Deo gloria.

vii TABLE OF CONTENTS ABSTRACT. iii TABLE OF CONTENTS .1 Statement of the Problem .5 Organization of the Study and Significance of the Research .5 Limitations and Delimitations.10 REVIEW OF THE LITERATURE .10 The Role of Spiritual Formation in Christian Education .11 Spiritual formation in pedagogy .11 Spiritual formation and self-identity .13 Spiritual formation and culture .15 Summary of the role of spiritual formation in Christian education .17 Components of Spiritual Formation Programs .17 Spiritual disciplines in community and solitude .22 Academic courses in religion and spirituality.23 Summary of the components of spiritual formation programs .24 Results of Spiritual Formation Programming in Christian Higher Education .25 Results for individual students .25 Results for the campus and global community .28 Summary of the results of spiritual formation programming in Christian higher education .30 Conclusions of the Literature Review.32 Participants, Sampling Strategy, and Research Design .39 Profiles of Participants in the Study.41 Student one: Christina .42 Student two: Serenity .42 Student three: Carlos .42 Student four: Austin .43 Student five: Ariana .43 Student six: Jasmine.44 Theme one: The academic curriculum and professors themselves have had a profound impact on their spiritual formation .45 Theme two: The sense of community on campus is a major contributor to spiritual formation, including friendships, residential life, and the overall feel of the place .49 Theme three: Staff and faculty from all departments play a vital role in mentoring students and fostering spiritual formation.54 Theme four: Worship is an effective means of spiritual formation for some, and is at the very heart of the spiritual formation curriculum. For others, chapels are not significant contributors to their spiritual formation .65 DISCUSSION AND CONCLUSIONS .65 Discussion of the Findings .65 Research question one: From their lived experiences, do the participants report that their spiritual formation was enhanced by the purposeful activities and programs provided by the institution? .65 Research question two: From their individual experiences, what were the most beneficial activities or programs the university offered to aid in their spiritual formation? .67 ix Research question three: From their lived experiences, what activities or programs offered by the university were ineffective at contributing to their spiritual formation? .71 Suggestions for Policy and Practice .73 Recommendations for Further Research .76 APPENDIX A: Interview Guide Questions .84 APPENDIX B: Letter of Informed Consent .85 1 CHAPTER 1 INTRODUCTION Having grown up in a Christian educator’s home, attending a faith-based school at every level of my education, I have come to appreciate Christian education—the good, the bad, and everything in between.