Student Reflections on Integration
Of Faith and Reason
In the Franciscan University Social Work Program
Grace Daigler
Elizabeth Dupuis
Mary Grossmayer
Elisha Sprung
1. Identify the Problem
• Franciscan University core goal: Students should
“reflect on the relationship between faith and
reason.”
• Social work syllabi do not specifically outline how
this core goal is met, though some make brief
mentions to topics of religion and ethics.
• There is a lack of knowledge as to whether social
work classes are meeting the aforementioned core
goal.
2. Identify the Problem
• Catholic theology teaches that there is an
essential relationship between the supernatural
and the natural, between faith and reason.
• “Faith and reason are like two wings on which
the human spirit rises to the contemplation of truth”
(John Paul, 1998, par. 1).
2. Question
• Question: “Are social work classes enabling
students to reflect on the relationship between faith
and reason, and if so, in what ways?”
• The extent to which a class is doing so (enabling
students to reflect on the relationship between faith
and reason) will be called “Integration of Faith and
Learning,” or IFL.
• In other words, we would like to analyze the IFL of
the Franciscan University social work program.
3. Literature Review
Explanation of the Topic
• It is very difficult to get a broad view of other
findings from studies on integration of faith and
learning because researchers define it differently.
(Badley, 2009).
• Most research on the subject is qualitative and
studies behavior patterns, beliefs, and subjective
experiences
Study 1
Larry D. Burton and Constance C. Nwosu, studied an
elementary education course to analyze whether faith and
learning were being integrated and in what ways (2003).
• 44 out of 46 students participated (95.7%)
• 20 minute survey with checklists, open-response,
and scaling questions.
• There was a unanimous consensus that faithlearning integration was occurring in the class.
• Formulated categories of student perceptions of the
integration of faith and learning.
1. Learning Processes
2. Making Connections
3. Parallel Processing
4. Atmosphere
5. Faith Application
6. Foundational
• Most responses (40%) took a “learning processes”
approach, feeling that the teacher’s role was simply
to provide opportunities for discussion on faith and
values.
• Specific examples of how faith was integrated with
learning mainly focused on classroom discussion
and teaching processes. Other identified categories:
o The general climate of the classroom
o Worship (prayer and Bible reading)
o Collaboration (the experience of working with
others)
o Resources (faith mentioned in texts or visual
aids).
• When asked what impact integration would have
on their lives outside of the class, categories of
responses included impact on professional
behaviors, impact on relationships with others,
greater attention to the connection between faith
and reason, and affects on one’s personal spiritual
life.
Study 2
Lawrence, Burton, and Nwosu (2005) studied students in
instructional methods courses by one professor to assess
their perspectives on the integration of faith and learning
and how it affected their behaviors.
• Sample: 31 university students in a teaching
methods class
• Procedures: questionnaire at the end of the course,
including checklist, open-response and Likert
scaling questions
• Measures were created by the investigators as a
follow-up to the previous study
• Results: As in the first study, definitions of faithlearning integration were organized into
categories, but the researchers only made three
categories this time.
o Most students gave definitions based on
“learning processes,” what they had learned in
the lectures (35%).
o Making connections
o Atmosphere (17%)
• 85% of students felt that faith-learning integration
was occurring, 3% said no. 12% said occasionally
through prayer before exams.
Study 3
Furman, L. D., Benson, P. W., & Canda, E. R. (2011).
• Surveyed Christian social workers in 1997 and
2008 for their attitudes on the role of religion and
spirituality.
• People were selected from the membership list of
the National Association of Social Workers. 8,000
people from each year were solicited. In 1997,
2,069 responded. In 2008, 1804 were responded.
Study 3
• Demographics:
o In both samples most respondents were middleaged, well-educated, Euro-American Protestant
or Catholic women
o In both samples 80% of respondents
participated in daily to weekly community
religious services and about half of the
respondents in each sample said this
participation continued into adulthood.
• Used a 126 item questionnaire including questions
on demographics, current spiritual involvement,
code of ethics, and separation of Church and State.
• Survey found that respondents from 2008 were
significantly less likely to view spirituality as an
appropriate topic to bring up with all client issues
than respondents from 1997.
• 26% of respondents in 1997 and 50% in 2008
thought social workers do not possess the skill to
work with clients on religious or spiritual matters.
• 66% of respondents in 1997 and 51% in 2008
thought that clients have a better chance of being
empowered if social work is integrated with
spirituality
• The researchers felt this suggests that social work
curriculum ought to include more of a spiritual
component so that social workers can feel more
comfortable integrating it with practice.
Study 4
Sherr, Huff, and Curran (2006)
• BSW students’ perceptions of integration of faith
and learning indicators
• Sampled 89 students in undergrad programs of 7
different schools accredited by the CSWE and
affiliated with Christian denominations.
• Mostly female juniors and seniors
• 90 minute focus-group interviews, 10 minute
interviews with their professors
Study 4
• Students’ perceptions fell into two main categories:
o Faculty’s relationship with God and studentsthey looked for faculty who had a “passionate
zeal” for their relationship with God
o Faculty’s competence with integrating faith and
reason in the curriculum
• Most common factors of integrating faith and
learning were
o Teaching social work knowledge using
Scripture as a reference
Study 4
o Assisting students in applying their beliefs in
different settings
o Sharing personal faith-integration experiences
with students
o Emphasizing a holistic approach to social work,
valuing all aspects of life
o Educating and confirming beliefs on absolute
truths while also appreciating diversity
4. Data Collection
Methodology
One-shot case study
1. Interviews of Professors
2. Surveys of Students
3. Examination of Faith-Related Results of Exit
Surveys
Methodology
1.
Interviews of Professors
• The researchers developed the survey
instrument used in the study.
• The interview asked professors questions
regarding the opportunities their students had
to reflect on the connection between faith and
reason in the social work program.
• The format was five open response questions.
Methodology
•
The instrument was designed with the
following process:
o The researchers created items based on
their knowledge of integration of faith and
learning, the content of social work syllabi,
and limited literature review.
o In order to assure the content validity of
the instrument, a professor reviewed these
items.
Methodology
• Researchers scheduled an interview time with
the professors in.
• Verbal consent was given.
• No risks were identified, as this was a study just
for the sake of practicing research and was not
intended to have any threat to the professors or
the social work program.
• One survey took about a half hour because the
professor knew the questions in advance, while
the other professor did not have the opportunity
to reflect beforehand on what he would say.
Methodology
2.
Surveys of Students
• The researchers developed the survey
instrument used in the study.
• The survey asked students questions regarding
their demographics as well as their experiences
reflecting on the connection between faith and
reason in the social work program. There was
also one question asking students if they felt
they had been given a fair opportunity to
express their views.
Methodology
•
•
Primarily scaling questions, as well as some
open-response questions were used.
The instrument was designed with the
following process:
o The researchers created items based on
their knowledge of integration of faith and
learning, and limited literature review.
o In order to assure the content validity of
the instrument, a professor reviewed these
items.
Methodology
•
•
•
•
•
Dr. Gilham provided a list of class times
researchers could attend with professors’
permission.
Researchers attended Human Behavior 2,
Race and Minority, Generalist Practice 3
Sampling frame: 51 students
Sample size: 26 students
Written consent was received from all students
and the purpose of the study was explained out
loud. Students were told that they could opt
Methodology
out of the study at any time without penalty, and
one student chose to withdraw
• Survey took about ten minutes
Methodology
3. Examination of Exit Surveys
• Obtained the survey results from Dr. Gilham
• Analyzed the survey results in order to
compare perceptions of students in previous
years to what students think now
5. Data Interpretation
Results/Findings- Student Survey
Gender
Religion
Male
4%
Female
96%
Roman
Catholic 73%
Christian, Not
Catholic 27%
Time in the Program
Class
Fresh. 0%
Jun. 54%
Soph. 4%
Sen. 42%
Since Freshman Year 35%
Since Transferring 19%
Since Changing Major 35%
Since Declaring Major 8%
Other 4%
Faith base of previous
college:
N/A 65%
Was not faith based 27%
Did not answer 8%
Participation in Social
Work Club
Most activities 12%
Some activities 46%
Rarely participate 23%
N/A but is familiar 15%
N/A and is not familiar 4%
1. I feel that I have grown in my understanding of my
Catholic faith through my involvement in social work
classes.
Sophomore
Junior
Senior
Strongly Agree 19%
1
4
Agree 62%
11
Neither 12%
1
Disagree 8%
5
2
2
Strongly Disagree 0%
0
% of Students
5
10
15
Number of Students
20
2. Most of my social work classes have at least briefly
connected the material to a Catholic perspective.
Sophomore
Strongly Agree 35%
1
Junior
2
Senior
6
Agree 50%
9
Neither 15%
3
4
1
Disagree 0%
Strongly Disagree 0%
0
% of Students
2
4
6
8
10
Number of Students
12
14
3. The Catholic faith has been central to what is taught
in most of my social work classes.
Sophomore
Strongly Agree 8%
1
Junior
Senior
1
Agree 27%
8
Neither 38%
5
6
Disagree 27%
1
1
6
Strongly Disagree 0%
0
% of Students
2
4
6
8
10
Number of Students
12
14
4. In some of my social work classes, we did not
mention a Catholic perspective or matters of faith.
Sophomore
Strongly Agree 8%
1
5
Neither 8%
Senior
1
Agree 27%
1
2
Disagree 50%
1
Strongly Disagree 8%
6
6
2
0
% of Students
Junior
2
4
6
8
10
Number of Students
12
14
5. Integrating faith with social work learning and
practice is important to me.
Sophomore
Strongly Agree 65%
1
Agree 27%
Junior
7
9
5
Neither 8%
Senior
2
1 1
Disagree 0%
Strongly Disagree 0%
0
% of Students
5
10
15
Number of Students
20
6. I wish that my professors would involve a Catholic
perspective during class more often.
Sophomore
Strongly Agree 19%
1
3
Agree 38%
5
Neither 34%
5
Disagree 8%
1
Junior
Senior
1
5
4
1
Strongly Disagree 0%
0
% of Students
2
4
6
8
Number of Students
10
12
7. I wish that the assignments would involve a Catholic
perspective more often.
Sophomore
Strongly Agree 8%
1
Agree 19%
1
Junior
Senior
1
3
Neither 46%
5
Disagree 26%
5
1
7
2
Strongly Disagree 0%
0
% of Students
2
4
6
8
10
Number of Students
12
14
8. I wish that the text materials would involve a Catholic
perspective more often.
Sophomore
Strongly Agree 8%
2
Agree 19%
2
Neither 34%
Junior
3
3
Disagree 38%
Senior
6
1
7
2
Strongly Disagree 0%
0
% of Students
2
4
6
8
Number of Students
10
12
9. When matters of faith are discussed by my social work
professors, I feel that the Catholic Church’s teachings are
clearly and accurately represented.
Sophomore
Strongly Agree 34%
1
Agree 34%
1
Junior
8
6
Neither 23%
5
Disagree 8%
Senior
2
1
2
Strongly Disagree 0%
% of Students
0
2
4
6
Number of Students
8
10
10. I have heard or participated in classroom discussion on
the relationship between social work practice and the Catholic
faith.
Sophomore
Junior
Senior
Strongly Agree 27%
1
2
Agree 62%
4
9
Neither 12%
7
3
Disagree 0%
Strongly Disagree 0%
% of Students
0
5
10
15
Number of Students
20
11. I feel safe openly sharing my perspective in regards to faith
in the classroom.
Sophomore
Strongly Agree 42%
1
Senior
4
Agree 26%
4
Neither 23%
4
Disagree 8%
Junior
6
3
2
2
Strongly Disagree 0%
% of Students
0
2
4
6
8
Number of Students
10
12
12. My involvement in my social work classes is preparing me
to integrate my faith with my social work practice.
Sophomore
Strongly Agree 23%
1
2
Agree 62%
Junior
Senior
3
8
Neither 15%
8
4
Disagree 0%
Strongly Disagree 0%
% of Students
0
5
10
15
Number of Students
20
13. My involvement in my social work club is preparing me to
integrate my faith with my social work practice.
Sophomore
Strongly Agree 12%
Junior
Senior
3
Agree 16%
1
Neither 65%
1
Disagree 8%
3
11
5
2
Strongly Disagree 0%
% of Students
0
5
10
15
Number of Students
20
14. My involvement in the social work program is helping me
understand how to work with persons of other faiths without
compromising my values.
Sophomore
Strongly Agree 31%
Junior
2
Senior
6
Agree 38%
6
Neither 15%
3
Disagree 15%
4
1
1
3
Strongly Disagree 0%
% of Students
0
2
4
6
8
Number of Students
10
12
15. My involvement in the social work program is helping me
respond to ethical situations without compromising my
values.
Sophomore
Strongly Agree 27%
3
Agree 38%
1
3
6
5
Disagree 8%
Senior
4
Neither 23%
1
2
Strongly Disagree 4%
% of Students
Junior
1
0
2
4
6
8
Number of Students
10
12
1. Have professors’ own demonstrations of faith played a
role in your growth in the social work program? Explain.
• 15 students said it has, especially in regards to not
compromising their values
o “Yes. They do not compromise their beliefs in a
(more or less) liberal practice. They find ways to
creatively and productively use faith.”
o “It was cool to see Dr. Graham reading religious
books… it told me faith was important to his life.”
o “Dr. Gilham always tells us to stay true to our values
and has left jobs where it would have compromised
her values. It inspires me to have high standards in
my future work environment.”
• 7 students said no
o “I feel as though faith is really left out of the SWK
program. I don’t want SWK to become a theology
class.”
o “I feel like more direction needs to be given on how
to solve moral issues. That’s my biggest problem
with the program. Most of my religious questions are
answered in CMP and Ethics, but I’m lost as to where
I need to go from there (like the practical
implementation.”
2. Describe assignments in which you have been instructed
to reflect on how faith plays a role in social work practice.
• 13 students said had been given assignments related to
faith and social work“
o 6 students mentioned papers related to Catholic
Social Teaching
o 4 students mentioned the research bonus assignment
on faith to the election
o 1 student mentioned an assignment in the health care
class
o 1 student mentioned the field journals
o 1 student mentioned role plays in Generalist Practice
that involved faith or religion
• 5 Students said they have not been given assignments
reflecting on faith and social work practice
3. Have the activities of the social work club impacted how
you view the connection between faith and reason? Explain.
• 6 students said they had never or rarely participated in the
social work club and therefore had not been impacted in
regards to their view of faith and reason
• 4 students said the social work club did not impact how
they view the connection between faith and reason
• 7 students said the social work club did impact how they
view the connection between faith and reason
o “Yes the advocacy and community service activities
we do has allowed me to view God in others and
realize that our social work practice is also a service to
God’s people.”
Results/Findings- Professor Survey
1. Do your students have opportunities in social work
classes you teach to reflect on the connection
between faith and reason?
• Students can always ask questions regarding faith
• Course on spirituality and the helping professions
• The terms “faith and reason” aren’t necessarily
used in discussion but the Catechism and Catholic
teaching are used as they relate to social work
• Role plays that involve spirituality
• Spirituality is looked at as a broader sense than
just religion
Results/Findings- Professor Survey
2. Have students been taught how to work with
persons of other faiths without compromising their
Christian values? Explain.
• Students are taught never to compromise Christian
values and principles
• Role plays teaching how to do this will be covered
in Capstone- hesitant to address it in the beginning
while students are just learning basics
• Always an opportunity to discuss this in Practice
courses
Results/Findings- Professor Survey
3. Have students been taught how to respond to
various ethical situations in light of their faith?
• Different ethical dilemmas are brought up in class,
such as abortion, and are discussed.
• Discussed the most in Gen. Prac. 3 and Capstone
and will come up during field practice
Results/Findings- Professor Survey
4. Reflecting on past classes you have taught, what
are some assignments or materials that have aided
in helping students reflect on how faith and reason
can be integrated within social work?
• Video and week-long discussion on spirituality
• Handouts on related issues: abortion,
homelessness, depression
• More theology courses required for social work
majors as compared to any other major except
Theology and Humanities and Catholic Culture
• Bio-Psycho-Social-Spiritual Interventions taught
Results/Findings- Professor Survey
5. In your experience, do you see a change in student
perceptions of the integration of faith and social
work practice over their years in the program?
• Does not see this change so much here at
Franciscan because faith is something known and
incorporated here
• Does see their faith grow richer because of the
program, particularly when you can teach Intro.
Students become more comfortable—it is a
process.
Results/Findings- Exit Surveys
Mean Student Satisfaction with the
Program's Integration of Faith and
Reason on Scale of 1-5
5
4.8
4.6
4.4
4.2
4
3.8
3.6
3.4
3.2
3
2007
2008
2009
2010
2012
2007
2008
2009
2010
2012
5. Data Interpretation
Discussion
•
•
•
For the most part students felt that faith was
integrated, but there was a significant minority that
felt it was not.
There was a large percentage for some questions who
answered “neither agree nor disagree”
It is the opinion of some of the researchers that faith
and reason integration should be taught more evenly
throughout the years as a lens through which all social
work should be viewed
•
•
It is the opinion of some of the researchers that faith
and reason integration only needs to be slightly more
stressed in the program.
The professors felt that they were integrating faith and
reason very well, but the students did not recognize all
the examples the professors brought up.
o Could mean that students have faulty memories.
o Could mean that professors should make it more
clear when they are integrating.
o Could mean students are so used to hearing about
faith at this university that they do not realize they
are doing it in subtle ways.
6. Hypothesis Formation
•
If we had surveyed more Freshmen and Sophomores we
hypothesize that they would have responded that they had
seen less integration of faith and reason than our sample.
o Therefore we hypothesize that a majority of social
work students think that faith and learning integration
does occur but wish it would be to a greater degree.
o A minority said they had never seen any assignments
integrating faith and reason.
o A minority would most likely also say that there is no
improvement necessary.
Limitations
1. Testing Effects- behavior may not have been
natural when studied because of the inclination to
appear favorable.
• The professors and students may have wished
to make their responses more positive (or
negative) than was true depending on how they
thought the study would impact the social
work program.
2. Research Bias- one professor and four of the
students surveyed (the researchers themselves) had
input on creation of the measures.
Limitations
3. Instrumentation- we did not have measures
(surveys) that have been tested thoroughly for
validity and reliability. Some students indicated
that some of the survey questions were confusing,
and this may have swayed the results.
4. Specificity of Variables- other
participants/students may have had other
perceptions, and it is hard to generalize to what
other students would have experienced because
our sample was small and very specific
• Mostly surveyed juniors and seniors
7. Implications
Practice
• Social Work Educators- Professors should how their
students view the integration of faith and reason in the
classroom to see if it matches up with their intention for
the class
Policy
• School Policy- Helpful in answering the question of
whether Franciscan University social work professors
should have to specifically indicate areas of incorporating
faith and reason on the syllabi or whether this is
unnecessary
7. Dissemination of Findings
How to Disseminate
• Presentation in Social Work Class
• Surveys and results given to Mr. Friona who is an
assessment officer, with the understanding that the
study is very limited
What We Learned
• Research is time consuming- calculating results takes
forever.
• It is frustrating to have a “neither agree nor disagree”
section.
• We wish we would have come up with our own study,
because it is difficult to take the idea of someone else and
decipher whether you are studying the right thing.
Suggestions for Future Research
• Give consent form to professors.
• Have professors write responses down instead of a verbal
interview so that responses can be more accurately
recorded.
• In a more serious study we would not have had the
researchers take part in the study or have Dr. Gilham
preview the questions, as this adds to a bias.
• One additional study could be on how other programs at
Franciscan integrate faith and reason.
References
Badley, K. (2009). Clarifying "faith-learning integration":
Essentially contested concepts and the conceptconception distinction. Journal of Education and
Christian Belief, 13(1), 7-17. Retrieved from Academic
Search Premier database. (Accession No. 38215701)
Burton, L. D., & Nwosu, C. C. (2003). Student perceptions
of the integration of faith, learning, and practice in an
educational methods course. Journal of Research on
Christian Education, 12(2), 101-135. Retrieved from
Academic Search Complete database. (Accession No.
13340837)
Furman, L. D., Benson, P. W., & Canda, E. R. (2011).
Christian social workers’ attitudes on the role of religion
and spirituality in U. S. social work practice and
education: 1997-2008. Social Work & Christianity,
38(2), 175-200. Retrieved from SocINDEX with Full
Text. database. (Accession No. 63899135)
John Paul, II (Presenter). (1998). Fides et ratio: On the
relationship between faith and reason [Address
transcript]. Retrieved from
http://www.vatican.va/holy_father/john_paul_ii/encyclic
als/documents/hf_jp-ii_enc_15101998_fides-etratio_en.html
Lawrence, T. A., Burton, L. D., & Nwosu, C. C. (2005).
Refocusing on the learning in 'integration of faith and
learning'. Journal of Research on Christian Education,
14(1), 17-50. Retrieved from Academic Search
Complete database. (Accession No. 18883460)
Sherr, M., Huff, G., & Curran, M. (2007). Student
perceptions of salient indicators of integration of faith
and learning (IFL): The Christian vocation model.
Journal of Research on Christian Education, 16(1), 1533. doi:10.1080/10656210701381080