Student Reflections on Integration Of Faith and Reason In the Franciscan University Social Work Program Grace Daigler Elizabeth Dupuis Mary Grossmayer

Student Reflections on Integration

Of Faith and ReasonIn the Franciscan University Social Work Program

Grace DaiglerElizabeth DupuisMary GrossmayerElisha 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 ReviewExplanation 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

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 faith-learning integration was occurring in the class.

Study 1

• Formulated categories of student perceptions of the integration of faith and learning.1. Learning Processes2. Making Connections3. Parallel Processing4. Atmosphere5. Faith Application6. 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.

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

Study 2

• Results: As in the first study, definitions of faith-learning 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 connectionso Atmosphere (17%)

• 85% of students felt that faith-learning integration was occurring, 3% said no. 12% said occasionally through prayer before exams.

Study 3Furman, 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 middle-aged, 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.

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 students- they 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 wereo 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

Study 4

4. Data Collection

One-shot case study

1. Interviews of Professors2. Surveys of Students3. Examination of Faith-Related

Results of Exit Surveys

Methodology

Methodology1. 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.

Methodology2. 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

Methodologyout of the study at any time without penalty, and one student chose to withdraw• Survey took about ten minutes

Methodology3. 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 InterpretationResults/Findings- Student

SurveyGender

Male 4%Female 96%

Religion

Roman Catholic 73%

Christian, Not Catholic 27%

Class

Fresh. 0% Soph. 4%Jun. 54% Sen. 42%

Time in the Program

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%

Strongly Disagree 0%

Disagree 8%

Neither 12%

Agree 62%

Strongly Agree 19%

0 2 4 6 8 10 12 14 16 18

2

1

11

2

5

41

Sophomore Junior Senior

1. I feel that I have grown in my understanding of my Catholic faith through my involvement in social work classes.

Number of Students% of Students


Disagree 0%

Neither 15%

Agree 50%

Strongly Agree 35%

0 2 4 6 8 10 12 14

3

9

2

1

4

61


2. Most of my social work classes have at least briefly connected the material to a Catholic perspective.



Disagree 27%

Neither 38%

Agree 27%

Strongly Agree 8%

0 2 4 6 8 10 12 14

1 6

6

8

1

1

5

1


3. The Catholic faith has been central to what is taught in most of my social work classes.



Disagree 50%

Neither 8%

Agree 27%

Strongly Agree 8%

0 2 4 6 8 10 12 14

2

6

1

1

1 6

2

5

1


4. In some of my social work classes, we did not mention a Catholic perspective or matters of faith.



Disagree 0%

Neither 8%

Agree 27%

Strongly Agree 65%

0 2 4 6 8 10 12 14 16 18

1

5

7

1

2

91


5. Integrating faith with social work learning and practice is important to me.



Disagree 8%

Neither 34%

Agree 38%

Strongly Agree 19%

0 2 4 6 8 10 12

1

5

5

3

1

4

5

11


6. I wish that my professors would involve a Catholic perspective during class more often.



Disagree 26%

Neither 46%

Agree 19%

Strongly Agree 8%

0 2 4 6 8 10 12 14

5

5

3

1

2

7

1

1

1


7. I wish that the assignments would involve a Catholic perspective more often.



Disagree 38%

Neither 34%

Agree 19%

Strongly Agree 8%

0 2 4 6 8 10 12

1 7

3

2

2

2

6

3


8. I wish that the text materials would involve a Catholic perspective more often.



Disagree 8%

Neither 23%

Agree 34%

Strongly Agree 34%

0 1 2 3 4 5 6 7 8 9 10

2

5

6

1

1

2

8

1


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.



Disagree 0%

Neither 12%

Agree 62%

Strongly Agree 27%

0 2 4 6 8 10 12 14 16 18

3

9

2

7

41


10. I have heard or participated in classroom discussion on the relationship between social work practice and the Catholic faith.



Disagree 8%

Neither 23%

Agree 26%

Strongly Agree 42%

0 2 4 6 8 10 12

2

4

4

4

2

3

61


11. I feel safe openly sharing my perspective in regards to faith in the classroom.



Disagree 0%

Neither 15%

Agree 62%

Strongly Agree 23%

0 2 4 6 8 10 12 14 16 18

4

8

2

8

31


12. My involvement in my social work classes is preparing me to integrate my faith with my social work practice.



Disagree 8%

Neither 65%

Agree 16%

Strongly Agree 12%

0 2 4 6 8 10 12 14 16 18

2

11

1

1 5

3

3


13. My involvement in my social work club is preparing me to integrate my faith with my social work practice.



Disagree 15%

Neither 15%

Agree 38%

Strongly Agree 31%

0 2 4 6 8 10 12

1 3

3

6

2

1

4

6


14. My involvement in the social work program is helping me understand how to work with persons of other faiths without compromising my values.



Disagree 8%

Neither 23%

Agree 38%

Strongly Agree 27%

0 2 4 6 8 10 12

1

2

5

3

3

1

6

4

1


15. My involvement in the social work program is helping me respond to ethical situations without compromising my values.


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 valueso “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 noo “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 reasono “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 Survey1. 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 Survey4. 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 Survey5. 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

2007 2008 2009 2010 20123

3.4

3.8

4.2

4.6

5

Mean Student Satisfaction with the Program's Integration of Faith and

Reason on Scale of 1-5

Student Satisfac-tion with the Pro-gram's Integration of Faith and Rea-son

5. Data InterpretationDiscussion

• 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.

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

Limitations

7. ImplicationsPractice

Policy

• 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

• 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 FindingsHow 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.

ReferencesBadley, K. (2009). Clarifying "faith-

learning integration": Essentially contested concepts and the concept-conception 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/encyclicals/documents/hf_jp-ii_enc_15101998_fides-et-ratio_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), 15-33. doi:10.1080/10656210701381080

Documents

Student Reflections on Integration Of Faith and Reason In the Franciscan University Social Work Program Grace Daigler Elizabeth Dupuis Mary Grossmayer