Wolfe, Kathryn A.

This mixed methods research study explored students’ perceptions of Christian
campus culture at three Christian institutions of higher education. The aim of this study
was threefold: to comprehend why students want to obtain an education within a
Christian campus culture; to understand students’ perceptions of and experiences with the
Christian campus culture at their Christian university/college; and to decipher the
presence of predominant characteristics of Christian campus culture at all three Christian
institutions. Qualitative and quantitative data demonstrated that while many students
attend their Christian institution due to personal conviction or their Christian identity,
other students attend their Christian university or college because it was the best financial
decision for them. Additionally, students often indicated that there was not one sole
reason for their choice of school, but a combination of various factors that influenced
their decision. Additionally, this research study was able to gain insight into students’
perceptions and experiences with Christian campus culture. Interestingly, the major
components that were vital to each research site’s environment were present at all three
research sites. Therefore, while each institution varied in size, student population, and
location, the most frequently noted characteristics were seen at all three Christian
institutions. Students often described their environment, the “bubble,” as limiting but
safe. However, students also mentioned that the sense of community that they felt within
their Christian campus culture encouraged them to interact with people—students,
professors, and staff—that were invested in them academically, socially, and spiritually.
Students also noted that their institutions make a conscious effort to create an
academic environment that integrates faith and learning. In both the quantitative and
qualitative data, students pointed to Bible classes and chapel as evidence of their
institution’s integration of faith and learning (IFL). Upon further discussion, the
participants stated that IFL was often in the way that their professors taught and
interacted with them. While IFL remained an integral part of students’ experience with
Christian campus culture, students continued to emphasize their invested professors as
quintessential features not just in the classroom but also throughout their Christian
campus environment.

The researcher began to notice that religion and religious studies courses were starting to disappear off of course lists and that religion as a discipline was not as prevalent in many university departments. Additionally, noting from her teaching experience at various universities, the study and approach to teaching religion differed at the type of institution it was and the mission of that university. Therefore, this study aimed at discovering just how religion is taught in institutions of higher education at selected universities in the United States of America.
<br>The rationale behind this study was twofold: first, to determine if religion is currently being taught at selected institutions of higher education in the U.S. and second, how the instruction and teaching of religion is approached within these institutions. And so, the purpose of this study was to determine if universities are still teaching religion and religious studies courses; if so, what are the structures and approaches that are used when teaching religion at both top-tiered and southeastern universities; and what are the similarities and differences between the two aforementioned types of institutions’ programs. Thus, we may infer from the data whether or not there is a future for these programs within higher education in the U.S.
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