MOBILIZING ONLINE STUDENT CHAPLAINS

FOR SPIRITUAL FORMATION

ACCESSED Conference

Lancaster, PA

March 2015

Dale L. LemkeCrown College

St. Paul, MN

lemked@crown.edu

www.linkedin.com/in/dalelemke

SESSION PROPOSAL & OBJECTIVES

My Suggestion: Project-based learning strategies can be effectively utilized to structure the development of spiritual formation resources and assessment practices by online student chaplains.

Session Objectives: To introduce Project-based learning (PBL) theory. To discuss the application of PBL to the

development of a chaplaincy initiative. To assess the viability of student-led chaplaincy

initiatives.

ONLINE SPIRITUAL FORMATION

Question #1: Is spiritual formation in the online context even possible?

Faculty and student interaction that moves toward the relational and affective levels is critical for spiritual transformational (White, 2006).

Literature suggests that online formation is possible. Spiritual director meetings may be useful (Maddix & Estep, 2010).

An “ecosystem model” of spiritual formation views online formation as a holistic or endeavor involving intellectual, social, moral, emotional, psychological, and spiritual encounters. Online interaction can transcend physical time and space limitations to have a formative impact (Lowe, 2012).

Paul’s engaged in spiritual formation from a distance provide an analogical model for online educators (Forrest & Lamport, 2013; Maddix & Estep, 2010).

ONLINE SPIRITUAL FORMATION

Question #2: Practically speaking, how can we effectively pursue spiritual formation in the online educational context?

Peer/Group Discussion: What are your institutions doing that has worked well? What are you doing that has not worked well? Do you feel the need to do more?

CASE STUDY: CROWN COLLEGE Crown Online Vision: To deliver quality, biblically-based

online education that will equip global leaders to impact their communities for Christ.

Online Degree Programs: Associate Degrees: Christian Ministry, Business, and General

Studies

Bachelor Degrees: Christian Ministry, Global & Cultural Studies, Business Administration, Disaster and Emergency Management, Counseling/Psychology, and General Studies

Graduate Degrees: MA degrees in Christian Studies, Ministry Leadership, International Leadership, Organizational Leadership, MBA

Accreditation: Higher Learning Commission (HLC)

Enrollment: 650 School of Online Studies (SOS) and Graduate School (GS)

CASE STUDY: CROWN COLLEGE

Spiritual Formation Strategy

Curriculum Christian Studies core (15-21 credits) for undergraduates Spiritual Formation for Leadership (3 credits) for graduates Faith-learning integration in remaining courses Christian Studies courses attempt to integrate a variety of

small group collaborative components

Problem: This is primarily an cognitive strategy.

Instructor Interaction Careful hiring practice to ensure institutional and faith fit Train faculty to listen to, care for, and pray for students

Problem: Faculty are very busy. Our contractual commitment is to build courses that require about 80 hours to teach a 7 week course. How much time is left for spiritual formation?

CASE STUDY: CROWN COLLEGE

Spiritual Formation Strategy

Academic Advisor Input: Each student has an academic advisor who interacts

regularly with students regarding course concerns, life disruptions, registration, educational planning, etc.

These advisors are aware of student needs and pray for them.

Problem: Advising loads of 200-250 students may prohibit proactive care for student needs. The institutional relationship could also be a barrier to sharing personal needs.

School of Arts & Sciences Resources: Publish the chaplain’s office phone number and provide links to chapel recordings.

Problem: Students were not accessing these resources. Financial

restraints prohibit developing our own chaplaincy office.

CASE STUDY: CROWN COLLEGE

Spiritual Formation Strategy

Solution: Student Chaplaincy Initiative Utilize a project based learning approach to train students

and augment formation ministries. Reduce the financial burden by utilizing students as

resources to meet our formation goals. Mobilize adjunct faculty expertise to train leaders and

meet formation needs.

PROJECT-BASED LEARNING (OBJECTIVE 1)

Project-based learning: “The outcome is as important as the process. The outcome is typically a product (e.g. website, work of art, creative writing, science experiments, blueprints, etc.)” (Vai & Sosulski , 2011, p. 109).

Problem-based learning: “The activity presents a problem to be solved. The problem is genuine to the case or situation. The problem is presented within a realistic context. Learners have to actively apply their knowledge to solve the problem. The process is more important that the outcome (the answer)…. It is the learner’s role to determine what they need to learn to solve the problem” (Vai & Sosulski , 2011, p. 109).

Integration: Many view problem posing as a key element in project-based learning, so it is probably not necessary to make such a firm distinction between these two ideas.

PROJECT-BASED LEARNING (OBJECTIVE 1)

Philosophical Background (Svinicki & McKeachie, 2014) Social constructivist view of learning John Dewey’s emphasis on “learning by doing” Jerome Bruner’s concept of discovery learning Charles Wales, an engineering professor, developed a

problem-based method called “guided design”

Keys to PBL Success (Vega, 2012) Instructor lays a sufficient foundation Contains a realistic problem or project Group work is structured with individual

accountability Involves multi-faceted assessment Reflection is a critical component

PROJECT-BASED LEARNING (OBJECTIVE 1)

Steps in PBL/Guided Design(Svinicki & McKeachie, 2014)

1) State the problem and the group goal.2) Gather problem-solving information.3) Generate possible solutions.4) List constraints as well as relevant assets.5) Identify a preferred solution(s) and criteria for

evaluation.6) Establish objectives, assign responsibilities, and

identify implementation timeframe and resources.7) Create a detailed solution.8) Evaluate the solution and/or reflect upon the

experience.9) Recommend future monitoring, development, or

evaluation plans.

PROJECT-BASED LEARNING (OBJECTIVE 1)

My First Experiences with PBL

ESL Assessments for a U.S./Afghanistan Grant Project ESL Lesson Plans for a New Church-based ESL Ministry

Group/Peer Discussion

Briefly describe a PBL experience in either the online or seated classroom setting that you have either led or been a participant in. What went well and what didn’t go well?

Do you think PBL is only for traditional classroom experiences or can it be utilized in the online educational context as well?

PBL AND ONLINE CHAPLAINCY (OBJECTIVE 2)

PBL is Applicable to the Online Context. Thormann & Zimmerman (2012) cite eight different

studies specifically supporting constructivist approaches and project-based learning for the online learning context.

Bonk & Zhang (2008) suggest that their R2D2 (Read, Reflect, Display, Do) model “may serve as a framework to guide the design and implementation of a comprehensive problem-solving or problem-based learning environment” (p. 8).

Online PBL is Supported by Educational Research Literature

Online PBL is Supported by Information Technology Higher Educational Research Literature

PBL AND ONLINE CHAPLAINCY (OBJECTIVE 2)

Case Study: Crown Online Constructing the Academic Framework

Fall 2012 – Create and Approve 2 Courses Chaplaincy in the Undergraduate Context Chaplaincy in the Graduate Context

Spring 2013 – Recruiting Chaplains Develop an Application Protocol Finalize Chaplaincy Selection

Advantages of an Academic Structure Structure: Study, Think, Practice, Reflect Accountability: 3 credits of academic work Chaplains remain engaged for 1 or 2 semesters

Disadvantages of Academic Structure Limits the Chaplain Pool Requires a qualified, engaged, and creative instructor Ministry or just completing an assignment?

PBL AND ONLINE CHAPLAINCY (OBJECTIVE 2)

Case Study: Crown Online (continued) Fall 2013

1 undergraduate, 1 graduate, 1 auditor 21 week course Define and Explore the Problem Build and Administer a Spiritual Life Survey with

Exploratory Questions (Hancock, Bufford, Lau & Ninteman, 2005).

Pilot a Prayer Ministry Initiative Recommendations/Goals

Spring 2014 2 graduate and 2 undergraduate students 21 week course Launch the Prayer Ministry Initiative Build a Blackboard Community Group and Pilot Recommendations/Goals

PBL AND ONLINE CHAPLAINCY (OBJECTIVE 2)

Case Study: Crown Online(continued) Fall 2014

2 graduate and 2 undergraduate students 14 week course (plus 7 weeks prayer ministry) Structured Course with Core Chaplaincy

Assignments Review and Administer Spiritual Life Survey Write Devotional Blogs Recommendations/Goals

Spring 2015 4 undergraduate students 14 week course (plus 7 weeks prayer ministry) Structured Course with Core Chaplaincy

Assignments Debrief Spiritual Life Survey Results Write Devotional Blogs Recommendations/Goals

VIABILITY OF ONLINE CHAPLAINCY (OBJECTIVE 3)

Is it sustainable? Academically

A true PBL structure is a challenge structurally. A simplified PBL-structure seems reasonable. Identifying a qualified instructor who

understands the PBL goals is a challenge.

Student Chaplains We have constant interest from students who

want to serve in this role. We have turned down applicants each semester.

The continuity of chaplains over two semester promotes a student-mentoring model.

Financially It essentially pays for itself.

VIABILITY OF ONLINE CHAPLAINCY (OBJECTIVE 3)

Is it making a difference? (Spiritual Life Survey Results)

Question/Item 2013 2014

# of Respondents 137 172

Q20: Do you have a personal relationship with Jesus?

97% 98%

Q21: Been a Christian for 11+ years.

72% 67%

Q24: Attend church weekly? 85% 77%

Q27: Church is primary source of spiritual encouragement.

39% 34%

Q27: Crown is primary source of spiritual encouragement

5.7% 10.7%

Q32: Describe Role of Crown in Your Spiritual Life

23 very positive82 pos.8 minimal

30 very positive102 positive5 minimal

Q33: Resources They Would Like to See

Devotionals,Bible Studies

Devotionals, Bible Studies, Too busy

VIABILITY OF ONLINE CHAPLAINCY (OBJECTIVE 3)

Is it making a difference? (cont.) Prayer Ministry

Fall 2013 Pilot: 23 e-mail requests Spring 2014: 154 Prayer Ministry Log Entries; 102

received an e-mail or phone contact Fall 2014: 201 Prayer Ministry Log Entries; 108 received

e-mail, text, or phone contact A few encouraging notes in reply to chaplains, advisors,

etc. Reports of healing, encouragement, etc.

Devotional Blogs 6 blogs articles posted (Fall 2014) – 14 views Is there a better way?

Student Chaplain Feedback Prayer ministry is dynamic Initial chaplains seemed to grow the most through

process.

VIABILITY OF ONLINE CHAPLAINCY (OBJECTIVE 3)

What are the next steps?

Redefine the PBL component of the course to be more dynamic.

Recruit a qualified instructor who can be trained to implement the PBL approach.

Re-envision the delivery of the chaplain devotionals and expand that ministry.

Envision new opportunities for continued development of other spiritual life resources.

MY CONCLUSION

Project-based learning strategies can be effectively utilized to structure the development of spiritual formation resources and assessment practices by online student chaplains.

QUESTIONS & DISCUSSION

Do you have any questions or suggestions related to a PBL approach to online chaplaincy?

Do you have any thoughts about other areas where PBL could be used to support the work of your online courses or programs?

REFERENCES Bonk, C. J. & Zhang, K. (2008). Empowering online learning: 100+ activities for reading,

reflecting, displaying, & doing. San Francisco, CA: Jossey-Bass. Forrest, B. K. & Lamport, M. A. (2013). Modeling spiritual formation from a distance: Paul’s

formation transactions with the Roman Christians. Christian Education Journal, 10(1), 111-124. Hancock, T. E., Bufford, R. K. Lau, B., & Ninteman, N. (2005). Attempting valid assessment of

spiritual growth: A survey of Christ-centered living. Christian Education Journal, 2(1), 129-153. White, R. (2006). Promoting spiritual formation in distance education. Christian Education

Journal, 3(2), 303-315. Maddix, M. & Estep, J. (2010). Spiritual formation in online higher education communities:

Nurturing spirituality in Christian higher education online degree programs. Christian Education Journal, 7(2), 423-434.

Lowe, M. (2012). Spiritual formation as whole-person development in online education. In M. Maddix, J. Estep & M. Lowe (Eds.), Best practices in online education: A guide for Christian higher education (pp. 55-63). Charlotte, NC: Information Age Publishing.

McKeachie, W. J. & Svinicki, M. (2011). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.

Thormann, J. & Zimmerman, I. K. (2012). The complete step-by-step guide to designing & teaching online courses. New York, NY: Teachers College Press.

Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York, NY: Routledge.

Vega, V. (2012). Project-based learning research review. Retrieved from http://www.edutopia.org/pbl-research-learning-outcomes.