BSW Student Perceptions of Salient Integration of Faith and Learning Indicators

Michael E. Sherr
George E. Huff, Cedarville University
Mary A. Curran

Abstract

This article presents findings from a qualitative study of 89 undergraduate social work students from seven schools accredited by the Council on Social Work Education in the Council (CSWE) for Christian Colleges and Universities (CCCU). Using in-depth focus group interviews, the research explored participants' perceptions of salient indicators of integration of faith and learning (IFL) in the classroom. Findings highlight two main categories of indicators: 1) Faculty relationships with God and with students; and 2) Faculty competence providing specific IFL curriculum coverage and providing safe classroom settings. The authors then posit the Christian Vocation Model to describe the interconnections between the two main categories. Implications, limitations, and suggestions for future research are discussed.