2024 Conference Schedule

What is “Christian” International Education?

Hunter Welcome Center, Zones B&C

Mark Barneche – Executive Director for International Education and Study Abroad; Abilene Christian University
Jenny Carter – Professor and Chair of the Center for Teaching and Learning; Southeastern University

What makes Christian international education distinctively “Christian”? And what are its aims? Using data collected from nearly 100 institutions affiliated with the Christian faith, this interactive session will aim to establish a history of global Christian education, trace the global “footprint” of contemporary Christian international education, and identify common learning outcomes intended to influence aspects of student spiritual identity, spiritual formation, or knowledge of/relationship to the Christian faith.

Designing Online Programs for Student Success

LYNAY Classroom

Building Blocks of Faith: Modularized Design for Active Learning
Julie Pasley – Instructional Design Specialist; Abilene Christian University Online

Embark on an engaging exploration into interactive learning design within Christian education. Building Blocks of Faith: Modularized Design for Active Learning presents an innovative approach to instructional design, empowering educators to craft captivating learning experiences. By prioritizing engagement, educators foster deeper connections to faith-based content through interactive modules. Discover how leveraging features like variables, placeholders, and templates creates a scalable solution for course development. Whether faculty, administrator, or staff, attendees will learn practical strategies to enhance learner engagement and streamline design processes, ultimately laying the groundwork for transformative education, one module at a time.

Online Program Quality Perceptions from Texas Administrators – What is the Current State and How Can We Improve?
Amanda Goetzke – Associate Vice President of Instructional Design & Innovation; Abilene Christian University Online
Andrew Lumpe – Managing Director of Program Evaluation and Improvement, Relay Graduate School of Education

Are you curious how administrators perceive the quality of online programs? Does it matter? This presentation will review the results of a quantitative study where participants completed the OLC’s Scorecard for the Administration of Online Programs resulting in recommendations for institutions looking to improve online program quality or hire an online administrator.

Benefits of an Inclusive Access Course Materials Philosophy for Online Undergraduate Students
Sarah Laster – Associate Manager of Course Materials and Technologies; Abilene Christian University Online

Abilene Christian University (ACU) Dallas is a fully online college campus offering undergraduate, graduate, and doctoral degrees. For online undergraduate students at ACU, all course materials are available to students electronically within the university LMS, and Canvas. This presentation highlights the benefits of the “inclusive access” textbook and course materials model for this particular student population. Exceptions (e.g. learning accommodations) and obstacles will also be explored.

Connecting Global Learning With Other High-Impact Practices

Hunter Welcome Center Zone A

Student Perspectives of IPE in Academic Missions
Stephanie Hamm – Associate Professor, Director of Undergraduate Social Work Department; Abilene Christian University
Lory Chrane – Instructor, Undergraduate Program Director, and Interprofessional Education Manager, CHBS; Abilene Christian University
Sheila Jones – Associate Professor, Department Chair, Department of Kinesiology and Nutrition; Abilene Christian University

Interprofessional Education (IPE) programs aim to break down professional silos between professions, counteract stereotypes, and improve understanding of each discipline’s role, fostering a team-based approach to patient care. The goal of IPE is for students to learn how to function in interprofessional teams and carry this skill into future practice. Students must understand and value the benefits of IPE. The objective of this study was to assess allied health student perceptions of IPE experiences during an international service-based expedition, working with children with special needs and their families.

Cross-Cultural Teaching through Experiential Dialogue
Randolph Rogers – Associate Professor of Biblical Studies; Wayland Baptist University

In a shrinking educational world that values technology, collaboration, and global connectivity, the Kenyan educational system is undermined by poverty, lack of opportunity, school debt, western individualism, and a lack of connection to the core values of the Kenyan culture.  This proposed paper will show how the use of collaborative teaching techniques (case studies, group problem-solving, group description, and analysis) in group settings empowers community dialogue and group problem-solving.  The settings connected to this study focus on adult learners in three different formats (primary school teachers, adult pastors, and college students) and their experience with collaborative teaching techniques.

Developing a Discipline-Specific Missional Study Abroad Course
James Carpenter – Associate Professor of Environmental Science; Abilene Christian University
Kendra Jernigan – Associate Professor of Environmental Science; Abilene Christian University

The Department of Agricultural and Environmental Sciences at Abilene Christian University has introduced a missional study abroad class designed to introduce students to agricultural practices and environmental issues of a specific region outside the United States. Students also work on projects to help alleviate at least one issue. We have so far worked with Mision para Cristo in Jinotega, Nicaragua.  This missional study abroad class is one-way students can meet our department’s experiential learning requirement.  Though many mission-focused study abroad programs exist, ours is unique in that it is a program-specific course taught as part of our regular curriculum.

Collectivism English as Lingua Franca and Religion
Yahui Zhang – Professor of Communication Studies; Wayland Baptist University
Christine Lockridge – Project Coordinator for the Virtual Center of Excellence for Veteran Student Success; Wayland Baptist University

Study abroad trips can be beneficial for American Christian students on multiple levels. In this presentation, two scholars are going to share three insights based on their trip. Firstly, the visit to The Forbidden City exemplifies the root of collectivism as embodied by emperors being revered as sons of heaven; secondly, a day with a Chinese family offers my students a chance to have direct contact with ordinary people living under communism and to understand how English is privileged; thirdly, eye-witnessing people/children burning incenses, kneeling and bowing to Buddhist gods at Dayan Pagoda opened their eyes to the genuine spiritual needs. 

Purposeful Business Fellows

AT&T Theater

Donita Brown – Assistant Professor; Lipscomb University
Beth Mangrum – Alumni Fund and Event Director; Lipscomb University

The Purposeful Business Undergraduate Beta Fellowship Program, driven by the College of Business’s core values, equips students with essential skills and virtues to lead in both community and business. Designed to instill purpose, boldness, credibility, creativity, and service, this program empowers undergraduates to understand their impact, embrace innovation, and prioritize integrity. Emphasizing the importance of serving others, it fosters a transformative experience. By embodying these principles, students become impactful leaders in a rapidly evolving business landscape. Guided by the College’s mission to create leaders reflecting the values of Jesus Christ, the program ensures a lasting, positive influence in both professional and communal spheres.

Collaborative Pedagogy in Action: Students and Faculty Partnerships for Innovative Teaching and Learning

Hunter Welcome center zones b&c

Moderator: Scott Hamm, Director of Pedagogical Partnerships, Abilene Christian University
Student Panelists: Abilene Christian University
Jennifer Edo, Jessica Edo, Ella Erickson, Thaddeus Stringer, Samuel Lanham, Ashton Martin
Faculty Panelists: Abilene Christian University
Candice Ortbals, Malcolm Scott, Omar Palafox, Matt Roberson, Cliff Barbarick, Kendra Jernigan

Examine an approach to collaborative pedagogy, where student and faculty partners unite to revolutionize teaching practices. Through weekly observations, meetings, and student-led feedback sessions, this partnership explores innovative, equitable approaches to course delivery. Discover how student research associates from ACU actively contribute to this transformative process. Join us to celebrate the synergy between students and faculty, as we delve into the essence of dynamic pedagogy and its profound impact on learning outcomes.

Global Mindedness, Collaboration, and New Programs

LYNAY Classroom

Exploring Global-Mindedness in Faculty at Faith-Based Institutions: A Mixed-Methods Study
Audra Pleasant – Executive Director of International Programs; Harding University Cynthia Powell – Professor, Department of Chemistry and Biochemistry; Abilene Christian University
John Osborne – Director of International Programs; Oklahoma Christian University
Michelle Reina – AVP International Affairs; Concordia University Wisconsin

As universities prepare students to communicate across cultures and work in a global society, faculty strive to meaningfully incorporate global perspectives into their courses. International education experiences are one opportunity to positively impact students and faculty. To elucidate the impact of these experiences on faculty members, faculty at four Christian Universities took Jane Hett’s Global Mindedness Scale and participated in individual interviews. The study findings will help inform institutional strategies for fostering global perspectives among faculty and guide professional development initiatives for faculty at universities engaged in international education.

Expanding Hearts and Minds through Professional Collaborator and Study Abroad Experiences
Meg Reister – Professor of Special Education and Early Childhood; Franciscan University of Steubenville
Edita Hornáčková Klapicová – Associate Professor, Department of Translation Studies; Franciscan University of Steubenville

This presentation will share how two professors from differing countries connected and were able to combine their research interests in teaching and learning English as a Foreign Language thanks to a Study Abroad Program at their institution. The professors were able to provide teaching opportunities for college students who were participating in the university’s Study Abroad Program Attendees will learn about the ways the college students were able to implement teaching strategies from a variety of age ranges and subjects (e.g., reading, creative arts, science, social studies) to teach English as a foreign language through this collaborative study abroad experience.

Why We Started a Teaching Experience Out of our Study Away Program: Where We’ve Been, and Where We’re Headed!
Meg Reister – Professor of Special Education and Early Childhood; Franciscan University of Steubenville
Tiffany Boury – Senior International Officer/Professor of Education; Franciscan University of Steubenville

This presentation will describe the founding and sustainability of an education course one university created and oversaw that was implemented in the university’s study abroad program. ELISA, which stands for English Learners in Specialized Atmosphere, the title given by the Austrian principals, is a course created, in part, to provide diverse teaching opportunities for pre-service educators. Now in its 14th year, the investigators propose the sustainability of the course has not been the academic credits but the importance of providing all majors the opportunity to explore the vocation of teaching and minister to the needs of the schoolchildren.

Bringing Virtual Reality and AI into the Classroom

Hunter Welcome Center Zone A

Immersive Experiences of Biblical Proportions
Stephen Rektenwald – Assistant Director of Creative and Academic Technology; Abilene Christian University

Abilene Christian University’s Creative and Academic Technology department researched virtual reality technology to enhance Biblical survey courses. Students visited an interactive model of the Old Testament Tabernacle using virtual reality (VR) headsets. Researchers conducted an experimental study across two course sections taught by the same professor, with surveys and test questions to evaluate VR’s impact on short and long-term retention versus a video control group. The project aimed to examine if immersive VR boosts student learning and pedagogical effectiveness more than traditional methods. This research demonstrated VR’s value for religious education and historical visualization.

Immersive Horizons: Transforming Higher Education with VR and AI
Julie Pasley – Instructional Design Specialist; Abilene Christian University Online
Sandra Cleveland – Associate Professor, DNP;  Abilene Christian University Online

Embark on a journey into the future of higher education as we explore the dynamic intersection of Virtual Reality (VR) and Artificial Intelligence (AI). Delve into the experiences of faculty pioneers who have navigated the integration of these cutting-edge technologies into their curricula, transforming traditional learning paradigms into immersive, interactive experiences. Gain invaluable insights into the challenges, triumphs, and transformative moments encountered along the way, from initial skepticism to advocacy. Discover practical strategies for implementing VR-based activities to enhance critical thinking and collaboration, alongside leveraging AI as a powerful assessment tool. Join us in shaping the future of education in a digital era.

Building a Welcome: How to Create a Multinational Campus

AT&T Theater

Jared Gott – Assistant Dean of Emerging and Innovative Programs; Freed-Hardeman University
Jenny Johnson – Dean of the Honors College, Director of FHU Study Abroad; Freed-Hardeman University

When international students choose to study in the United States, benefits are possible for all affected communities. For a Christian university campus with a relatively homogeneous undergraduate population, however, it is critical that the introduction of international students be deliberately orchestrated to prevent frustration and conflict and to facilitate social ease and cooperation. Our university was presented with the opportunity to reinvent its international student programs through a partnership with a nearby Christian secondary school. As a result, current best practices were considered and adapted for our distinct infrastructure and for the distinct pipeline parameters of the educational transfer.

Global Insights: Unveiling the Profound Impact of Study Abroad Experiences

Zone B&C 

Stan Rosenberg – Vice-President for Research and Scholarship, Executive Director of Scholarship and Christianity in Oxford

Join Stan Rosenberg, Executive Director of Scholarship and Christianity in Oxford, as he unveils a comprehensive exploration of the profound benefits of study abroad experiences from a global perspective. Drawing upon extensive research and personal anecdotes, Rosenberg delves into the transformative effects of international education on students’ personal, academic, and professional development. From fostering intercultural competence to nurturing a deeper understanding of global issues, discover how study abroad programs enrich students’ lives and broaden their perspectives. Gain valuable insights into the key factors that contribute to successful study abroad experiences and learn strategies for maximizing the impact of international education initiatives.

Outcome and Impact of Global Learning

LYNAY Classroom

Outcomes Assessment in Off-Campus Programs: Impact on Faith
Cynthia Slagter – Director of Off-Campus Programs; Calvin University

What is the impact of off-campus programs on students’ faith/belief systems? This project assesses the extent to which the off-campus programs’ learning objectives on Faith are achieved in semester-long programs and attempts to determine what activities and interventions correlate with student perception of achievement of the Faith learning objective.

International Service Learning (ISL): A Critical Analysis of Impact for Occupational Therapy Students and Service Recipients
Nate Short – Professor; Abilene Christian University
Leslye Molamphy – Doctoral Capstone Coordinator and Assistant Professor; Abilene Christian University

International service learning (ISL) is a pedagogical approach that aims to provide hands-on learning for students while also meeting an unmet need for a specific target population. These complex endeavors, often involving cross-cultural collaboration, should be carefully evaluated to understand their impact. The collective results of studies regarding ISL experiences for graduate students of occupational therapy will be presented with an emphasis on impact on both students and service recipients. 

Specific Aspects of International Experiences and their Impact on Student Outcomes
Stephen Baldridge – Dean of College of Humanities and Sciences, Professor; University of Mary Hardin Baylor

Study abroad and global learning has garnered significant attention within a growing body of literature. However, a discernible gap persists in identifying the most influential aspects of these experiences and their differential impacts on various student outcomes. This study aimed to address this by examining the outcomes and satisfaction levels of students enrolled in diverse international educational programs at one university. This study looked at various aspects of global learning, including, but not limited to program durations, cohort sizes, geographical locations, and intended program outcomes on student experiences. Specific attention was given to the impact on distinct student groups.

High-Impact Practices across the Institution

Zone A

Teaching Squirrels: How to Engage Generation Z and Create Lasting Engagement
Kimberlee Mendoza – Dean of Languages & Literature; Wayland Baptist University

Did you know that a squirrel has an attention span of one second, but if you give it an acorn it goes up to four minutes? The attention span of a Post-Millennial is now reported to be eight seconds. But imagine if we could find their acorn? Using Generational Theory and data from two studies, this workshop will enable college faculty to understand the newest generation, while advising them on how to find Gen Z’s acorns.

What a Character: Virtue Development in a Classroom, Academic Department, and Institution
Michael Young – Humanities Lecturer; Faulkner University

Drawing upon Aristotle’s definition and practice of forming virtues within the soul, this study describes functional practices to implement in the classroom, department, and institution. Further resources are Jason Baehr’s work in the development of intellectual virtues as well as Linda Zagzebski’s study on the nature of virtue and the foundations of knowledge. 

Faith and Reason and the FYE
Paul Begin – Associate Dean of Curriculum and General Education; Pepperdine University

The purpose of this session is to consider the question of how we develop critical reasoning while simultaneously engaging with our students’ faith formation. These courses aim to provide students with tools for thinking well about the most important issues, such as duty, morality, meaning, and virtue. They may focus on formal reasoning, the ability to train to find, identify, and clarify arguments, or provide more of Socratic dialogue, such as in Great Books or in a core texts class. All of this is well and good, and greatly needed for development as students progress through their college careers, into their actual careers and further develop as citizens. But what about questions of faith? The tension at the Christian college and university is how to balance rigorous academic thinking with the desire to increase, not diminish, the student’s spiritual formation. This session seeks to pose some questions, and offer some helpful ideas, but also engage with others on how we can do both well: engage in critical inquiry while also building up our students’ spiritual lives.

Forward Momentum: Realizing Change through New Strategic Approaches
Trey Shirley – Associate Dean, Honors College; Abilene Christian University
Jason Morris – Dean, Honors College; Abilene Christian University

Through strategic planning, the Abilene Christian University Honors College expanded its student offerings through innovative initiatives aimed at empowering students to engage in immersive learning experiences, including study abroad, international internships, and a freshman living-learning community. The College also made notable advancements in improving the diversity of its Honors College through targeted efforts without changing academic standards. Finally, the college introduced a track designation system with customized program offerings in four distinctive areas of study: Design Thinking and Innovation, Global Service and Leadership, Social and Environmental Justice, and Research and Scholarship.

One Professor, Four Modalities, and Lessons Learned: A Religious Educator’s Experience Teaching in Multiple Modalities

AT&T Theater

Stephanie Sorenson – Ph.D. Candidate; Brigham Young University
Charles R. Graham – Associate Dean, McKay School of Education; Brigham Young University
Anthony Sweat– Professor of Church History and Doctrine, Department Chair; Brigham Young University

One professor taught a religion course in four concurrent modalities: in-person, blended, synchronous, and asynchronous. A case study of his experience highlights the comparative affordances and restraints of each modality and his reflections on preparation and facilitation. Findings from the qualitative data inform our understanding of 1) how instructors can prepare for the challenges of teaching in different modalities, 2) how institutions can provide students and faculty with modality support, and 3) how religious educators can approach spiritual formation in various online settings.

Beyond Borders: The Transformative Power of Study Abroad on Vocational and Spiritual Journeys

Zones B &C 

Moderator: Lindsay Snyder,  Study Abroad Coordinator
Student Panelists: Hannah Baz-Garza, Yale University; Thaddeus Stringer, Abilene Christian University; Bryson Frank, Abilene Christian University; Courtney Messer, Abilene Christian University

Journey with us through the narratives of student alumni as they reflect on the profound impact of their study abroad experiences on both their vocational paths and spiritual growth. Join a diverse panel of former participants as they share personal stories of how immersion in foreign cultures shaped their professional trajectories and enriched their spiritual perspectives. From career insights to deeper existential reflections, explore the lasting influence of international education on holistic development. Discover how stepping beyond borders continues to resonate in the vocational and spiritual lives of these alumni.

Belonging, Vocational Formation, and Online Higher Education

Zone B&C

Christopher Cobbler- Dean of Vocational Formation; Abilene Christian University Online
Tiffany Dahlman- Assistant Dean of Vocational Formation and Program Director; Abilene Christian University Online

Vocational formation is primarily about responding to God’s invitation to participate in the healing of creation from a particular social context, with others, for the sake of the world. Through this presentation, we will explore how online Christian higher education might imagine its own calling to nurture the vocational identity of students, faculty, and staff while honoring social, geographic, and demographic particularity. Online Higher Education is rapidly changing with the inescapable emergence of digital technology. This new landscape is brimming with possibility but also requires a robust pneumatological theology of work and practices that acknowledge the complex intersections of vocation, social context, worldview, and online spiritual formation.  

Best Practices in Study Abroad

LYNAY Classroom

All that You Can’t Leave Behind: Spiritual Habits and International Travel
Bo White – Director of Study Abroad; Baylor University

Students as pilgrims or tourists (Barbour 2010; DeGraef 2015; Milliner 2018) may offer a helpful label, but this study seeks to understand if there are habits or disciplines that further make the distinction. One may hypothesize that pilgrims exhibit more intention in their spiritual habits while tourists may simply consume what they want. Yet, study abroad programs built within the context of a college or university claiming to be Christian in its value proposition and practice, may assume spiritual disciplines more so than encouraging them in pedagogical design. Pedagogical practice may be part of future studies, but the focus of this one will remain on the habits of the travelers themselves and how they carry their spiritual disciplines with them across cultures.

The Return Home: A Christian Perspective on Reverse Culture Shock
Kevin O’Donoghue – PhD Candidate; Baylor University

Students that study abroad may experience a number of challenges upon returning to their home country. These challenges are frequently a form of reverse culture shock and may include alienation, helplessness, and grief. This workshop seeks to introduce participants to the research on reverse culture shock with the hope that they will better be able to serve students who may be struggling. The second aim of this workshop is to frame reverse culture shock within an explicitly Christian worldview. 

The Significance of Pre-departure Orientation in the Development of Intercultural Competence
Mary Docter – Professor of Spanish & Director, Westmont in Mexico; Westmont College
Laura Montgomery – Professor of Anthropology Dean of Global Programs and Studies Global Programs and Studies; Wheaton College

The Westmont in Mexico (WIM) program requires pre-departure orientation and in-country seminars and an optional re-entry course. Results from the Intercultural Development Inventory (IDI) show statistically significant and practically meaningful gains in intercultural competency from pre-orientation to post-reentry. An additional IDI, however, now administered at the end of orientation, indicates that, over the course of the program, this pre-departure course actually produces the greatest increase in scores. Our session summarizes the IDI results and provides a framework for an effective orientation seminar including examples of content, pedagogy, and assessment strategies with an opportunity for discussion of its curricular and institutional benefits and challenges.

High-Impact Practices in Student Life to Improve Student Retention and Success

Hunter Welcome Center, Zone A

Ryan Richardson – Vice President for Student Life; Abilene Christian University
Shannon Kasmerick – Dean of Community Living and Wellness; Abilene Christian University
Lyndi Felan – Associate Dean of Student Retention & Success; Abilene Christian University
PJ Martinez – Associate Dean of Student Engagement; Abilene Christian University

The discussion around high-impact practices often centers around academic divisions. This interactive session will discuss how HIPs in the student life division contribute to student persistence, retention, and success. Presenters will discuss the new honors living and learning community, the importance of continuing first-year orientation well into the first semester, and the SOAR program which connects students to campus resources. In addition, the audience will engage in discussion about practices at their own campuses.

Illuminating the Path: From Misunderstanding to Embracing High-Impact Practices

AT&T Theater

LeAnn Davis – Associate Vice President for Instruction; Freed-Hardeman University
Jud Davis – Associate Professor of Art; Freed-Hardeman University
Holly Rowsey – Director of the Center for Instructional Innovation; Freed-Hardeman University

Faculty frequently encounter obstacles and misunderstandings that impede their successful implementation of Educational High Impact Practices (HIPs). This is problematic when studies have shown the importance of HIPs in student learning and retention. Addressing common misunderstandings and resistance, we will discuss a model that Freed-Hardeman University has implemented to increase the number of HIPs in our undergraduate programs. Through practical strategies, we have laid the groundwork to empower faculty to overcome barriers, foster a culture of innovation, assess the impact, and unlock the full potential of HIPs in their teaching practices.

Back to Top

When “Christian” Becomes an Adjective: The Distinctiveness of Christian Higher Ed

Zone B&C

Derran Reese – Lead Pastor; Belton Church of Christ

Is there really anything distinctive about Christian higher education? The answer is, or at least should be, yes. Using a framework from the sphere of global mission and poverty alleviation, as articulated in Development in Mission: A Guide for Transforming Global Poverty and Ourselves, this session will posit that the distinctiveness of Christian higher ed emanates from its particular end—and the means to that end. We will conclude by reflecting on how this framework might shape our institution’s global learning and study abroad programs. 

Connecting to Culture Abroad

LYNAY Classroom

Is a Heart for Mission Enough? Developing an Onboarding Program to Build Teacher Recruitment in Iraq
Tiffany Boury – Senior International Officer/Professor of Education; Franciscan University of Steubenville

This presentation highlights the results of a pilot teacher recruitment program in Erbil, Iraq. Now in its fourth year, the program establishes partnerships in countries experiencing ongoing political and religious unrest. This presentation will highlight participants’ pre- and post-reflections, which confirm the presenter’s past observations that to be prepared to face the challenges encountered when working abroad, faith-based institutions, which aim to develop students to serve the church and invest in mission-led initiatives, should partner such efforts with culturally responsive, research-based onboarding.

Self-Identify Perceptions of Heritage Spanish-Speaking Students During a Study Abroad Semester in Spain
Maria Hodapp – International Director of Semester in Spain; Trinity Christian College

A semester abroad naturally encourages self-identity reflection, and for Heritage Spanish Speaking students who may already hold bilingual and bicultural identities, immersion in the third culture of Spain is simultaneously familiar and yet very different, which can provoke profound reflection. This presentation summarizes the identity formation experiences of six undergraduate Heritage Spanish Speakers of diverse backgrounds during a language immersion semester abroad in southern Spain. Participants described their cultural and linguistic identities before, during, and after their semester abroad, and how specific interactions in Spain contributed to their identify formation. They reflect on interactions with their host family, Spaniard peers, professors, and community members in the context of academics, faith, and leisure.

How does Study Abroad Impact Our Students

Hunter welcome center, Zone A

Forever Changed: An Examination of the Impacts of Study Abroad Over Time
Nancy Kucinski – Professor and Online Business Programs Director; Abilene Christian University Online

Study abroad offers students the opportunity to live and learn in a cultural environment that is different than their own. Studying in a global environment may provide a high-impact student experience, but we know little about whether such experiences provide a lasting outcome, on intercultural understanding. By employing a qualitative research design, this study examines study-abroad alumni and their intercultural understanding after returning home. Respondents across five decades of a study abroad program in Salzburg, Austria, participated in a two-phase examination of their perceptions of the lasting impacts of their study abroad experience.

The Impact of Study Abroad Participation on Civic Engagement and Democratic Participation among Religiously Affiliated Alumni
Roy Chan – Assistant Professor of Education & Ed.D. Program Director; Lee University

This longitudinal research examines the impact of study abroad participation on civic engagement and democratic participation among religiously affiliated alumni at 19 U.S. public universities. Using an administrative dataset from the College and Beyond II (CBII) Alumni Survey, representing a total of 6,053 alumni, I conducted a Pearson correlation analysis to explore the impact of study abroad on postgraduation behavior 11 years after graduation (2009-2010). I find some evidence to suggest that study abroad participation is associated with higher levels of community involvement but has no effect on philanthropic activities or religious involvement. Implications for policy and research are discussed.

Loving Your Neighbor Cultural Agility through Study Abroad: Experiential Learning
Brian Cawley – Professor; Calvin University

As followers of Christ, cultural agility is critical as we learn how to love our neighbors and to offer hospitality to others. This session will present an approach to Service-Learning assignments abroad that has been integrated into an academic course to provide students a rich learning experience that maximizes their ability to build cultural agility skills.

Technology Enhanced Student Engagement 

AT&T Theater

Can I See Your Badge? Enriching Pre-Professional Advising Through Co-Curricular Digital Badges

Chris Riley – Assistant Professor and Pre-Law Advisor; Abilene Christian University

Pre-professional advisors need to embrace innovative tools to engage and prepare students for their chosen fields and future careers. This presentation introduces an advanced co-curricular program utilizing digital badges and a specialized app to empower students on their professional journey. It showcases a forward-thinking approach to advising, illustrating how technology and co-curricular initiatives enhance student engagement and readiness for successful careers. Attendees will gain a comprehensive understanding of the program’s structure, the app’s functionalities, and actionable insights to enrich their advising practices. Ultimately, it highlights the transformative impact of integrating technology and co-curricular activities in guiding aspiring professionals.

Finding the Path Forward: ACU’s Compass Initiative for Holistic Formation
Brad Crisp – Professor; Abilene Christian University
Jasmine McCabe-Gosset – Professional Development & Internship Director; Abilene Christian University
Payton Herring – Student Experience Specialist; Abilene Christian University

How do you create a campus-wide initiative that integrates traditional high-impact practices with spiritual formation and other holistic development activities that are valued at Christian universities? A panel of Abilene Christian University educators will describe current adoption levels and challenges in implementing their Compass initiative, which is supported by the Suitable software platform. Panelists will share what is working to engage students and faculty from all parts of campus, as well as the work that remains to help more ACU students to find their path forward with Compass.

Back to Top

Serving Diverse Populations

Zone B&C

Transforming Lives: Christian Higher Education’s Role in Supporting Students From Foster Care
Brenda Morton – Professor and Director, Doctor of Educational Leadership; University of Mary Hardin Baylor
Emily Prevost – Associate Provost for Institutional Effectiveness; University of Mary Hardin Baylor

This presentation delves into the educational aspirations of foster youth, revealing a desire for college education despite facing significant barriers. Studies indicate over 70-83% of foster youth aspire to attend college, yet educational deficits and challenges hinder their success. Foster youth are at a higher risk of school failure, with lower high school graduation rates and only 3-10% successfully earning a bachelor’s degree. Legislative efforts aim to address these challenges, but significant barriers persist. The presentation questions the role of Christian Higher Education institutions in supporting foster youth, emphasizing their moral obligation to care for vulnerable children. The session explores the specific challenges faced by students in a Central Texas Christian university and examines potential supports for successful bachelor’s degree attainment.

Bridge to Success: a Summer Head Start
Rosemary Peggram – Director of Student Success; Wayland Baptist University
Ryiann Araujo – Disability Coordinator/Academic Coach; Wayland Baptist University

Wayland Baptist University received a Title V HSI grant from the DOE to expand services to Hispanic and first-generation students.  A 3-week bridge program was implemented in summer 2023. The purpose was to target low-performing Hispanic and first-generation students through scores on Math and English placement exams and provide tutoring to potentially allow students to place out of developmental courses and into credit-bearing college-level courses. Students also took a for-credit freshman orientation course.  At the completion, students were required to re-test using the same math and/or English placement exams.  Pre and post-test statistics will be shared as well as the successes and lessons learned.  

Advocacy and Community-Based Learning
Karen Longest – Associate Dean for Faculty Development; Oklahoma Baptist University
Bret Roark – Chair, Division of Behavioral and Social Sciences; Oklahoma Baptist University

Students selecting a minor in advocacy are provided the opportunity to develop skills that will help them become advocates for change.  This interdisciplinary minor incorporates courses from communication studies, English, political science, psychology, and sociology.  To complete the minor, students partner with a community agency to carry out a project that benefits the agency but also assists students in developing advocacy skills. Feedback from students and site supervisors regarding progress on learning goals, skill development, and benefits for the agencies will be presented.  Follow-up information from students regarding their post-graduation use of the skills they developed will also be provided.  

Exploring the Impact of Internal Institutional Support on Retention: Perspectives from First-Generation BIPOC Online Undergraduate Students at a Private Christian University
Tana Palafox – Doctoral Student; Abilene Christian University Online
Angela Brown – Doctoral Student; Abilene Christian University Online

Overall, this study seeks to contribute to a deeper understanding of the factors influencing the retention of first-generation BIPOC students in online higher education settings, particularly within the context of a Christian university. Its findings may inform the development of targeted interventions and support mechanisms to enhance the retention and success of this student population.

Creating New Connections through Study Abroad

LYNAY Classroom

Steps Towards International Collaboration: Connecting Texas Wayland Baptist University with India Christ University
Cindy McClenagan – Vice President of Academic Affairs; Wayland Baptist University

As the conference theme of Abilene Christian University’s 2024 Best Practices in Christian Higher Education is “Expanding Minds and Hearts Through Global Learning and Study Abroad, “I would like to share Wayland’s initial and ongoing efforts to establish and cultivate a cooperative relationship with an institution halfway around the world, in India. Such collaboration has the opportunity to benefit Christian higher education in ways that extend beyond the merely academic of fostering mutual learning through research and course sharing, to the growth of intercultural understanding and the nurturing of a joint commitment to positive global change based on the teachings of Christ. 

An Undergraduate Odyssey: Research and Study Abroad
Courtney Messer – Academic Advisor; Abilene Christian University

This paper/presentation will explore the intersection of conducting research and studying abroad. Both practices have proven to have the potential for a significant impact on the heart and mind of those who participate.  This proposal will explore what can happen when these two practices are combined and experienced during the Undergraduate years.  We will examine the research that has clearly demonstrated the positive impact of these practices.  We will also propose a framework for combining these practices in a structured approach.  Finally, we will demonstrate how this type of approach would set apart any institution who adopts this model.

Global Voices of Research Fellows: Evaluating Learning Gains from International Research Presentations
Jennifer Butcher – Vice President, Intercultural Engagement and Belonging; Abilene Christian University Online
Sandra Cleveland – Associate Professor, DNP; Abilene Christian University Online

The purpose of this study was to evaluate the learning gains acquired by research fellows through the process of developing and presenting their projects internationally. 

The following research questions guided this study:

1. What specific learning gains were achieved by research fellows through international project presentations?
2.  How do research fellows perceive the development of communication and presentation skills through international presentations?
3. What challenges and benefits are associated with presenting diversity related research projects internationally? 

This study provides details on the development, planning, and implementation of a private Christian university’s first study abroad experience for online doctoral students.

Faith and Learning Abroad: A Comprehensive Approach to Vocational Exploration

Zone A

Brian Gill – Director of the Office of Faith, Learning, and Vocation; Samford University
Rachel Hagues – Associate Professor of Social Work; Samford University
Cam Pearce – Accounting Instructor at the Brock School of Business; Samford University
Lauren Doss – Executive Director of Global Engagement; Samford University

This session will highlight Samford University’s comprehensive global education strategy that includes vocation and calling exploration. A short video will introduce how the Faith & Learning Abroad initiative at the Daniel House, Samford’s London Study Center, allows students to engage in internships and courses exploring vocation. Also, faculty members will describe how curricular, co-curricular, and professional development efforts abroad are being used to expand the hearts and minds of students and colleagues alike. This session will conclude with an opportunity for attendees to explore how their existing structures could be part of a comprehensive global strategy at their respective institutions.

Financing International Education: Learning From The Field

AT&T Theater

Moderators: Mark Barneche, Executive Director for International Education and Study Abroad; Brad Crisp, Professor; Abilene Christian University
Panelists: Audra Pleasant, Harding University; Bo White, Baylor University; Cynthia Slagter, Calvin University; Audrey Hammond, Liberty University; Kate Minchew, Lipscomb; Ron Cox, Pepperdine; Christie Pearson, SMU; David Welch, EO Travel Group.

This panel discussion aims to demystify the university’s financial systems and strategies that support international education across a broad spectrum of institutions. Audience members will have a chance to learn how other institutions fund international education experiences, pose questions, and share their insights.

Back to Top