1. ACCESSED Conference Lancaster, PA March 2015 Dale L. Lemke Crown College St. Paul, MN lemked@crown.edu www.linkedin.com/in/dalelemke

2.  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.

3.  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).

4.  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?

5.  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)

6.  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?

7.  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.

8.  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.

9.  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.

10.  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

11.  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.

12.  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?

13.  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

14.  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?

15.  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

16.  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

17.  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.

18.  Is it making a difference? (Spiritual Life Survey Results) Question/Item20132014 # of Respondents137172 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 positive 82 pos. 8 minimal 30 very positive 102 positive 5 minimal Q33: Resources They Would Like to See Devotionals, Bible Studies Devotionals, Bible Studies, Too busy

19.  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.

20.  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.

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

22.  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?

23.  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.