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The study reported in this book surveyed (in 2004) more than 112,000 freshmen as they enrolled in 236 public and private (religiously affiliated and non-religiously affiliated) colleges and universities, and then followed up (in 2007) 14,527 of these students (at 136 institutions) as they were completing their junior year. The faculty in these colleges were surveyed as well, and personal interviews with selected students and their professors were also conducted.
Using data from a national survey of college faculty, this study examines faculty members' preferred teaching practices as one aspect of their professional behavior that may reflect the spiritual dimension of their own lives. Findings show that faculty who are highly spiritual are more likely than their less spiritual colleagues to use student-centered pedagogy. The results have implications both for enhancing understanding of pedagogical practice and addressing faculty personal and professional development issues.