1. Spiritually Strengthening and Intellectually Enlarging? Faculty Center BYU

2. Questions heard around campus I’m inspired by the Mission and Aims of BYU but how do I start? Aren’t there disciplines where the gospel doesn’t apply? Might praying and bringing up the gospel, lead to less critical thinking and lower expectations for performance? I already have too much content to cover. How will I find time to bring up gospel ideas?

3. Exploratory research Student ratings analysis: 2009 Faculty focus groups with top 25% intellectually and spiritually strengthening: 2009 Collaboration with Dr. Bob Ridge: Student survey (sample of 1200): 2010 Student focus groups: 2011 Student survey (sample of 1200): 2012 Student focus groups: 2012 Student interviews (character): 2013 Interviews of students and faculty (teaching with spirit): 2014 Student survey (sample of 1200): 2014 Unique mission study (interviews with faculty): 2015 Assess mid-course tool for spiritually strengthening (interviews with faculty): 2016

4. Correlation of “Spiritually strengthening” and “Learned a great deal”

5. Most Important Factors for Professor to be both Spiritually Strengthening and Intellectually Enlarging?

6. Extremely Unimportant (1) Slightly Unimportant (3) Extremely Important (7) Important (6) Slightly Important (5) Unimportant (2) Neither (4) Showing they believe in students’ potential (6.51) Being authentic and genuine (6.47) Being a role model of living the gospel (6.44) Helping students deal with professional ethical issues people of faith might encounter (5.97) Mentioning gospel connections and insights where it flows naturally (5.95) Feeling and expressing concern and empathy for the students (5.89) Having rigorous intellectual standards (5.7) Taking on controversial subjects in their field with a gospel perspective (5.56) Sharing personal experiences of reconciling differences between their faith and intellect (5.53) Being personal and sharing personal experiences (5.43) Praying in the classroom (5.42) Explicitly sharing their testimony on occasion (4.9) Being open to deviations from the lesson plan to address gospel topics or questions from the students (4.8) Continuing honest attempts at bringing in the gospel, even if awkward at times (4.74) Sharing spiritual thoughts, devotionals, scriptures, or hymns (4.34)

7. Summary of What Makes the Most Difference (Three Questions Students Ask) Who are you? Who am I to you? Why does this course matter?

8. Character & Relationship More than Technique https://www.youtube.com/watch?v=WfaLeC0NNXU

9. Character & Relationship More than Technique https://www.youtube.com/watch?v=WfaLeC0NNXU

10. Who are you? Share Your “Journey” Why studying this subject is meaningful, even sacred, to you Ways you have dealt with ethical challenges in your career Authentic feelings about things that you love: the Lord, your family How you have tried to balance work, family, and church responsibilities How you dealt with the pressures of being a student and what you learned How the Spirit has led you in critical junctures of your life, research, etc.

11. Who am I to you? Focus on your relationship with students: Knows my name, something about me Treats me with respect Has high expectations for me and believes I can succeed Is approachable, humble Checks to see if I’m understanding; extends self to help Gives me honest feedback

12. Why does this course matter? Share gospel/subject connections: Helps us work through controversial issues in field: e.g., evolution, women’s issues, difficult literature, work and family balance, ethical dilemmas, etc. Shows gospel implications, motivations for what we are studying: e.g., God as creator of intricate human or other biological systems, import of bodies as temples of God, music and openness to the Spirit, service, etc. Uses insights from discipline to understand or support gospel: e.g., chiasmus, word print analysis, flourishing family research Uses the gospel to critique the assumptions of the discipline: e.g., determinism versus agency in psychology, “man is an animal,” science is the only way to know the truth, etc.

13. Helping Students Achieve BYU’s Aims Who are You? Why does this Course Matter? Who am I to You?

14. Helping Students Achieve BYU’s Aims Who are You? Why does this Course Matter? Who am I to You? Who am I?

15. How Can We Improve? Find & share good practice Stimulate good talk Invite good tries Provide good ways to assess Invite good reflection, sharing

17. What Makes the Most Difference? Student Question Who are you? Faculty Question(s) Why talk about me? Is this ‘priestcraft’?

18. What Makes the Most Difference? Student Question Who am I to you? Faculty Question(s) Will this create a ‘Sunday School’ atmosphere (not rigorous)?

19. What Makes the Most Difference? Student Question Why does this course matter? Faculty Question(s) How can I connect my subject to the gospel (no such thing as Mormon math)? Will relating class content to the gospel lead to controversy rather than learning, faith?