Seminary Students Research Articles

Environmental stewardship as a dimension of a Christian stewardship ethic: views of seminary students, lecturers and ministers

It is not uncommon to find that Christians are blamed for contributing to the destruction of the environment – a view that derives from the Biblical precept that ‘man was given dominion over the earth’ (cf. Gen. 1:28). The current state of the environment indicates that humankind has indeed ravaged the earth, but it could be argued that this has occurred through greed, covetousness, materialism, competitiveness and short-sightedness which are specific human traits in conflict with God and Christianity. Furthermore, the true significance of the ‘dominion over the earth’ tenet is invariably overlooked. Having dominion over the earth means that man has the responsibility of representing God on earth; of ruling as His co-regents or, put differently, acting as His stewards or custodians of His creation. It is argued that environmental stewardship is a dimension of the Christian stewardship ethic that is inherent in the Christian faith. This article reports on research undertaken with ministers, lecturers and students of the United Reformed Church in Southern Africa who were asked to provide their views on Christian stewardship as a requisite component of their role as leaders and aspirant leaders in the Church. Perspectives on environmental stewardship as a dimension of the Christian stewardship ethic were also probed. The research showed that respondents were unanimous in their understanding that Christian stewardship is Biblically founded and mandated and that environmental stewardship is part of that ethic. However, environmental stewardship is inadequately provided for in Church teaching and seminary training programmes. This article examines respondents’ views on the above and puts forward ways in which environmental stewardship could be enhanced and promoted. Dit is nie ongewoon dat Christene daarvoor geblameer word dat hulle bydra tot die vernietiging van die omgewing nie – ʼn beskouing wat afkomstig is van die Bybelse voorskrif dat “die mens heerskappy oor die aarde gegee is” (vgl. Gen. 1:28). Die huidige toestand waarin die omgewing verkeer dui daarop dat die mens inderdaad die aarde verniel het. Daar kan egter aangevoer word dat hebsug, gierigheid, materialisme, mededingendheid en kortsigtigheid, wat spesifieke menslike eienskappe is wat in konflik met God en met Christenskap is, hiertoe aanleiding gegee het. Die ware betekenis van die beginsel van “heerskappy oor die aarde” word boonop keer op keer misgekyk. Om heerskappy oor die aarde te hê beteken dat die mens die verantwoordelikheid het om God se verteenwoordigers op aarde te wees; om as Sy medeheersers te regeer of, anders gestel, as Sy toesighouers of bewaarders van Sy skepping op te tree. Daar word aangevoer dat rentmeesterskap van die omgewing ʼn dimensie van die Christelike rentmeesterskapsetos is wat eie aan die Christelike geloof is. Hierdie artikel doen verslag oor navorsing wat onder predikante, dosente en studente van die Verenigende Gereformeerde Kerk in Suider-Afrika gedoen is. Die deelnemers is gevra om hul menings te gee oor Christelike rentmeesterskap as ʼn noodsaaklike komponent van hul rol as leiers en aspirantleiers in die kerk. Perspektiewe oor omgewingsrentmeesterskap as ʼn dimensie van die Christelike rentmeesterskapsetos is ook ondersoek. Die navorsing het getoon dat respondente eensgesind was ten opsigte van hul siening dat Christelike rentmeesterskap op die Bybel gegrond is en Bybelse mandaat het, en dat omgewingsrentmeesterskap deel is van daardie etos. Daar word egter nie na behore vir omgewingsrentmeesterskap voorsiening gemaak in die kerk se onderrig- en seminariese opleidingsprogramme nie. Hierdie artikel bestudeer respondente se sienings oor die bogenoemde en stel maniere voor waarop omgewingsrentmeesterskap versterk en bevorder kan word.

Developing a culture of commenting in a first-year seminar

In the context of diversifying college enrollment and rapidly evolving technologies this study explored how an interactive blogging community developed within a first-year seminar for low-income students (N = 66) at a four-year public urban college. In collaboration with administrators and faculty, the researcher integrated a blogging activity into the first-year seminar. Four times during their first six months of college, students posted narratives reflecting on their transition experiences and were also encouraged to read and comment on peers' blog posts. The current study examined why some posts received more peer comments than others and how these trends changed over time. Using narrative analysis, the researcher measured the rates of specific evaluative devices in students’ posts. Multiple linear regression was then used to determine that psychological state evaluative devices per post predicted a small amount of the commenting variance at the beginning of the study. By the end of the study intensifying and psychological state evaluative devices per post predicted over 50% of the commenting variance. These findings illustrate how over time first-year students used the interactive writing platform to make sense of their college transition and develop a culture of commenting.

Aspiring to Lead: An Investigation into the Interactions between Self-Esteem, Patriarchal Attitudes, Gender, and Christian Leadership

Self-esteem has been linked to almost every aspect of people's lives including their leadership aspirations. This study tested the relationship between self-esteem, gender, and leadership aspirations and examined the potential interaction effect of patriarchal attitudes. Studies have found that women report lower levels of self-esteem than men. Men and women attending Christian bible colleges have reported differences in self-esteem compared to the general population, with male Christian bible college students reporting the highest levels of self-esteem (Bredfeldt, 1991). in the current study, we sought to replicate Bredfeldt's (1991) findings of gender differences in self-esteem among Christian men and women using a contemporary sample of 112 Evangelical Christian seminary students who completed the same measure of self-esteem used in the Bredfeldt study along with the Rosenberg Self-Esteem Scale. In addition, we examined the interaction between self-esteem, leadership aspirations and patriarchal attitudes. Although we found no differences in self-esteem between Christian men and women, our results supported the importance of self-esteem in determining leadership aspirations. However, the nature of the relationship between self-esteem and leadership aspirations was meaningfully affected by patriarchal attitudes and this effect differed by gender. Implications for the future of church leadership are discussed.

Currently Available Tools and Teaching Strategies for the Interprofessional Education of Students in Health Professions: Literature review.

Interprofessional education (IPE) is designed to provide students from different health sectors with opportunities to work together to enhance future collaboration. The implementation of IPE activities is a current trend in various countries. This review exclusively targets IPE issues involving undergraduate health profession students and highlights various approaches in different regions. A total of 28 articles published in peer-reviewed journals between January 2012 and July 2015 were assessed to determine recent trends in IPE implementation. Nine main strategies were identified: simulation-based education programmes; rotations in rural and community settings; interprofessional training wards; patient-centred case studies; theme-centred workshops; student seminars; student-delivered lectures; health promotion activities; and interactive lectures in a common setting. Many of these institutions had not restricted themselves to a single strategy and supplemented these activities with additional teaching or learning methods. Recommendations gathered from these diverse approaches may assist the development of sustainable strategies for implementing IPE in undergraduate medical curricula.

Beyond the student teaching seminar: examining transformative learning through arts-based approaches

This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants’ dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar.

Simulated patients versus seminars to train case history and feedback skills in audiology students: A randomized controlled trial

Objective: To compare simulated patients (SP) versus seminars for training audiology students to take a case history and give feedback with adult patients. Design: A randomized controlled trial with cross-over. Study sample: Twenty-four audiology students, five SPs, two clinical educators (CE) and three evaluators. Students were randomly allocated to Group 1 who completed SP then seminar training or Group 2 who completed seminar then SP training. The SP training saw each student work with an SP in a clinic room and receive individualized feedback. The seminar training saw the student group work with a single CE in a lecture room and receive group feedback. All students were assessed taking a case history and giving feedback to an SP before, between, and after the training blocks. Results: Mixed model analyses of derived factors for case history and feedback showed significant (p < 0.05) effects for assessment occasion (i.e. student skills improved with more training) but not for training sequence (i.e. order of training did not affect skill improvements) or training type (i.e. type of training did not affect skill improvements). Conclusion: SP training provided no benefit over seminar training in audiology students learning case history and feedback skills with adult patients.

Music Student Teaching Seminars

The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music across the United States. A secondary purpose was to determine how these seminars (a) addressed perceived needs of student teachers and beginning teachers when reflecting on their student teaching experience and (b) met those needs through course structure and content. Though variability existed in frequency and length, most seminars ( n = 95, 77.86%) were taught in the music department. Participants ( N = 205; 42.71% overall response rate) indicated that teacher responsibilities, job searching, and behavior management were the most frequently addressed topics in their seminars; creating résumés, lesson planning, and peer discussions represented the most common activities. Data suggest variability in both structure and content of seminars, as well as a discrepancy between perceived student teacher needs and seminar content.

A Study on Dietrich Bonhoeffer's The Jewish Question

Dietrich Bonhoeffer(1906-1945) was the director of the "illegal" seminary at Finkenwalde. Through his experience with the seminary students at this time The Cost of Discipleship(1937) and Life Together(1939) were published. These two important books, written during the chaotic times of the church struggle, reveal the true life of a disciple of Christ. It was the darkest time in the history of German Protestantism, resisting the evil shadows of the Nazi Party. Dietrich Bonhoeffer focused on the true meaning of a follower of Christ and how one should live accordingly. Bonhoeffer, not only as a theologian and pastor, but as a disciple following Jesus Christ deeply agonized with the practical aspects. Tragically, discipleship was a neglected concept during the Protestant Reformation. Bonhoeffer sharply pointed out the misguided notion of being justified by faith. Bonhoeffer repeatedly emphasized the distortion on the part of the German Church which swore allegiance to Adolf Hitler and its falsely misplaced views of cheapening the grace which is involved in the precious faith and actions of following Jesus Christ. Bonhoeffer linked the discipleship of a Christian and costly grace. Costly grace and genuine discipleship are inseparable. For Bonhoeffer the Jewish Question posed a serious problem to the church struggle. Unless the church responded in an urgent manner the Jews were doomed to unfair and unjust treatments and ultimately would be persecuted to their death. Tragically Bonhoeffer's foresight proved right and Bonhoeffer, along with other brave men gave their lives for the sake of the Jews. The purpose of this study is to examine Dietrich Bonhoeffer's theological and ethical response to the issue of the Jewish question posed by the Nazi party's anti-Semitic policies affecting Jews throughout Germany during the reign of Hitler.

An Inquiry into What the Intercultural Pastoral Care Paradigm Asks of Students

Questions raised by developmental psychologist Robert Kegan guide this preliminary inquiry into the cognitive overload and the emotional and physical exhaustion reported by a significant number of seminary students in my teaching context, especially those in pastoral care and counseling courses. Their condition relates at least in part to expectations that are explicitly and implicitly embedded in the language of institutional and programmatic student learning outcomes, competencies to be achieved, course readings, and assignments. As explained in this article, these expectations could be revisited in order to better support overall student learning and well-being.

Adolescent health care education and training: insights from Israel.

There is a growing need for health care professionals to extend their knowledge in adolescent health care. Formal training curricula in adolescent medicine have been established in the United States, Canada, and Australia, yet many other countries have developed shorter training programs to enable interested physicians to further pursue knowledge and practical experience in delivering improved quality health care for adolescents. The Israeli experience in building an infrastructure that allows students and physicians to learn about adolescent medicine and to train in the field is described. It includes a series of lectures and seminars for medical students during medical school and at the clinical rotations in pediatric wards; the development of hospital-based and community-based multidisciplinary adolescent health services where residents can practice adolescent health care; a 3-year diploma course in adolescent medicine for specialists in pediatrics and family medicine; mini courses in adolescent medicine for pediatricians and family practitioners working in community settings; and a simulated patient-based program regarding communication with adolescents, aimed for all professional levels - medical students, residents, and specialists. This infrastructure has been developed to create a leading group of physicians, who are able to operate adolescent clinics and to teach adolescent medicine. Recently, a formal fellowship program in adolescent medicine has been approved by the Scientific Council of the Israel Medical Association. The Israeli experience described here could be applied in countries, where formal training programs in adolescent health care are not yet established.

Emotional Intelligence and Public Health Education

Emotional intelligence (EI) is an ability that is crucial to the field of Public Health due to the fact that it encompasses the practitioner’s ability to communicate professionally, show empathy, obtain patient compliance, and promote sustainable lifestyle changes in communities. This study seeks to evaluate a graduate Public Health program in order to determine what cross-competencies might exist between EI and program objectives, what EI development might currently exist, whether EI exists explicitly or indirectly, and what the attitudes of stakeholders are regarding EI and its importance to the field of Public Health. The information gathered makes it possible to formulate recommendations to further incorporate EI-building activities into a Master of Public Health program. Results of the study show a direct correlation between Public Health and EI competencies, which makes it an ideal program in which to integrate further training. Recommendations for future development of EI in the program include the incorporation of training into the existing new student orientation week, the addition of case studies into the courses most naturally related to EI-building, the provision of training seminars for faculty, the inclusion of an advanced seminar for students on a voluntary basis, and the evaluation of the program using both a self-report EI questionnaire and the Mayer–Salovey–Caruso Emotional Intelligence Test at the beginning and end of each term to track program effectiveness in the long term.

MANAJEMEN PESANTREN DALAM MENUMBUHKAN KESADARAN BERAGAMA MAHASISWA: Studi di Pesantren Mahasiswa Al Manar Universitas Muhammadiyah Ponorogo

This study discusses the management pesantren in growing religious awareness of students. A study at the seminary student of Al Manar Muhammadiyah University of Ponorogo. Pesantren students as offer solutions integration of science science and religion, and culture, as well as balancing the intellectual, emotional and spiritual. The findings of the study include: 1). Aspects of the management namely: a). Planning student Pesantren Al Manar include: determination vision, mission, aim, target, daily activity schedule, and activity sunday, Material:core and supplementary materia, results indicators learning; b) while pesantren management implementation leading the growth of religious consciousness of students namely: chant al matsurat, Quran recitations, Fard prayers in congregation, sunnah prayers rawatib, prayers tahajjud, sunnah fasting on Mondays and Thursdays, rote short letters juz 'amma. This is done by strategy Musyrif a good example and disciplinary time. c). Use evaluation: (1) Evaluation forms daily worship (2) Provide appropriate sanctions for those who break the rules, (3). Make the rules clear and fair for Musrif and students which is conducted by Mudabbir. (4). Provides strict sanctions for noncompliance both Musyrif and students. 2). While forms of religious awareness of students after attending a boarding school program are as follows: More diligent in praying, can carry out the sunnah fasting, can add rote short letters, and prayerprayer, can add an Islamic outlook and history of Islam, more often obligatory prayers with the congregation in the mosque, felt prayer tahajud with istiqomah, More often reading the Quran, comes the responsibility to carry out obligations. Keywords: management boarding school, students, religious awareness

A school-based intervention incorporating smartphone technology to improve health-related fitness among adolescents: rationale and study protocol for the NEAT and ATLAS 2.0 cluster randomised controlled trial and dissemination study

IntroductionPhysical inactivity has been described as a global pandemic. Interventions aimed at developing skills in lifelong physical activities may provide the foundation for an active lifestyle into adulthood. In general,...

Group Projects in Social Work Education: The Influence of Group Characteristics and Moderators on Undergraduate Student Outcomes

ABSTRACTThis study examined the impact of group size, group formation, group conflict, and division of labor on student outcomes in a group project for a sample of 112 BSW research seminar students at a large university in the Midwest. Students completed surveys on their experiences with the group project at the end of the semester. Multiple regression was used along with analysis of student comments and answers to open-ended questions. Group size was not associated with outcomes. Instructor input into group formation was related to higher self-assessment of student performance. Greater division of labor predicted greater learning, whereas more group conflict predicted less learning; less conflict occurred when students divided tasks in the most equitable way possible. Strengths and limitations of the study are discussed, along with suggestions for improving the group project experience, including preventative measures to reduce conflict.

Muslim Experiential Religiousness: Spirituality Relationships With Psychological and Religious Adjustment in Iran

ABSTRACTIranian university (N = 153) and Islamic seminary (N = 143) students responded to a Muslim Experiential Religiousness measure of spirituality. This instrument correlated positively with Integrative Self-Knowledge, Self-Control, Mindfulness, and Satisfaction With Life. Muslim Experiential Religiousness also displayed direct associations with Muslim Attitudes Toward Religion and with Intrinsic and Extrinsic Personal Religious Orientations. At higher levels of Muslim Experiential Religiousness, Muslim Attitudes Toward Religion displayed stronger connections with psychological and religious adjustment. Islamic seminarians self-reported higher Islamic spirituality than university students. Overall, Muslim Experiential Religiousness appeared to assess a Muslim form of spiritual self-regulation.

Personal values, social capital, and higher education student career decidedness: a new ‘protean’-informed model

This study investigates the role of personal values as motivational antecedents for understanding higher education (HE) student career decidedness among university business school (UBS) students. We propose a new ‘protean’-informed HE student career decidedness model for theorizing how both personal values and social capital mediators (student social capital; personal, social and enterprise skills; access to resources) help in the student-centric and self-directed processes of career decision-making. A mixed-methods study combines a (stage 1) survey of 308 UBS students from 5 (UK) UBS, with results from (stage 2) 4 student focus groups, and (stage 3) 2 staff–student interactive seminars. From an employability perspective, arguably, the ultimate responsibility for becoming a ‘protean graduate’ rests with each UBS student, while the obligation of HE staff is to effectively facilitate and nurture all possible personal growth and skills development opportunities.

Values as Predictors of Religious Experience in the Lives of Seminary Students of Philosophy and Students of Physics.

The aim of this study was to show the preferences of terminal values of personal and social character and the level of religious experience: God’s presence and God’s absence, as well as to examine the relationship between the two variables in the groups of seminary students of philosophy and students of physics. The following methods were applied in the study: Rokeach Value Survey and Głaz’s Scale of Religious Experience. The study was conducted amongst university students in Kraków (Poland). The results of 100 correctly completed sets of questionnaires were analysed. The results analysis proves that seminary students of philosophy have a higher level of religious experience: God’s presence and God’s absence than students of physics. Seminary students of philosophy most preferred terminal values in personal and in social character. In the group of seminary students of philosophy, from amongst the four most preferred terminal values, two have a significant relation with the experience of God’s presence and God’s absence, whereas in the group of students of physics only one of them has a significant relation with the experience of God’s absence.

ITech in library instruction: tips and best practices

Purpose – This paper aims to describe some best practices and tips for librarians who will be teaching in iPad classrooms. Design/methodology/approach – California State University Northridge librarians recently began teaching information literacy sessions to freshmen seminar students in a dedicated iPad classroom. Prior to this, they scoured the literature to find information on how to use the iPads to enhance their instruction. The kinds of papers they were looking for did not seem to exist so they began a process of trial and error during their instruction sessions to formulate their own best practices which are enumerated in this paper. Findings – A list of best practices for teaching information literacy sessions with iPads. Originality/value – This paper will be of value to instruction librarians who will be teaching in iPad or tablet classrooms. A search of the library literature shows there are no similar articles with practical tips and best practices for librarians.

Self-Reported Oral Health Attitudes and Behavior of Dental and Medical students, Yemen.

To assess self-reported oral health attitudes and behavior among undergraduate dental and medical students, and to analyze the variations in oral health attitudes based on gender, level of education, study discipline, academic average, and type of university. A self-administered questionnaire based on the Hiroshima University-Dental Behavioural Inventory (HU-DBI) was distributed to 1269 undergraduate dental and medical students at two universities (one public and one private) in Sana'a, Yemen. Overall, the mean questionnaire score for the total sample was markedly low (4.91±1.58), with no significant difference between dental and medical students (P>0.05). Females had better oral health attitudes and behavior, especially towards visiting the dentist, tooth-brushing habits and oral hygiene practices (P<0.05). Students attending the public university had better oral health attitudes and behaviors than those attending the private university (P=0.049). On the other hand, no significant associations were observed between students' oral health attitudes/behavior and level of education and academic performance (P>0.05). Yemeni dental and medical students have shown markedly poor oral health attitude and behavior. Further studies are required to reveal possible shortcoming in these schools' education process. Dental and medical curricula should emphasize the importance of proper oral hygiene, and further participation of medical and dental students in oral hygiene seminars is highly encouraged.

Peer-led Stress Prevention Seminars in the First Year of Medical School--A Project Report.

Introduction: From the beginning of the first year of medical studies, increased psychological stress and elevated burnout prevalence rates can be registered compared to sample populations. Characterized by learning “on an equal footing”, the principle of peer-assisted learning (PAL) is widely used in medical education. This report aims to showcase the development and evaluation of peer-led stress prevention seminars for first year medical students after one year of implementation.Project description: With each of the three sessions lasting 90 min., the stress prevention seminars took place in small groups (6-10 students) in the period from November 2013 to January 2014 and from November 2014 to December 2014 at the Medical Faculty of Heidelberg. Led by trained peers, the seminar content ranged from psycho-educational elements, i.e. time management strategy development and test anxiety assistance, to relaxation techniques. All seminar sessions were evaluated via questionnaire. All questions were answered on a Likert scale ranging from 1 to 7 (1=strongly agree; 7=strongly disagree).Results: 75 students consented to participate in seminars (65% female; aged 20.5±3.3 years). The series of seminars was averagely given the school grade of 1.2±0.4 (1=very good to 6=unsatisfactory) in WS 2013/14 and 1.5±0.5 in the following year and the peer tutors’ competence was evaluated as very high (1.4 to 1.5 approval rate on the Likert scale).Discussion: The seminar sessions’ importance to the students is underlined by their very positive evaluations. This offer seems to have benefited students especially during the demanding transitional phase at the start of their studies. Both the implementation of the preventive measure at an early stage as well as the use of PAL seem to have proven effective.Conclusion: PAL seems to be effective in the field of stress prevention. However, specific efficacy studies are still lacking.