Abstract
Higher education, post-2020, is searching for the right mix of in-person and remotely delivered educational experiences. Los Angeles Pacific University (LAPU) has been fully online as a university since its inception in 2011 as part of Azusa Pacific University. Today it functions independently, providing bachelors and graduate degrees. This edited volume shares the story of LAPU’s efforts to bring robust Christian postsecondary experiences to students choosing this modality. With the framework referenced in the title—faith, life, and learning—LAPU seeks to provide each student with the opportunity to become part of God’s story, whether or not those students profess to be Christian.
The “Foreword” by David Dockery reminds readers that “faith and learning are essentially matters of mission not modality” (p. viii). In the introduction, the editors describe three things important to know about the LAPU context: 1) the university utilizes a shared governance model that is broadly institution focused; 2) curriculum is standardized throughout their programs; and 3) LAPU uses a success coach model for student support.
The book is divided into three parts: “Part 1: Continuing the Legacy,” “Part 2: Faith, Life, and Learning in the Curriculum,” and “Part 3: Faith, Life, and Learning Across the University.” The volume contains essays by eight authors including the president, the chief academic officer, a staff member, faculty, and a dean. This range of authors adds to the credibility of the message for those in Christian higher education in particular, but there are also lessons appropriate for secular institutions. Each chapter begins with an overarching question that frames the story told by that author.
As the editors note, “Part 1 describes the current state of online spiritual formation within the context and faith-formation tradition of Christian higher education” (p. 1). The five chapters in this section address the history and current state of online education with a particular focus on spiritual formation as a critical element of Christian education. The first chapter reviews practices from multiple universities, while succeeding chapters focus on LAPU’s commitment to faith, life, and learning in the online environment.
In chapter 3, LAPU president John Reynolds addresses shared governance. He describes a “post-traditional university model” (p. 38) that requires a very different structure than found in the traditional university. This model is student-centric, built on the belief that every student, professing Christian or not, will benefit from their focus on personal engagement in faith, life, and learning experiences. Most students are working adults who desire a marketable degree in the shortest time possible at the least cost. LAPU strives to provide those things while making deep personal connections with each student at multiple points along their journey.
Part 2, “Faith, Life, and Learning in the Curriculum,” continues the LAPU story with chapters written by three faculty members and a dean. The authors consider Christian worldview, God’s story, diverse faith perspectives, and faith through academic disciplines as essential elements of an LAPU educational experience. As a university that welcomes students regardless of their faith commitment, one might wonder how they connect each student to “God’s story.” LAPU contends that “faith formation is a matter of mission not modality” (p. 96), and “When faculty set the table in their courses for genuine questions and engagement, students can open up to new opportunities for learning and engagement” (p. 98). Assistant Dean Lisa Phillips suggests a three-part framework proposed by Eboo Patel when working with students from diverse faith backgrounds: “respect for diverse identities; nurturing relationships between different communities; and cultivating commitment to the common good” (p. 110). Using this framework, LAPU posits all students can experience faith, life, and learning in lifechanging ways.
The book concludes with “Part 3: Faith, Life, and Learning Across the University.” These chapters are the call to action in service of students who come to Christian institutions like LAPU. The authors close with the hope “that the chapters herein will help stimulate conversations among the faculty, administrators, and support staff of Christian HEIs as they develop online education programs and courses” (p. 168).
I recommend this book to educators pondering the ability of Christian institutions to live out their faith, life, and learning missions in an online environment. Although the essays do not purport to convey new and unique ideas, they tell the LAPU story in a way that provides a model for others to emulate. The book shares a coherent and realistic view of how Christian higher education can impact lives. Readers will find it to be thought-provoking and inspirational as their institutions collaborate across all areas to provide a deeply Christian educational experience.