Unique Contributions of the Theological Librarian in Campus-Wide Programs of Faith Integration

Many Christian colleges and universities have academic programs that emphasize “faith and learning” or “faith integration.” The religious or theological studies librarian can have a unique role in assisting faculty across the disciplines to develop a better awareness of theological writings and resources that might reflect spiritual themes within their discipline. This paper will suggest ways for theological librarians to collaborate with colleagues, highlighting integrative work at Azusa Pacific University—including one-on-one and classroom resource instruction, the development and use of faith integration and special collections, integrative coursework, reading groups—and concluding with a few suggested resources.

Epilogue

In the mid-twentieth century leading scholars such as Reinhold Niebuhr or David Riesman wrote off conservative evangelical education as fading. William McLoughlin also saw the new revival movements as ephemeral. Billy Graham and Carl Henry had ambitions to start a major university around 1960 but did not have the resources. Wheaton College in Illinois, the leading ex-fundamentalist college, began to rise academically despite the anti-intellectualism of its tradition. Calvin College had been an ideologically isolated Reformed school but by the 1960s had produced leading Christian philosophers. Intervarsity Christian Fellowship helped raise consciousness regarding strong scholarship, and by 2000 the Council for Christian Colleges and Universities had grown to over one hundred schools with well-trained faculties. Like-minded Christian scholars founded their own academic societies. Baylor University became an intentionally Christian research university. Evangelical Protestant and Catholic scholars often cooperated. Despite many challenges, distinctly Christian scholars could hold their own in twenty-first-century academia.

Second Founding Presidents

A comparison of contemporary changing college presidents in a specific microcosm of 163 Christian colleges and universities is made, framed by 10 newer or newly emphasized roles and engagements recently observed among college presidents. Contemporary changes and challenges specific to contemporary presidents in the microcosm are clarified. Historical presidents, primarily founding presidents and ones presiding at critical points in institution sagas, are described relative to the framework of roles and engagements. Discussion of the comparison between the historical and contemporary presidents leads to a conclusion: the changing college president in this microcosm is a “second founding president.”