Measuring and Encouraging Christian Faith Development in STEM Students

Michael J. McGinnis

Keywords: faith development, engineering, formation

TL;DR: This paper describes a statistical study showing that can faith grow during engineering studies and that practices involving people and relationships are the most impactful.

Abstract:

This paper presents the results of a data-driven study examining faith development among engineering students at [redacted] University. A 30-question survey administered to over 260 students across multiple disciplines revealed statistically significant growth in key dimensions of Christian faith during their college years. Using the Mann-Whitney U test, we found marked increases in students’ love for God, devotion to spiritual practices, ability to articulate theological concepts, and discernment of vocational calling.
The study also analyzed the impact of specific educational practices on faith formation. Practices centered on relational engagement with professors—such as personal relationships, directed prayer, and integration of faith into class topics—consistently ranked highest in perceived impact. Comparative analysis between “High Changers” and “Low Changers” (based on depth-of-faith score changes) further highlighted the formative power of relational faculty engagement and the Bible/Theology core curriculum.
Additional data from alumni and institutional thriving studies reinforce the conclusion that people matter most in spiritual formation. Faculty behaviors—especially caring, mentoring, and excitement about student faith—emerged as the most influential factors. These findings offer actionable insights for Christian engineering educators seeking to foster authentic faith development in STEM contexts.
The paper concludes with strategic recommendations for curriculum design, faculty development, and institutional culture, aimed at deepening vocational discipleship and aligning engineering education with Christian mission.

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Submission Number: 18