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“An insightful, scholarly resource for dialogue about the symbiotic relationship between the life of the mind and the life of the heart of faculty, and what faculty can do to provide students an education that focuses on meaning and purpose.”
—Larry A. Braskamp, professor emeritus, Loyola University Chicago

“Among the strengths of this book are Lindholm’s solid research design and data analysis, deft integration of quantitative and qualitative data in presentation of findings and interpretation, and clear writing. Dr. Lindholm makes an important contribution both to higher education literature on faculty, and to religious studies literature, on this dimension of religion and spirituality in colleges and universities.”
—Michael D. Waggoner, professor, University of Northern Iowa; editor, Religion & Education

“No one understands more thoroughly the roles that spirituality and religion play in higher education today than Jennifer Lindholm, who has spent more than a decade documenting their impact. The Quest for Meaning and Wholeness adds greatly to her earlier findings of how college can enhance the spiritual lives of students.”
—Gary Luhr, executive director, Association of Presbyterian Colleges and Universities

“Based on both quantitative and qualitative data, Lindholm’s thoughtful, well-written book opens new ground, addressing a largely ignored topic in the research on faculty lives and work—spirituality, religion, and meaning in academic life. Institutional leaders, faculty members, and students will benefit from the fresh perspectives, careful definitions, issues, and questions discussed in this book.”
—Ann E. Austin, professor of higher, adult, and lifelong education, Michigan State University; coauthor of Rethinking Faculty Work: Higher Education’s Strategic Imperative

“At last, a book for faculty about faculty on an important, but long-neglected, topic. Jennifer Lindholm provides a cogent, readable analysis of how faculty view spirituality and religion not only in their own lives, but also their role in higher education.”
—Peter C. Hill, Rosemead School of Psychology, Biola University