In his book "On Christian Teaching," David Smith offers multiple ways in which one's Christian faith commitments influence pedagogical practices. Specific examples are drawn from the humanities, particularly from languages and literature. Some may conclude that such discussions are less appropriate in areas such as science, technology, engineering, and mathematics (STEM). We disagree and offer exemplars aligned with a set of six curricular criteria identified by Wayne Au. We argue that these exemplars emerge naturally from our Christian beliefs and are "faith-influenced" even if not every strategy embodies a narrower integration of faith and pedagogy.