Conceptualizing Service-Learning in Christian Higher Education

Lewing, Morgan

doi:10.1080/15363759.2018.1462742

Cited by 7 publications

(2 citation statements)

References 15 publications

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“…Whether critically addressing redistribution of power and systems of social injustice or identifying and participating in meeting specific needs of the community, Christian higher education students can demonstrate their professional competencies and synthesize their learning through authentic examinations to serve God's people (Jacoby, 2015;Lewing, 2018;Stewart-Wells & Keenan, 2020;Velton, 2016). Part of participating in doctoral education is about finding one's voice and practicing one's agency in the scholarly community.…”

Section: Discussionmentioning

confidence: 99%

“…In looking more specifically at faith-based institutions, the vision and mission statements of Christian universities often reference the integration of faith and learning into their programs (Ableman & Dalessandro, 2009;Lewing, 2018). Obenchain et al (2010) found that Christian universities strived to implement innovations, such as creating new programs and incorporating new techniques within a program, with greater frequency than private secular institutions.…”

Section: Comprehensive Exams and Authentic Assessmentsmentioning

confidence: 99%

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Moving Beyond Comprehensive Exams: Implementing Authentic Assessments to Enhance Doctoral Student Learning

Keenan

Stewart-Wells

2021

Christian Higher Education

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This article explores how a Midwestern Christian university's doctoral program aligns an authentic assessment process of evaluation, in lieu of comprehensive exams, with the university's tag line to "Shape Lives that Shape the World." The process of assessing "authentically" comes from the belief that evaluating students on skills they enact outside of the classroom will better reflect what they need to master for their chosen field or vocation. The implementation of the benchmark system of assessments was constructed with intentionality to foster and evaluate growth in six program outcomes, with intellectual ability actualized in a real-world context and to model the values reflected in the Christian faith. Although comprehensive exams, or "comps," are a staple of many doctoral programs as a way for students to express their understanding of material, synthesize their learning, and apply that learning to their fields of study, literature reviewed on the benefits/challenges of comps reflects a theme questioning the true assessment value of these exams. The authors share examples of how doctoral students have developed/implemented genuine learning experiences that synthesize both the content and skills they learn and practice in their program, while propelling them forward into the field of scholarship. Through these authentic assessments, doctoral students are shaping not only their lives, but also the lives of those they touch through their doctoral work.

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Section: Discussionmentioning

confidence: 99%

Section: Comprehensive Exams and Authentic Assessmentsmentioning

confidence: 99%