Integrating a Service and Learning Paradigm in a Christian Education Environment

Abstract

This article introduces the concept and practice of service-learning in higher education in America. Following a brief overview of the history of service-learning, the following definition of service-learning is proposed: a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith based perspective in order to enhance student learning, to foster civic responsibility, and to develop servant leaders. Building on this definition, the article considers arguments for and against service-learning, identifies principles of best practice for service-learning pedagogy, presents guiding principles when organizing/constructing service-learning courses, and introduces various models of service-learning. The article culminates with the question, "Should degree programs in Christian education integrate a service-learning component in the degree plan?"

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

“…The reflections noted above reveal how the benchmarks allow students to be evaluated in a real-life context in addition to offering them opportunities to live out a Christian faith perspective. Christian higher education supports Christ-centered community service and strives to develop servant leaders (Mullen, 2010), and there are benefits to extending this to graduate-level education as well. Graduate students can grow in their academic knowledge and demonstrate meaningful engagement with both spiritual and intellectual opportunities.…”