SERVICE-LEARNING IN CHRISTIAN HIGHER EDUCATION: BRINGING OUR MISSION TO LIFE

Abstract

The purpose of the study reported in this paper was to develop a working definition of service-learning, identify the best practices of service-learning in the context of Christian colleges and universities and, based upon that information, develop a model for replication. The study undertaken included: (a) examination of the findings of unpublished data from a survey on service-learning at 90 Christian colleges and universities and notes from a conference on service-learning at faith-based institutions; (b) a thorough review of the literature on service-learning and the mission and purpose of Christian higher education; and (c) interviews with practitioners from seven Christian colleges or universities that met prescribed criteria for best practices in service-learning, A content analysis resulted in a comprehensive definition of service-learning, key elements of best practices in service-learning, and a model which incorporates guidelines for Christian colleges and universities to use when developing service-learning programs. The comprehensive definition incorporates characteristics from previous definitions, but includes an added component of institutional support for service-learning. The best practices in service-learning in Christian higher education corroborate this finding and include key elements. The model for designing a service-learning program at a Christian college builds further upon the definition and best practices and includes eight guidelines. The model guidelines are meant to address the philosophical and practical implications in designing an effective service-learning course and program in Christian institutions of learning. The data from this study strongly suggest that Christian colleges and universities should implement service-learning as a means of furthering their faith-based missions through their curricula.