203770 Service-learning in faith-based universities: Synergies and challenges

Tuesday, November 10, 2009

Daniel Handysides, MPH , School of Public Health, Dept. Health Promotion & Education, Loma Linda University, Loma Linda, CA
David Kasaji, MA , School of Public Health, Dept. Health Promotion & Education, Loma Linda University, Loma Linda, CA
Rebecca Medina, MPH (c) , Department of Global Health, School of Public Health, Loma Linda University, Loma Linda, CA
Tina Pruna, MPH(c) , Department of Global Health, School of Public Health, Loma Linda University, Loma Linda, CA
Patti Herring, PhD, RN , School of Public Health, Dept. Health Promotion & Ed, Loma Linda University, Loma Linda, CA
Juan Carlos Belliard, PhD, MPH , School of Public Health, Loma Linda University, Loma Linda, CA
Susanne Montgomery, PhD , School of Public Health, Dept. Health Promotion & Ed, Loma Linda University, Loma Linda, CA
Service-learning is increasingly becoming a staple of university studies as a critical tool in training students towards functioning as well-prepared professionals—especially in fields where service is central to quality practice. Many faith-based universities link their identity to the concept of “service-to-others”, often referring to it as “mission-focused learning” (which may or may not have elements of evangelism). It is unclear how the concepts of mission-focused learning and service-learning are similar or differ. While the respective definitions suggest some similarity, there are strong differences in both approach and practical implementation. It is unclear how well faculty and students in faith-based universities differentiate these concepts and if both are made equally available to a religiously diverse student body. To explore this issue, we conducted a qualitative study in a faith-based School of Public Health. Key informant interviews with faculty and students as well as focus groups and open forums were conducted using a grounded theory approach to data collection, coding and analyses. Four themes emerged suggesting a high regard for the benefits and importance of service-learning that was tempered with significant confusion among students and faculty with respect to overlap with mission-focused learning. Additional complexities arose if students were not of the same faith; for example, their concerns with a conflict between service-learning and evangelism discourages them from participating in critical learning activities. We suggest that faith-based universities that admit students of other religious backgrounds need to clearly articulate the importance of service learning apart from faith based mission activities.

Learning Objectives:
By the end of the presentation, participants will be able to: 1. Define the concepts of service-learning and mission-focused learning and their respective role in university studies. 2. List 3 challenges to implementing a service-learning curriculum in a faith-based university. 3. Identify two solutions to effectively conducting a program of service-learning in the context of a faith based institution.

Keywords: Faith Community, Practice

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: The research was conducted during my graduate studies.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.