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

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.