Abstract
<p style="text-align:justify">Spiritual growth and development is frequently cited as an outcome of participation in service-learning projects. However, little research has focused on measuring the students' ability to understand the connection between the service-learning experience and their personal faith and the ability to live out their Christian values in the field. Notably missing from this particularly limited area of study is the Christian values convergence of being able to understand the worth of all people and a desire to be engaged in serving the community. Encompassing both quantitative and qualitative research methods, this study investigates undergraduate business students’ perceptions of the impact of a semester-long urban service-learning project on their spiritual lives and faith formation. Specific attention is given to exploring the students' perception of faith as demarcated by the Christian praxis of the students' relationship with God and with others.</p>
Highlights
IntroductionOften confused with community service and civic engagement, service-learning has been broadly defined as “an approach to teaching and learning that involves having students perform community service as a means for achieving academic goals” (Biling & Furco, 2002, p.7). Lamson, Ballard, and LaClaire (2006) further defined service-learning as “an approach that combines in-class material with volunteer-like service within the community, allowing students to learn the course information and apply it to real-life situations” (p. 186).To further differentiate community service and civic engagement from service-learning, Howard explained that “academic service learning is not merely the addition of a community service option or requirement to an academic course” or “a clause on a syllabus that directs students to complete community service hours” (1998, p. 19), clarifying that service-learning focuses equal attention on learning, service, and reflection
Little research has focused on measuring the students' ability to understand the connection between the service-learning experience and their personal faith and the ability to live out their Christian values in the field
My understanding of Organizational Behavior was enhanced by the service-learning project
Summary
Often confused with community service and civic engagement, service-learning has been broadly defined as “an approach to teaching and learning that involves having students perform community service as a means for achieving academic goals” (Biling & Furco, 2002, p.7). Lamson, Ballard, and LaClaire (2006) further defined service-learning as “an approach that combines in-class material with volunteer-like service within the community, allowing students to learn the course information and apply it to real-life situations” (p. 186).To further differentiate community service and civic engagement from service-learning, Howard explained that “academic service learning is not merely the addition of a community service option or requirement to an academic course” or “a clause on a syllabus that directs students to complete community service hours” (1998, p. 19), clarifying that service-learning focuses equal attention on learning, service, and reflection. In 2012, Budhai (p.17) noted that numerous scholars have defined “service-learning as the combination and/or integration of participation in a community service activity with formal learning and/or reflection (Biling & Furco, 2002; Clark, 1999; Helm-Stevens & Griego, 2009; Lamson, Ballard, & LaClaire, 2006; Reising, Allen, & Hall, 2006; Tucker, McCarthy, & Lenk, 1998; Yan & Rodgers, 2006).”. Despite the definitional difficulty, Eyler & Giles (1999) suggest an operational description of service learning, which has provided ongoing guidance in higher education circles. This definition proposes that service learning is “a cycle of action and reflection” where students “link personal and social development with academic and cognitive development.”. In a faith-based setting, there may be an institutional assumption (Otto & Harrington, 2016) that service-learning and other ministry-oriented programs will organically lead to faith development, a deeper relationship with God, and a sense of civic engagement that stems from an understand
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