Mullins, Monica L.

English

Pillars at Taylor University

Growth: The Journal of the Association for Christians inStudent DevelopmentVolume 4Number 4 Service Learning as Student Affairs Practice Article 92004Commitment and Connection: Service-Learningand Christian Higher EducationMonica L. MullinsOklahoma Baptist UniversityFollow this and additional works at: https://pillars.taylor.edu/acsd_growthPart of the Higher Education CommonsThis Book Review is brought to you for free and open access by Pillars at Taylor University. It has been accepted for inclusion in Growth: The Journal ofthe Association for Christians in Student Development by an authorized editor of Pillars at Taylor University. For more information, please contactpillars@taylor.edu.Recommended CitationMullins, Monica L. (2004) "Commitment and Connection: Service-Learning and Christian Higher Education," Growth: The Journal ofthe Association for Christians in Student Development: Vol. 4 : No. 4 , Article 9.Available at: https://pillars.taylor.edu/acsd_growth/vol4/iss4/9Commitment and Connection: Service-Learningand Christian Higher EducationHeffner, Gail Gunst and Claudia DeVries Beversluis, Eds.; (Lanham,Maryland:University Press of America, 2002).Reviewed by Monica L. MuUinsPublished in 2002, Commitment and Connection: Service-Learningand ChristianHigherEducation provides readers with a detailed pictureof the manner in whichCalvinCollege has implemented the popular"academically based service-learning"component ofAmerican higher education on their campus. The textproposes thatbyproviding the in-depthexamination ofone program readers maybeable to findapplication for establishing similar programs on their own campuses. Calvin, aChristian liberal arts college in the Reformed Protestant tradition, isa leader in herhome stateof Michigan and in the United States in the areaofacademically basedservice-learning. Assuch, Calvin provides a highly qualified voice ofexperience tothose seeking to establish or strengthen a program within the context ofa Christiancollege. While noneof the contributors arestudent affairs professionals, this editedworkprovides pointsof connection for the Student Development program seriousabout linking the hearts, hands, and minds of students. Commitment and Connection isedited by Gail Gunst Heffner, Associate Director for Appliedand Community BasedResearch at the Calvin Center for Social Research and Claudia DeVries Beversluis,Deanfor Instruction and Professor of Psychology at Calving College. Theeditorsarticulate the results of the edited work in their introduction bysaying "Theauthorsofthis volume contend that academically basedservice-learning is one wayto meet thischallenge to explore newways of packaging the learning so that students areequippedto reformsociety and are motivated for the task of being,and livingas Christians inthe world" (xxv). In other words, the programmingto which this text points createsstudentswho can be salt and light in a lost and dyingworld.The editorsprovide thorough if somewhat lengthy introductionwhich arguesstronglyfor the need of the unique perspective offered by their book. That perspective,service-learning in the environment of the Christian liberal arts college, has notbeen previously presentedon the scaleof a book of such length, scope, or focus. Theintroduction successfully prepares readers for the 15 individually authoredselectionswhichare divided into four majorsubjectareas: "BuildingCommunity","DevelopingStudents", "Developing Faculty", and "Building Institutional Support". Studentaffairsprofessionals will benefit tremendously from the introduction as it details the purposeand motivation for academicallybased servicelearning in a manner that can speakServing as theAssistant DeanofStudents and adjunctInstructor ofEnglish at OklahomaBaptist University, Monica L Mullins holds a Master ofEducation in College StudentAffairsfrom Azusa Pacific University anda Bachelor ofArts in Englishfrom OklahomaBaptist University.40 Growth, Spring 2004Service Learning as Student Affairs Practicewell to both thosewith heavyinvolvement and experience with service-learning andto thosewith little or no exposure to such programs. In addition to the introduction,student affairs professionals will find the sections "BuildingCommunity" and"Development Students" most practical in the implications that can be made for theirown work.Themain argumentset forth by the editors and subsequently by the contributorsis that three of the primary themespresentin Christian highereducation (service,learning, and faith) naturally come together in the form of academically based service-learning. Asa result,Christian colleges and universities have a distinct calling to serveboth their students and their communities through such programs. Byassemblingpurposeful articleswhich are well researched from educatorsacross the curriculum, theeditorsare able to address the challenges facing such programs alongwith the triumphsexperienced by Calvin College and the community it serves. While the editorsrefuse to pander to the readersimplyseekinga "how-to" approach, they do provide apracticaland detailedexaminationof a successful academically basedservice learning-program.The methodology employed by the fourteen authorsvaries considerably inkeepingwith the academic field represented by the author. Nevertheless, the articleswhich necessitate the demonstration of assessment do provide it. Assessment toolsmentionedincludethe gatheringof feedback from both studentsand service recipientsthrough the form of survey instruments, peerassessment, discussion groups, andindividualmeetingswith professors. Verylittle data is included in the articles, but thatdoesn't seem to reduce the validityof the argument.Thework iswellresearched andbibliographies demonstrate a balancebetweenboth secularand faith basedsourcesincluding moral and ethical developmental theoristsand notablehigher educationauthoritiesand journals.Of particular interestis a selection locatedmid-way through the text which isauthoredbya Calvinalumnus who isa productof the program. Chapter8: "Lessonsin Service-Learning: Dilemmaof Guilt, Lesson in Reciprocity" is authored byLauraHoeksema Cebulskiwho currentlydirectsan after-school program for at-risk childrenin Jonesboro, Arkansas. Cebulskigives readers the opportunity to examinethe impactof service-learning on one student. The implication is that this students experience isGrowth, Spring 2004 41the desired result of the program. It isevident that Cebulski s service throughCalvin'sprogram impacted her life and careerchoices. She herselfindicates that her worldviewchanged asa result ofacademically based service-learning. Learning to questionthe motive and benefit of service, shefound that service and learning are ultimatelyinseparable. Finally, Cebulskiseems to be answering the criticism of skeptics whenshesumsup herexperience bysaying, "A college that places an emphasis on servicetakes that training of the mind and synthesizes it with training of the heart. Notemotionalism devoid of reason, but rather thoughtful, meaningful, useful compassionto the community it existswithin" (124). Cebulskis chapter is in essence a casestudywhich provides readers with evidence to support the validityof the efforts ofthe authors and ultimately of Calvin College s academically based service learning-programs.In the finalanalysis. Commitment and Connection isan introduction, a tool,an assessment, and a travel guide.While it demonstrates that academically basedservice-learning is not something to which universities can merely give lip service, itdoes provide an honestchallenge to the highereducation professional whosincerelydesires to develop such a program. Readers will discover that service-learningdemands a tremendous level of commitment, intentionality, and resources from theentire university community. Higher educationprofessionals who find in themselvesa passionate desire to implement academically basedservice-learning on theircampuses woulddo well to placethis book into the hands of as manykeyplayers aspossible. Student leaders, academic deans, university presidents, trustees, and facultymembers alikewill benefit froma careful reading of this text and from discussing theimplications on their own campuses.42 Growth, Spring 2004Publications PolicyGrowth: TheJournal of the Associatior) for Christians in Student DevelopmentAll articles should be consistent with the Doctrinal Statement, Article IIIof the Constitution andBy-Laws of the Association for Christians in Student Development.Material in the following categories will be considered for publication:1. Research articles that have relevance to the field of Christian Student Development.2.Theoretical or applied articles that have relevance to the field of Christian StudentDevelopment.3. Research, theoretical or applied articles dealing with the integration of faith and learningwithin the field of Christian Student Development or within the broader field of ChristianHigher Education as a whole.4. Reviewsof articles in other journals relevant to Christian Student Development.5. Reviews of books relevant to Christian Student Development practice.6. Reactions to current or past journal articles.Submission GuidelinesAuthors submitting a manuscript should:1. Send three copies (typewritten and double-spaced) to SkipTrudeau, Co-Editorof Growth:The Journal of the Association for Christians in Student Developn^ent, Taylor University,236 West Reade Avenue, Upland IN 46989-1001.Twoof the copies should delete theauthor's name throughout for purposes of blind review.2. Followthe guidelines on format, style and submission procedure provided in thePublicationManual of the AmericanPsychologicalAssociation(5th ed.).3. Manuscripts should adhere to the following length parameters:• 10-15 pages for original research articles• 7-10 pages for applied research articles• 3-4 pages for article reviews• 3-4 pages for book reviews4. Avoidsubmitting manuscripts which have been previously published or that are beingconsidered for publication in other journals. Ifan article has been rejected by anotherjournal it may then be submitted to Growth.5. Include an abstract of no more than 150 words on a separate sheet of paper.6. Include the current vita information for each author: address, title, degree(s) andinstitutions where earned and specializations.7. Include telephone number, fax number and electronic mail address.All submitted manuscripts will be promptly acknowledged and processed in a timely fashion. Thereview process generally requires a minimum of three months.

Commitment and Connection: Service-Learning and Christian Higher Education

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