Faculty members in almost every department at Calvin College integrate Academically Based Service-Learning (ABSL) with the content of courses. These courses include relevant activities that provide a connection between theory and practice. By incorporating appropriate service experiences into our coursework, we seek to better understand how we can serve God in our chosen professions. ABSL courses are offered in a variety of disciplines from computer science to English to economics..
We see ABSL as a strategy that will enrich faculty teaching and enhance a student's learning. It is not a replacement for traditional modes of classroom teaching, and it is not, of course, appropriate for every course and every professor. Nonetheless, ABSL is one more strategy to make a course more effective. Service-learning provides concrete experiences related to the themes and aims of a course along with opportunities for reflection and discussion. Students' thinking, as well as their lives, can be transformed. And all of this is intricately woven into the understanding of the Christian life that informs the mission of Calvin.
Academically-based service-learning takes into consideration a variety of learning styles. It appeals especially to students who are more experientially oriented, but those students with an analytical bent also benefit from opportunities to test theories via active experimentation and reflection. Thus ABSL is another vehicle for attending to diverse gifts and approaches to learning. Furthermore, ABSL gets beyond the walls of the classroom and outside the comfort zone of our campus and our community.
After you have thought about the major goals of your course and considered some of the ways service-learning might enhance your course, contact us.
The S-LC can assist in the implementation by:
You will need to be very clear about the role of the service-learning project when your course meets on the first day of the semester. As the course progresses you will want to be especially insistent on integrating the classroom content with the service project. This necessary student reflection will only occur via your own modeling of service-learning.
Beginning in 2011, we now record students' service-learning hours completed while on Calvin semesters abroad. To date we have established formal partnerships in Ghana and Hungary. We hope that these two experiential pedagogies, study abroad and service-learning, can complement each other, "around the corner and across the globe." In 2011 there were 38 students placed in either Ghana or Hungary that completed 4,605 hours of service-learning, averaging 121 hours per person.
In 1991 Calvin College joined Campus Compact, a national coalition of colleges and universities which also has a strong state organization: Michigan Campus Compact. The purpose of Campus Compact is to increase student involvement in community service, to increase public, federal, and foundation support for student involvement, and to promote the value of civic responsibility by people and institutions. Calvin College joined the Campus Compact with the particular interest of exploring with other colleges and universities how to integrate service into traditional academic curricula. It seemed to some faculty members and to the academic administration that building a more direct link between theory and practice through service had potential as a pedagogical tool. A statement by President Byker regarding the College’s participation with Michigan Campus Compact highlights this history.
In January, 1992, an ad hoc committee, appointed by the college President upon the advice of the Provost, began studying the theory and practice of linking service and academic study. The committee looked carefully at several documents which expressed the aim and goals of the college and its curriculum, including Christian Liberal Arts Education (CLAE), Professional Education in a Christian Liberal Arts College (PECLAC), the 1989 "Final Report of the Core Curriculum Study Committee" and the "Expanded Statement of the Mission of Calvin College.”
In July, 1992, a team from Calvin College, at the invitation of the Campus Compact, spent a week with 14 other college and university teams studying the current thinking and practice of integrating service with academic study. The team was comprised of three of the committee members, George Monsma, Henry Hoeks and Rhonda Berg, along with Frank Roberts and Ken Bratt. The goal of the team was to learn from institutions such as Cornell, Stanford, and Brown Universities and Consortium of Christian College and Universities (CCCU) schools such as Messiah College and Azusa Pacific University how to make more and better use of service activities in achieving our educational goals. In the course of this intensive week, with many opportunities to look at the issues from a variety of perspectives. the team drafted a report. That report serves as a wonderful record of the way academically-based service-learning made its way into the consciousness of Calvin College.
Since 1993, when the Faculty Senate adopted the recommendations of this committee and endorsed Academically-Based Service as a promising pedagogy, the Service-Learning Center has assisted dozens of faculty members as they have woven service-learning into their existing courses. Nearly every department on campus has had some involvement with service-learning. A collection of essays written by Calvin faculty and alumni was published in 2002 under the title, “Commitment and Connection: Service-Learning and Christian Higher Education.” For this and other publications, please see our Publications page.
Students: click below for the CEAP course evaluation surveyEvaluation Survey »
The Calvin Environmental Assessment Program (CEAP) was developed to incorporate academically based service-learning into the natural sciences. Since 1996 Calvin faculty and students have been accumulating a longitudinal body of data monitoring the environmental health of various aspects of Calvin's campus and the surrounding watershed.
Each semester, the Service-Learning Center helps to coordinate the CEAP Poster Session: an opportunity for courses who have participated in CEAP to present their findings.
To learn more visit Calvin's CEAP Website ».