Service+learning+and+spiritual+formation

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** Service learning and spiritual formation: The impacts of service learning on connecting Christian leaders with community, others, self, and God ** Sam Marullo, Professor of Sociology, Wesley Theological Seminary [smarullo@wesleyseminary.edu]

Drew Dyson, Professor of Evangelism, Wesley Theological Seminary [ddyson@wesleyseminary.edu]


 * Keywords:** Spiritual formation, diversity, theological service learning, content analysis, written reflection


 * Conference Track:** Higher education and student outcomes


 * Format:** Research/Scholarly paper

At Wesley Theological Seminary, we have integrated a service learning requirement into the curriculum in order to deepen the spiritual formation process of students. Findings from a study we conducted reveal that students benefit from experiential learning experiences in the following ways: increased understanding of their community, enhanced appreciation of diversity, enhanced understandings of what it means to be in ‘ministry with’ rather than ‘service to’ others, and deepened theological understanding of ‘seeing God in the face of others.’ Findings presented here are based on our assessment of Wesley’s Spiritual Formation for the Practice of Ministry service learning course, which is required of all masters of divinity students.
 * Summary**

This course requires 12-15 hours of community service. Students are organized into small groups and meet weekly to create a covenant with one another about their spiritual practices. Students are also required to write four reflection papers and participate in five in - class reflections. Students were given four assignments which directed them to reflect theologically on their experiences at their service sites. These reflective writings serve as the basis of our findings. We undertook a content analysis of their writings and distilled a number of themes described below.

Students’ increasing awareness of community and its impacts on ministry were evident throughout the semester. Additionally, students were able to empathize with diverse people and increased their sensitivity in understanding how people come to be in situations of hardship. Students also developed a heightened understanding of the relationship between service and justice. Many students initially saw themselves as being powerful, having gifts and resources, and being responsible for changing the lives of others. By the end of the semester, many realized the limitations of their own power and discovered the assets of the community. Finally, students began to see themselves as agents of God’s good works and as recipients of God’s grace. For us, this is the most successful area of development in our students’ understanding of the presence of God.

Alexander, A., Astin, H., & Lindholm, J. (2011). //Cultivating the spirit: How college can enhance students’ inner lives//. San Francisco, CA: Jossey-Bass.
 * References**

Daloz, L. A. P., Keen, C. H., Keen, J. P., & Parks, S. D. (1996). //Common fire: Leading lives of commitment in a complex world//. Boston, MA: Beacon Press.

Longo, N., & Shaffer, M. (2009). Leadership education and the revitalization of public life. In B. Jacoby (Ed.), //Civic engagement in higher education: Concepts and practices// (pp. 154-173). San Francisco, CA: Jossey-Bass.

Parks, S. (2000). //Big questions, worthy dreams: Mentoring young adults in their search for meaning, purpose, and faith//. San Francisco, CA: Jossey-Bass.


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