Bridging Ethics and Engagement: The Promise of Service-Learning in Religion Courses
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| Title: | Bridging Ethics and Engagement: The Promise of Service-Learning in Religion Courses |
|---|---|
| Language: | English |
| Authors: | Catherine Wright, Candace Lapan (ORCID |
| Source: | Michigan Journal of Community Service Learning. 2026 32(1). |
| Availability: | Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: https://journals.publishing.umich.edu/mjcsl/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Ethics, Learner Engagement, Service Learning, Religious Education, Civics, 21st Century Skills, Values, Ethical Instruction, General Education, Student Attitudes, Diversity, Learning Objectives, Undergraduate Students |
| Geographic Terms: | North Carolina |
| DOI: | 10.3998/mjcsl.8122 |
| ISSN: | 1076-0180 |
| Abstract: | Service-learning and community engagement (SLCE) are high-impact pedagogies that integrate academic learning with real-world experience to foster civic outcomes and address community needs. Although religion has long engaged questions of meaning, ethics, and communal life, its visibility within civic and community engagement (CCE) has diminished as the field has shifted toward reciprocal engagement models, rendering religion courses underutilized sites for CCE (Ray, 2017). Renewed integration offers mutual benefit: CCE can draw on religion's strengths in relational and reflective pedagogy, while religion courses gain structured frameworks that situate ethical inquiry in lived contexts and leverage documented student success outcomes (Lockeman & Pelco, 2013; Wright & Wall-Bassett, 2023; Yeh, 2010). This study examined SLCE in a General Education ethics course. Results showed significant gains in civic competencies, 21st-century skills, and value discernment. Although comfort with difference declined, 65.2% expressed interest in future SLCE courses, positioning religion programs as promising sites for advancing CCE. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1517828 |
| Database: | ERIC |
| Abstract: | Service-learning and community engagement (SLCE) are high-impact pedagogies that integrate academic learning with real-world experience to foster civic outcomes and address community needs. Although religion has long engaged questions of meaning, ethics, and communal life, its visibility within civic and community engagement (CCE) has diminished as the field has shifted toward reciprocal engagement models, rendering religion courses underutilized sites for CCE (Ray, 2017). Renewed integration offers mutual benefit: CCE can draw on religion's strengths in relational and reflective pedagogy, while religion courses gain structured frameworks that situate ethical inquiry in lived contexts and leverage documented student success outcomes (Lockeman & Pelco, 2013; Wright & Wall-Bassett, 2023; Yeh, 2010). This study examined SLCE in a General Education ethics course. Results showed significant gains in civic competencies, 21st-century skills, and value discernment. Although comfort with difference declined, 65.2% expressed interest in future SLCE courses, positioning religion programs as promising sites for advancing CCE. |
|---|---|
| ISSN: | 1076-0180 |
| DOI: | 10.3998/mjcsl.8122 |
