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The purpose of the study reported in this paper was to develop a working definition of service-learning, identify the best practices of service-learning in the context of Christian colleges and universities and, based upon that information, develop a model for replication. The study undertaken included: (a) examination of the findings of unpublished data from a survey on service-learning at 90 Christian colleges and universities and notes from a conference on service-learning at faith-based institutions; (b) a thorough review of the literature on service-learning and the mission and purpose of Christian higher education; and (c) interviews with practitioners from seven Christian colleges or universities that met prescribed criteria for best practices in service-learning, A content analysis resulted in a comprehensive definition of service-learning, key elements of best practices in service-learning, and a model which incorporates guidelines for Christian colleges and universities to use when developing service-learning programs. The comprehensive definition incorporates characteristics from previous definitions, but includes an added component of institutional support for service-learning. The best practices in service-learning in Christian higher education corroborate this finding and include key elements. The model for designing a service-learning program at a Christian college builds further upon the definition and best practices and includes eight guidelines. The model guidelines are meant to address the philosophical and practical implications in designing an effective service-learning course and program in Christian institutions of learning. The data from this study strongly suggest that Christian colleges and universities should implement service-learning as a means of furthering their faith-based missions through their curricula. (From the Publisher)

This paper explores the place of religion within the assumptions of the modern research university. The issue for Christianity is essentially epistemic: Given the criteria for truth or plausibility that prevail in advanced academic communities, what are the warrants for Christian belief? Are the prevailing criteria defined such that Christian claims can have no epistemic standing? The modern-day clash between Christianity and academic discourse go to the heart of the differing projects. For the academy, issues are admitted at arm's length, while Christianity moves beyond discussion to decision, to trust and to faith. This paper is not another screed against the modern university. Instead, the author regards the modern university as one of the great inventions of the human mind, and the university today can boast of its humanistic ideology. The author considers the sciences and arts as marvels of human ingenuity and emotional insight. The place of Christian belief within academic humanism is pondered. (From the Publisher)

Prayer is a primary spiritual discipline for Christians. Nonetheless, few contemporary scholarly discussions have ventured into exploring the role of prayer in college teaching. This paper extends the conversation by reviving three themes in writings about prayer and academics and making application of those themes to teaching and learning today. (From the Publisher)

Over the years, thousands of students have left Africa to pursue theological doctorates in Christian institutions of higher learning around the world. The study reported in this paper endeavored to understand their experiences and articulate their needs and aspirations. Data were collected through semistructured interviews with 23 African students and were analyzed using grounded theory procedures. The emerging profile revealed African students in pursuit of theological doctorates to be mature in age and experience with rich and variegated backgrounds. While a desire for increased competence, access to employment opportunities, and a greater voice in church and society were motivating factors in their educational quests, the dominant motivation expressed by research participants was a passion to help Africa and the African church. Students viewed increased competence and access as enhancing usefulness. Consequently, students preferred doctoral programs perceived as Africa-relevant and internationally credible. Nevertheless, they demonstrated a readiness to compromise the ideal in favor of the achievable, particularly in terms of program affordability. (From the Publisher)