This article describes an exploratory study of synchronous and asynchronous mentoring of Christian education students at Dallas Baptist University. In recent years, as the practice of faculty mentoring students has emerged, the role of a mentor has been expanded beyond face-to-face mentoring to include e-mentoring. An e-mentoring program in Christian education should focus on rich and engaging course content, Christ-centered integration, campus community, and a personal connection.
This article introduces the concept and practice of service-learning in higher education in America. Following a brief overview of the history of service-learning, the following definition of service- learning is proposed: a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith based perspective in order to enhance student learning, to foster civic responsibility, and to develop servant leaders. Building on this definition, the article considers arguments for and against service-learning, identifies principles of best practice for service-learning pedagogy, presents guiding principles when organizing/constructing service-learning courses, and introduces various models of service-learning. The article culminates with the question, "Should degree programs in Christian education integrate a service-learning component in the degree plan?"