Several papers were written to help us think through our educational purposes. Further, the concept gives meaning and direction to learning. Learning or insight which does not ultimately and intentionally contribute to our neighbor's good is not serviceable. On the other hand, service which is not insightful may be shallow, of little consequence, not effective or enduring, and even of disservice. Both theory and practice are important and should find their place in the curriculum.
Every discipline has a theoretical and a practical side.
Programs such as business, secretarial science, social work, engineering, agriculture and computer science have a place in the small college curriculum. Internships, practicums, off-campus programs, service projects, individual studies have a place in majors and the curriculum. One of Dordt's first organized involvements was the participation of a team in the CIC National Institute On Learning and Service in the summer of 1996. Subsequently, Service-Learning has been discussed by departments, committees, the Academic Council and the Administrative Cabinet. Twenty faculty members attended a CMA consortium conference in February of 1996 on Service-Learning led by Robert Sigman.