ABSTRACT
For the past few decades, much has been written about service-learning, less about service leadership. One of the major hurdles in running a good service-learning program for students is the reluctance of faculty to put in the time it takes to mentor students so that the service really fosters integrative, engaged learning. In the field of engineering, a popular and creative professor who describes himself as an atheist developed a course with a Christian theologian on sustainable design that they have continued to teach together for more than a decade. Another Christian historian produced a book on the religious influence on medieval architecture. Teaching that engages the whole student, research that pursues important questions, and faculty development that brings faculty from different disciplines and backgrounds into real conversations about significant questions all promote integrative learning; sustain intellectual humility; and, for these reasons alone, should be treasured.
