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Civic work—both scholarship and practice—has long been central to the purposes of American higher education. Whether cultivating future leaders, advancing knowledge in service to society, or enriching public life, American colleges and universities have been driven by their commitment to the public good to enhance the civic life of local towns and cities, states, and even the nation. One recent expression of this civic impulse, com munity engagement, rose to prominence in the late 20th century, with programs such as service learning, civic engagement, immersion experiences, participatory action research, placed-based education, and collaborative inquiry becoming embedded on campuses across the country (Welch, 2016). In recognition of the proliferation of these campus activities, the Carnegie Foundation for the Advancement of Teaching created a new institutional classification for community engagement in 2006 (see Swearer Center, 2019). Although this formal ization has brought increased attention to civic efforts, some assume that community engagement is largely the purview of public higher education, given that sector’s scale and state-related structure. However, the efforts of private colleges and universities rep resent an important dimension of postsecondary community engagement in the United States (Hetrick, Katz, & Nugent, 2018). Moreover, although perhaps less visible than their public counterparts, faith-based institutions have a particular interest in commu nity engagement stemming from their unique institutional missions that emphasize ser vice and outreach.