In Putting Students First, the authors argue that colleges
can and should invest in holistic student development by
recognizing and building on the students’ search for purpose
in life, intellectually, spiritually, and morally. Based on a study
conducted at ten religiously-affiliated schools, the book urges all
colleges to rethink their approach to teaching and advising the
increasingly diverse students of today; their critical mission
should be to prepare students to become ethically responsible and
active contributors to society, as well as critical thinkers and
skilled professionals.
Putting Students First offers perspectives and
recommendations in areas of holistic student development such
as
* Understanding millennial college students
* The role of faculty in defining culture
* The design and implementation of curriculum
* The impact of cocurricular involvement
* Fostering relationships with on-campus and off-campus
communities
By organizing the campus environment into
‘4Cs’–culture, curriculum, cocurriculum, and
community–the authors create a conceptual framework for
faculty, student affairs staff, and administrators to discuss,
plan, and create college environments that effectively support the
learning and development of students. Each chapter includes an
introduction, evidence and analysis, a summary, and questions to
help readers consider how to develop students holistically on their
own campuses.
表中的内容
About the Authors ix
Foreword xi
Acknowledgements xiii
Introduction xvii
Putting Students First 1
Introduction
Why Is It Important to Put Students and Their Development First?
Who Are Today’s College Students?
Who Develops These Students?
In What Context Is Holistic Development Occurring?
Why Study Church-Related Colleges and Universities?
Summary
Conceptual Framework and Design of the Project 19
Introduction
Theoretical Bases for Holistic Student Development
Faith, Spirituality, and Student Development
Student Development and the Church-Related Context
Conceptual Framework: Personal Investment Theory
Project Design
Summary
Culture 43
Introduction
Discerning and Acting on Institutional Mission
Building on a Legacy
Communicating Institutional Mission and Identity
Leadership
College Location
Campus Facilities
Expectations and Contributions of Faculty
Faculty as Role Models
Using a Career Perspective on Faculty Development
Faculty Evaluation as a Reflection of Culture
Support and Challenge
Summary
Questions for Campus Conversations
Curriculum 87
Introduction
Philosophical Foundations of the Curriculum
Centrality of a Liberal Arts Education
Integrating Faith and Learning
Worldviews
Pedagogy
Developmentally Tailored Experiences for Students
Pedagogy of Engagement: Field-Based and Community-Based Learning
Summary
Questions for Campus Conversations
Cocurriculum 129
Introduction
Mutual Reinforcement of Learning
Campus Rituals
Residence Life
Student Leadership
Relationships With Coaches, Professional Staff, and Campus Ministry
Faculty Interactions
Immersion Experiences
Summary
Questions for Campus Conversations
Community 159
Introduction
Shared Governance
Defining Community
Maintaining Community Amidst Change
Diversity Within Community
Communities Beyond the Campus
Dealing With Difference and External Communities
Summary
Questions for Campus Conversations
Creating Communities That Put Students First 191
Introduction
Chapter Overview
Mission Is Reality, Not Rhetoric
Learning and Development Are Integrated
The Campus Community Fosters Support and Challenge
Summary
Bibliography 219
Index 241
关于作者
LARRY A. BRASKAMP is professor emeritus of education at Loyola University Chicago, where he served as senior vice president for academic affairs.
LOIS CALIAN TRAUTVETTER is associate director of the Higher Education Administration and Policy Program and lecturer in the School of Education and Social Policy at Northwestern University.
KELLY WARD is associate professor of educational leadership and counseling psychology at Washington State University.
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