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Putting Students First: How Colleges Develop Students Purposefully

ISBN: 978-1-882982-94-3
272 pages
December 2005, Jossey-Bass
Putting Students First: How Colleges Develop Students Purposefully (1882982940) cover image

Description

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.

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Table of Contents

About the Authors.

Foreword.

Acknowledgements.

Introduction.

1 Putting Students First.

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.

2 Conceptual Framework and Design of the Project.

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.

3 Culture.

Introduction.

Discerning and Acting on Institutional Mission.

Copyrighted Material.

vi Putting Students First.

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.

4 Curriculum.

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.

5 Cocurriculum.

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.

6 Community.

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.

7 Creating Communities That Put Students First.

Introduction.

Chapter Overview.

Mission Is Reality, Not Rhetoric.

Learning and Development Are Integrated.

The Campus Community Fosters Support and Challenge.

Summary.

Bibliography.

Index.

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Author Information

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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Reviews

"Putting Students First documents the tensions and triumphs of Christian higher education, reinforcing the argument that it provides a valuable contribution to society." (Teaching Theology and Religion, September 2008)

In recent years, universities have faced the criticism that higher education has deviated too far from its original mission to educate the student. In this book, the authors bring the spotlight back on the students by conducting in-depth studies of ten universities that exemplify the ideal of helping students find purpose; they then extract and present the main characteristics that make these institutions successful in holistic development of students. Their study, entitled “Fostering Student Development through Faculty Development” and funded by Lilly Endowment, Inc. and the John Templeton Foundation, selected ten colleges for case-studies out of 500 originally surveyed. The ten, all colleges associated with one of ten church denominations, varied in region, church denomination, size, affinity with the church, mission, adherence to religious perspective, selection process, and/or being a good place to work. All the schools had three common qualities: putting students first in their mission, committing to educate students holistically, and having desire to assist students in faith development.
The focus on holistic student development that the authors emphasize is rooted in the Personal Investment Theory. This theory looks at the relationship between the students’ patterns of behavior, sociocultural environment, and sense of self. The theory posits that students are personally invested when they use their time, money, and energy in curricular and extracurricular activities. Thus it links students’ engagement on campus to their personal sense of meaning and purpose. The book attempts to define, illustrate, and give integrated examples of holistic student development, as well as suggestions and courses of action for promoting and implementing it.
From their studies of the ten colleges, the authors recognize four key elements central to fostering holistic student development: culture, curriculum, cocurriculum, and community. In each of the colleges, these four components were shaped to primarily serve the student. Culture includes the mission and identity of the school and often embodies supporting and challenging the students. Curriculum must revolve around faculty creating safe classrooms in order to nurture student learning and development. The importance of relationships to facilitate student development manifests itself in the cocurricular realm. Finally, students need to feel like they are part of the community in order to learn and develop. These ‘4Cs’, as the authors term them, constitute the basis for holistic student development and must be looked at carefully at each institution to determine how to shape them to best fit the students. Additionally, throughout the book, the authors emphasize the importance of integrating the administration and the faculty: each should both support and challenge students to spur them to find purpose.
Putting Students First has done exactly that: it has demonstrated the essence of holistic student development and exemplified how to successfully implement it on the college campus. Each section of the book considers the specific roles of faculty, staff, administration, and ministry, but also underlines the importance of all working toward the common goal of developing the student purposefully. Questions at the end of each chapter serve to stimulate discussion among campus leaders on how to incorporate holistic student learning on their own campuses. Additionally, chapters describing the 4Cs include profiles of the colleges to provide insight into specific actions or programs that support a holistic approach to student development.
By selecting and scrutinizing these ten colleges, Braskamp, Trautvetter, and Ward demonstrate that higher education is indeed addressing the spiritual, emotional, and social needs of students. They illustrate the way these schools have been effective and provide a basis for further discussion and action. However, their study is limited to small, Christian, liberal arts colleges where teaching and students have traditionally been held in high regard. We have yet to see if these values are being or can be translated into a larger, more diverse higher education setting. (Searle Center for Teaching Excellence Newsletter, Nortwestern University, June 2006)

"One can read this book from the perspective of a public research or comprehensive university or community college and come away with ideas for creating environments that honor both skepticism and meaning-making, exploration and wholeness."
Jon F. Wergin, Professor, Ph.D. Program in Leadership and Change, Antioch University

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