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 CampusConversations 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.