The Carnegie Foundation for the Advancement of Teaching

Summary: An expanded version of a 1990 Carnegie Foundation report on the basis for community on college campuses, with contributions from pairs of academic and student development leaders at six Christian universities.

Ernest Boyer, from the Carnegie Foundation for the Advancement of Teaching, published several important reports roughly thirty years ago on higher education. Perhaps one of the most profound of these that expressed a concern for the soul of the American university was Campus Life: In Search of Community. Out of his research findings he elaborated six principles that characterize flourishing learning communities on campus:

1. Purposeful community: where students are intellectually engaged and where academic and co-curricular aspects are integrated.
2. Open community: a place where freedom of thought and expression coupled with an awareness of the power of words to heal or hurt, a "sacred trust."
3. A just community: where dignity, equality, and equity are affirmed and practiced in bridging widening gaps between rich and poor.
4. A disciplined community: where university governance protects the common good. Boyer advocated for clear codes of conduct developed by the community.
5. A caring community: places where every student is supported, and where there is opportunity for engagement across generations.
6. A celebrative community: a place held together by more than complaints about food or parking, but by remembering and celebrating traditions, including the traditions and contributions of its diverse student population.

Many of us who work around universities would concur that this still serves as an outstanding vision for and description of healthy university communities, and an agenda worth pursuing by all those who are stakeholders in an academic community. Thankfully, we don't have to search online or in libraries for copies of this report. It has now been reprinted as part of an updated and expanded version, directed particularly for those working in the Christian college context but relevant as well, for both student life and academic professionals more widely.

The update includes six chapters, each co-written by a student life and an academic leader from the same Christian college. These parallel Boyer's six principles, updated and contextualized to Christian colleges, and framed by a prologue by the editors on the search for renewal, and an epilogue, describing the challenging work of walking the "narrow ridge" of Christian calling and academic excellence.

A few standout ideas:

*In the chapter on "open community" the tension of academic freedom and Christian orthodoxy was acknowledge. The writers proposed a distinction between "core beliefs that the college affirms and must be shared by educators and "privileged beliefs" affirmed by the college, but on which educators may disagree while being supportive of the college. They also acknowledge neutral beliefs on which the college has no stance. It would seem that clarity on which is which prior to faculty hiring is key.

*Under "just community" the writers talked about the importance in seeking diverse, multicultural communities that this cannot be an instance of "you are welcome, but don't move the furniture."

*The chapter on "caring community" had what I thought a helpful discussion of faculty and staff awareness of student health, and a constructive section on what happens when uncaring moments occur on campus.

*On "celebrative community," there was encouragement both to learn from institutional history and tradition, and to developing celebrations that reflect the current student body.

So why is David Brooks, The New York Times columnist writing a foreword for this book? In addition to affirming the communal values outlined in Boyer's original report and their elaboration by these higher education leaders, Brooks believes Christian colleges uniquely help students flourish in the committed life. He comments:

"When I go to Christian colleges, the students there strike me as especially adept at making commitments--sometimes too adept; they want to make all their commitments by age twenty-two. But they know how to commit, and they've been taught how to think about commitments" (p. xii).

This contrasts with the "expressive individualism" Brooks observes in the wider culture and he attributes the difference to the formative communities he sees at Christian campuses where he has spoken.

Whether one accepts the Christian premises of the contributors in this expanded edition, Boyer's six principles of community remain a challenge for all higher educators. These principles also provide a bridge for Christians working in public higher education to connect with what may be shared aspirations among student life and academic leaders. When Christians affirm purposeful and integrated learning, open and civil engagement, commitments to justice and equity in the university, to a disciplined yet caring community, and to sharing in and contributing to the celebrations of university life, they not only contribute to the communal health of their institutions, but they bear witness to the Christian distinctives that have helped shape flourishing institutions throughout history.

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Disclosure of Material Connection: I received this book free from the publisher. I was not required to write a positive review. The opinions I have expressed are my own.… (meer)

This Carnegie Foundation publication provides eight case studies using various designs of the Scholarship for Teaching and Learning (SoTL). Sometimes termed Action Research, this type of inquiry explores practical problems that a faculty member faces. There are many routes this may take - a bottleneck in a course, a challenge of team-teaching a course, problems associated with internships, etc., but the unifying factor is that the problem is near and dear to the faculty member and a systematic approach is used to find possible solutions. These case studies show how 8 faculty members have approached SoTL.… (meer)