Larry A. Braskamp - Putting Students First: How Colleges Develop Students Purposefully

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Library of Congress Cataloging-in-Publication Data

Braskamp, Larry A.

Putting students first : how colleges develop students purposefully/

Larry A. Braskamp, Lois Calian Trautvetter, Kelly Ward.

p. cm.

Includes bibliographical references and index.

ISBN-13: 978-1882982-94-3

ISBN-10: 1-882982-94-0

ISBN-13:978-1-119125-73-0 (p.b.)

1. Holistic education. 2. Education, Humanistic. 3. Educational, HigherAims and objectives. 1. Trautvetter, Lois Calian. II. Ward, Kelly (Kelly Anne) III. Title

LC990.B73 2006

378.1 98dc22

2005029637

FIRST EDITION

Larry A. Braskamp received his B.A. from Central College and his M.A. and Ph.D. from the University of Iowa. In 1967, he joined the University of NebraskaLincoln as a professor in the Department of Educational Psychology, where he received a Distinguished Teacher Award. After serving at Nebraska as assistant to the chancellor, he came to the University of Illinois at UrbanaChampaign in 1976. There he held a number of administrative positions, including associate vice chancellor for academic affairs, director of the Office of Instructional and Management Services, and acting dean of the College of Applied Life Studies. He was dean of the College of Education at the University of Illinois at Chicago (UIC) from 19891996. From 19961997, he was on leave from UIC to serve as the executive director of the Council for Higher Education Accreditation. In 19971998, he was professor of policy studies in the College of Education and a faculty fellow in the International Center for Health Leadership Development at UIC. Currently he is professor emeritus of education at Loyola University Chicago, where he served as senior vice president for academic affairs, and senior fellow at the Association of American Colleges and Universities.

His research interests include the role of church colleges in American higher education and the role of faculty assessment in faculty development and organizational decision-making. He is the coauthor or coeditor of six books, including Assessing Faculty Work: Enhancing Individual and Institutional Performance (Jossey-Bass, 1994), Evaluation of Campus Services and Programs (Jossey-Bass, 1987), and The Motivation Factor: A Theory of Personal Investment (Lexington Books, 1986), and has published more than 100 research articles and papers.

Lois Calian Trautvetter is associate director for Northwestern Universitys Higher Education Administration and Policy Program and lecturer in the School of Education and Social Policy. She received her Ph.D. in higher education administration from the University of Michigan, her M.S. in polymer chemistry from Carnegie Mellon University, and her B.A. in chemistry from The College of Wooster. She teaches college student development theory and research methodology courses. Her research interests include faculty and professional development issues such as productivity, enhancing research and teaching, motivation, and new and junior faculty. She is also interested in the role of church colleges in American higher education as well as professional development for K12 teachers to improve math and science teaching, gender issues, and females in science. She participated as a researcher in the past two postsecondary national centers for education funded by the Department of Education (Office of Educational Research and Improvement) and has written book chapters and articles on faculty. She also has patents as a chemist in the coatings and resins industry.

Kelly Ward is associate professor of higher education at Washington State University. Her research interests are in the areas of faculty work, including balancing teaching, research, and service; faculty involvement in the community; and balancing work and family for those on the tenure track. She is also interested in campus and community engagement, service-learning, and policy issues related to equity and diversity. Dr. Ward has held faculty and administrative positions at Oklahoma State University and the University of Montana. She earned her Ph.D. in higher education from Penn State University.

The term faith-based has acquired some heavy baggage in todays politically polarized society. Its become a code word for religious ideology, and, like many other people in the mostly secular world of higher education, I dont much like ideology. I find it dangerous. I believe that the only role for ideology in the academy is as an object of skepticism, an opportunity to challenge accepted truth with cross examination and debate. For this reason Ive had, I admit, a prejudice against