International Journal of Christianity & Education, 2019
Editors Drew Moser and Todd C Ream have designed the expanded edition of Campus Life: In Search o... more Editors Drew Moser and Todd C Ream have designed the expanded edition of Campus Life: In Search of Community for administrators and leaders at Christian colleges and universities-specifically for those leaders who suspect a lack of consistent community on their campuses, those who sense a slow fragmentation, and those who recognize the need for continual reflection on established practices. The volume engages with the conversation Ernest L Boyer and his associates at the Carnegie Foundation facilitated in the 1990s-a conversation that spurred an uptick in the health of campuses across the nation, particularly small liberal arts colleges. In the tradition of rich, Christian reflection, Moser, Ream, and their contributors respond to each of Boyer's six original themes (purpose, openness, justice, discipline, care, and celebration), and add to them with a depth and complexity relevant to Christian campuses today. As the contributors respond chapter by chapter to the original edition, their insights encourage and challenge institutions to tend to the Christian ethic of community-the kind that contributes to the holistic formation of well-integrated students for which Christian liberal arts colleges are known. In his 1990 publication, Boyer defined ''a purposeful community'' as one whose members hold fast to an educational mission as the basis for a healthy community. In their updated response, Mark L Sargent and Edee Schulze of Westmont College tie purpose to the broader institutional mission, a point of communal identity. They build on Boyer's early and somewhat limited understanding of purpose by addressing an often-unexpected source of mission drift and fragmentation: as colleges and institutions respond to cultural trends to meet student needs through innovative academic and cocurricular programs, those programs inadvertently pull focus away from the institution's identity. Thus, nearly 30 years after the volume's original publication, Sargent and Schulze propose that the Christian college's challenge to be purposeful is now a question of mission in a broader sense. Schools must help faculty, staff, and students internalize the mission, and must ensure that any innovation ties meaningfully to the institution's heritage. In their interpretation of purpose, these contributors assert that ''how we model the shared pursuit [of the International Journal of Christianity & Education 0(0) 1-2
International Journal of Christianity & Education, 2018
In this collection of essays, editors Laine Scales and Jennifer Howell explore ''the question of ... more In this collection of essays, editors Laine Scales and Jennifer Howell explore ''the question of how we might envision and inhabit a Christian understanding of the concept of stewardship within the academy'' (pp. 5, 11). In their introduction, Scales and Howell describe their experiences as graduate mentor and doctoral student at Baylor University, their participation in the Conyers Scholars Program (a group of graduate students and faculty committed to the exploration of stewardship), and the insights that have resulted from those dialogues. The editors specifically emphasize the difficult experience of doctoral students as they adjust to the competitive, isolating culture of university life. However, the essays in this collection will prove relevant to all faculty, graduate students, and undergraduates seeking to be Christians of incarnational faith in the academy. The editors identify concerns facing many universities and colleges today, namely, national and international rankings, the swiftly changing nature of online education, and the tendency toward competitive ownership of intellectual property. In response to these trends, and in the quest to preserve the integrity of the academy for future generations, Scales and Howell have gathered responses from fellow Conyers Scholars and other trusted voices. The editors have organized the sixteen essays around three key themes: Part I, the nature of vocation in the life of the scholar-teacher; Part II, specific practices of faithful pedagogy; and Part III, the ideal relationship between Christian institutions of higher education and the Church. In Part I, the contributors offer a renewed understanding of vocation as a key aspect of stewardship in the academy. Darin Davis argues that, ''Beyond integration, faith actually animates the sacred task of learning'' (p. 24). Davis illustrates the powerful parallel between vocation and the story of Lazarus. He explains that, ''From the isolation of death [Lazarus] is called by Christ's powerful voice to the community of the living. .. Each of us is so called. Vocation, vocatio, is about being raised from the dead, made alive to the reality that we do not merely exist, but we are 'called forth' to a divine purpose'' (p. 23). Stewards of the academy do not
International Journal of Christianity & Education, 2019
Editors Drew Moser and Todd C Ream have designed the expanded edition of Campus Life: In Search o... more Editors Drew Moser and Todd C Ream have designed the expanded edition of Campus Life: In Search of Community for administrators and leaders at Christian colleges and universities-specifically for those leaders who suspect a lack of consistent community on their campuses, those who sense a slow fragmentation, and those who recognize the need for continual reflection on established practices. The volume engages with the conversation Ernest L Boyer and his associates at the Carnegie Foundation facilitated in the 1990s-a conversation that spurred an uptick in the health of campuses across the nation, particularly small liberal arts colleges. In the tradition of rich, Christian reflection, Moser, Ream, and their contributors respond to each of Boyer's six original themes (purpose, openness, justice, discipline, care, and celebration), and add to them with a depth and complexity relevant to Christian campuses today. As the contributors respond chapter by chapter to the original edition, their insights encourage and challenge institutions to tend to the Christian ethic of community-the kind that contributes to the holistic formation of well-integrated students for which Christian liberal arts colleges are known. In his 1990 publication, Boyer defined ''a purposeful community'' as one whose members hold fast to an educational mission as the basis for a healthy community. In their updated response, Mark L Sargent and Edee Schulze of Westmont College tie purpose to the broader institutional mission, a point of communal identity. They build on Boyer's early and somewhat limited understanding of purpose by addressing an often-unexpected source of mission drift and fragmentation: as colleges and institutions respond to cultural trends to meet student needs through innovative academic and cocurricular programs, those programs inadvertently pull focus away from the institution's identity. Thus, nearly 30 years after the volume's original publication, Sargent and Schulze propose that the Christian college's challenge to be purposeful is now a question of mission in a broader sense. Schools must help faculty, staff, and students internalize the mission, and must ensure that any innovation ties meaningfully to the institution's heritage. In their interpretation of purpose, these contributors assert that ''how we model the shared pursuit [of the International Journal of Christianity & Education 0(0) 1-2
International Journal of Christianity & Education, 2018
In this collection of essays, editors Laine Scales and Jennifer Howell explore ''the question of ... more In this collection of essays, editors Laine Scales and Jennifer Howell explore ''the question of how we might envision and inhabit a Christian understanding of the concept of stewardship within the academy'' (pp. 5, 11). In their introduction, Scales and Howell describe their experiences as graduate mentor and doctoral student at Baylor University, their participation in the Conyers Scholars Program (a group of graduate students and faculty committed to the exploration of stewardship), and the insights that have resulted from those dialogues. The editors specifically emphasize the difficult experience of doctoral students as they adjust to the competitive, isolating culture of university life. However, the essays in this collection will prove relevant to all faculty, graduate students, and undergraduates seeking to be Christians of incarnational faith in the academy. The editors identify concerns facing many universities and colleges today, namely, national and international rankings, the swiftly changing nature of online education, and the tendency toward competitive ownership of intellectual property. In response to these trends, and in the quest to preserve the integrity of the academy for future generations, Scales and Howell have gathered responses from fellow Conyers Scholars and other trusted voices. The editors have organized the sixteen essays around three key themes: Part I, the nature of vocation in the life of the scholar-teacher; Part II, specific practices of faithful pedagogy; and Part III, the ideal relationship between Christian institutions of higher education and the Church. In Part I, the contributors offer a renewed understanding of vocation as a key aspect of stewardship in the academy. Darin Davis argues that, ''Beyond integration, faith actually animates the sacred task of learning'' (p. 24). Davis illustrates the powerful parallel between vocation and the story of Lazarus. He explains that, ''From the isolation of death [Lazarus] is called by Christ's powerful voice to the community of the living. .. Each of us is so called. Vocation, vocatio, is about being raised from the dead, made alive to the reality that we do not merely exist, but we are 'called forth' to a divine purpose'' (p. 23). Stewards of the academy do not
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