How does the Christian faith inform Christian student affairs practice? How should it? Instead of placing Christ outside the realm of education, Christ should serve as the motivating and animating force for all of Christian student affairs. With Christ at the center of education, the Christian story distinctly transforms the nature of the work education professionals do. With research from a national mixed-methods study, Christ-Enlivened Student Affairs avoids the common response of anecdotal evidence by providing a catalog of some of the best thinking and practices in the field. Glanzer, Cockle, Graber, and Jeong use the framework of educational philosophies to trace how Christianity animates the who, why, what, and how of student affairs, offering evidence-based resources, and new tools for engaging new practitioners in the field, and a larger theological perspective for Christian student affairs.

Most college students struggle tremendously with their bodies. Numerous issues related to the body plague higher education. Students struggle with sleep, mental health, eating disorders, sexual identity questions, clothing choices, obesity, and alcohol problems, among other concerns. Too often Christian colleges try to meet these challenges with rules instead of setting forth a vision of what it means to steward the body—a precious gift from God that has been bought with a price by Christ. Students, faculty, and staff at faith-based institutions need a theological framework and biblical wisdom by which they can better understand, nurture, and celebrate life in all its fullness. Stewarding Our Bodies draws from the expertise and experiences of researchers and practitioners both within and outside higher education to provide relevant insights and suggestions for those who desire to help students better bear God’s image. Most important of all, it sets forth a positive vision by which to understand the precious gift God has entrusted to us—our bodies.

This provocative collection of essays addresses many issues of concern to the student affairs professional. While it covers subjects commonly associated with higher education and students affairs such as historical developments, educational programs, and the nature of learning, this book is distinctive because it examines these issues from a Christian perspective. By drawing connections between Christian faith and professional practice, the contributors enrich our understanding of how student affairs professionals conceive of and enact their work.

Utilizing a common set of objective institutional markers as a compass, this book guides readers through the terrain of various Christian institutions. The Christian higher education landscape confuses many people. Future students, parents, staff, and even faculty often do not understand the important subtleties and nuances. They need a guide that empirically explores the ways Christian universities operationalize their Christian identity. This book will guide them through the field of Christian higher education and introduce our Operationalizing Christian Identity Guide (OCIG), which identifies the major ways Christian colleges and universities use their Christian identity to make mission, marketing, membership, curriculum, cocurricular, and other decisions (an online spreadsheet of OCIG scores for all the Christian colleges and universities in North America updated in real-time will be available to readers). These markers are identifiable by anyone, no matter their religious or nonreligious background. The OCIG is then employed to provide readers a tour of Protestant, historically Black, Catholic, evangelical/multidenominational, and Eastern Orthodox institutions in the United States and Canada. Parents, students, staff, and faculty will be equipped to engage Christian higher education with a clearer understanding of these key elements and their importance to the mission and purposes of individual institutions and Christian higher education at large.

Now in its fifth edition, Student Services: A Handbook for the Profession has been hailed as a classic reference in the field. In this important resource, a new cast of student affairs scholars and practitioners examine the changing context of the student experience in higher education, the evolution of the role of student affairs professionals, and the philosophies, ethics, and theories that guide the practice of student affairs work. The fifth edition covers a broad range of relevant topics including historical roots and development of the profession, philosophies and ethical standards, legal issues, theoretical bases of the profession, organizing and managing student affairs programs, and essential competencies: leadership, multiculturalism, supervision, teaching, counseling and helping skills, advising and consultation, conflict resolution, community development, professionalism, and developing institutional partnerships. It also addresses the future of student affairs practice and how it is informed by student learning outcomes and technology. "The painstakingly thorough coverage of topics important to the profession of student affairs makes this handbook a valuable resource to the scholarly and practice communities of the profession." —John M. Braxton, professor, Higher Education Leadership and Policy Program, Peabody College, Vanderbilt University; editor, Journal of College Student Development "Continues three decades of excellence in providing a comprehensive set of resources that provides firm grounding for the higher education student affairs community in all aspects of our profession." —Michael J. Cuyjet, professor, Department of Educational and Counseling Psychology, University of Louisville "Casts an impressively wide net, thoroughly capturing critical topics and offering a deeply nuanced and technical, yet readily accessible narrative trajectory and study of student affairs in higher education." —Theresa A. Powell, vice president for student affairs, Temple University

This book brings together new thinking and research on religious education’s complex and evolving role in the multicultural, diverse postmodern era. It facilitates new realism and understanding of the current situation from empirical and reflective accounts relating to a variety of countries and political contexts, as well as providing innovative methodological approaches to the study of education and religion. In different contexts around the world, at different levels of education, and from different theoretical lenses, religious education occupies a contested space. The ongoing, changing nature of the world due to increasing secularization, rapid technological change, mass immigration, globalization processes, conflict and challenging security issues, from inter to intra state levels, and with shifting geopolitical power balances, generates the need to reconceptualize where religious education is positioned. It claims that religious education on its own can be an agent of moral, social and spiritual transformation are disputed. There is significant controversy about whether special religious education, that is in-faith education, still has a role within the post-modern world.