"We have at our disposal one of the greatest vehicles for...community-building known to humankind--the one called education." --from the foreword by Parker Palmer "Connecting authentically and deeply with others across all dimensions of life enriches the human spirit. The sense of community resulting from such connections is a hallmark of a supportive campus environment, which we know is an important factor in enhancing student learning. The contributions to this book offer a vision we can work toward and provide instructive examples from different types of institutions to point the way." --George D. Kuh, chancellor's professor and director, National Survey of Student Engagement, Indiana University "Ernie Boyer was a giant in higher education. This book, a resource guide, focuses on one of his great loves--campus community. The book examines his contributions and offers a compelling agenda for action." --Arthur Levine, president, Teachers College, Columbia University "This well-written and timely book draws on the lessons learned from five very different institutions as they attempted to address a major challenge to higher education-building effective campus communities. Practitioners will find this to be an invaluable resource and guide as they attempt to bring Ernie Boyer's vision to life on their campuses. A great tribute to one of America's leading educators!" --Charles C. Schroeder, professor of higher education, University of Missouri-Columbia "There is no topic more important in higher education today than creating campus community. McDonald and his associates have indeed lived up to Ernest Boyer's legacy by presenting us with a remarkable set of campus models for us to admire. . . and emulate." --Yolanda T. Moses, president, American Association for Higher Education "This book comes at an auspicious time of educational transformation. Like the Boyer Center, this book's fundamental priority in meeting today's challenging new realities is the discovery and creation of new forms of community." --Glen R. Bucher, executive director, the Boyer Center

Creating Community on College Campuses addresses the most critical and difficult issues facing higher education in the 1990s: improving the quality of teaching and learning, raising academic standards, protecting freedom of expression, and simultaneously enhancing community of the whole and community of the parts. This book offers an understanding of community as a complex concept, one that incorporates the values of a democratic society and encourages learning and participation by all citizens of the campus, and discusses topics such as race and ethnicity, the climate for women, harassment and free speech, alcohol, crime, Greek life, and interaction among faculty and students. The authors conclude with concrete recommendations to support the implementation of pluralistic learning communities on our nation's campuses.

Understand the design factors of campus environmental theory that impact student success and create a campus of consequence Designing for Learning is a comprehensive introduction to campus environmental theory and practice, summarizing the influence of collegiate environments on learning and providing practical strategies for facilitating student success through intentional design. This second edition offers new coverage of universal design, learning communities, multicultural environments, online environments, social networking, and safety, and challenges educators to evaluate the potential for change on their own campuses. You'll learn which factors make a living-learning community effective, and how to implement these factors in the renovation of campus facilities. An updated selection of vignettes, case scenarios, and institutional examples help you apply theory to practice, and end-of-chapter reflection questions allow you to test your understanding and probe deeper into the material and how it applies to your environment. Campus design is no longer just about grassy quads and ivy-covered walls—the past decade has seen a surge in new designs that facilitate learning and nurture student development. This book introduces you to the many design factors that impact student success, and helps you develop a solid strategy for implementing the changes that can make the biggest difference to your campus. Learn how environments shape and influence student behavior Evaluate your campus and consider the potential for change Make your spaces more welcoming, inclusive, and functional Organize the design process from research to policy implementation Colleges and universities are institutions of purpose and place, and the physical design of the facilities must be undertaken with attention to the ways in which the space's dimensions and features impact the behavior and outlook of everyone from students to faculty to staff. Designing for Learning gives you a greater understanding of modern campus design, and the practical application that brings theory to life.

Singer, Allison Starer, Wim Wiewel, Eugene L. Zdziarski II

Details how a college campus can reinforce the three fundamental components of the institution: teaching and learning, creating community, and developing responsible citizens of society and the world.

A national study of social conditions on college campuses found that college officials were concerned about alcohol and drug abuse, crime, breakdown of civility, racial tensions, sex discrimination, and a diminishing commitment to teaching and learning. In response to those findings, this book proposes that both academic and civic standards be clarified and that the enduring values that undergird a community of learning be precisely defined. Six principles are presented that provide a formula for day-to-day decision making on the campus and define the kind of community every college and university should strive to be: (1) a purposeful community, (2) an open community, (3) a just community, (4) a disciplined community, (5) a caring community, and (6) a celebrative community. Appendices present detailed results of the 1989 national survey by the Carnegie Foundation that formed the basis for this report. The survey identified campus life issues of concern, as perceived by 382 responding institutions in the National Survey of College and University Presidents and 355 responding institutions in the 1989 National Survey of Chief Student Affairs Officers by the American Council on Education and the National Association of Student Personnel Administrators. The survey also analyzed views on improving campus life, actions likely to improve campus life, and changes over 5 years in specific problem areas. Reference notes accompany each chapter. (JDD)

The Carnegie Engagement Classification is designed to be a form of evidence-based documentation that a campus meets the criteria to be recognized as a community engaged institution. Editors John Saltmarsh and Mathew B. Johnson use their extensive experience working with the Carnegie Engagement Classification to offer a collection of resources for institutions that are interested in making a first-time or reclassification application for this recognition. Contributors offer insight on approaches to collecting the materials needed for an application and strategies for creating a complete and successful application. Chapters include detailed descriptions of what happened on campuses that succeeded in their application attempts and even reflection from a campus that failed on their first application. Readers can make use of worksheets at the end of each chapter to organize their own classification efforts.