Putting Students First: How Colleges Develop Students Purposefully,
Larry A. Braskamp, Lois Calian Trautvetter, and Kelly Ward, Anker, 2006.
Reviewed by Theresa Dolson, Center for Teaching Learning and Technology, University of Richmond

In a recent graduation address, James Wilkinson, Director of the Derek Bok Center for Teaching and Learning at Harvard, noted: "... $200,000 in tuition, fees and living expenses. We know what a Harvard diploma costs...[but] what is it that justifies those efforts and that monumental expense?" With tuition rising and fact-focused standardized tests threatening not only K-12 but higher education as well, it may be time to revisit this question. What is it that students get from "higher education?"

In Putting Students First, Braskamp, Trautvetter and Ward argue that students deserve an education that addresses them "holistically"—"assisting students to think in terms of who they are as well as what they do" (p 19).

The authors studied institutions that are successfully providing holistic student development, and they lay out the guiding principles these institutions use to further "the dual goals of forming and informing students" (p 5).

While the institutions they studied have religious ties, the authors assert that this does not mean that the information gleaned only applies in those institutions. Tensions around religion make it hard for us to approach such issues as morality, living a good life, and meaning. But are we so afraid to do so that we leave important issues unaddressed? As the authors point out, the tradition of liberal arts also includes the development of the whole person—body, mind and spirit.

The lofty ideas that inspired the book could have led to a theoretical work, but this is not the case. Putting Students First is grounded in a study of real colleges and universities, and quotes, examples and analysis infuse the book. The findings are organized around four aspects:

•  culture,
•  curriculum,
•  co-curriculum and
•  community.

Readers learn much about the concepts as well as the practicalities of educating the whole student. But the book is not meant to be a prescription; it is meant to help individuals create discussion on their own campuses. The questions at the end of each chapter are challenging, and the writing is clear and accessible, making this an excellent choice for campus leaders who want to foster change through book discussion groups.

It also has an aspect that will interest the faculty development community: the essential role of faculty in holistic student development. Higher education that accomplishes holistic student development does not leave such work to administrators, clergy and student life officials, but integrates it in the classroom as well. In the final chapter, the authors conclude that there are three areas that colleges and universities should consider if they want their faculty involved in helping students develop holistically. First, "mission is reality, not rhetoric." An impressive number of individuals interviewed could actually recite the mission statement of their institution. The authors show that this is more than coincidence. Second, "learning and development are integrated" and all the parts of the university collaborate to make this happen. Third, the whole campus community fosters support and challenge; they do not fall into the dichotomy of faculty providing challenge and Student Affairs providing support. Rather, students are supported and challenged academically and personally.

A college education which both forms and informs students so that they can live meaningful and productive lives—surely that is worthy of our efforts. And maybe worth a pile of student loans, though that is a conversation for another day.

James Wilkinson's URL is http://www.unimelb.edu.au/speeches/menziesoration.html

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