a journal of analysis and comment
advancing public understanding of religion and education
Spring 2006, Vol. 33 No. 2
Alexander W. Astinis Allan M. Cartter Professor Emeritus of Higher Education and Founding Director of the Higher Education Research Institute at UCLA. The author of 20 books and some 300 other publications in the field of higher education, Dr. Astin has been a recipient of awards for outstanding research from 10 national associations; a fellow at the Center for Advanced Study in the Behavioral Sciences (1967-68); and a recipient of eleven honorary degrees. The Journal of Higher Education has identified Dr. Astin as the most frequently-cited author in the field of higher education. In 1985 readers of Change magazine selected him as the person "most admired for creative, insightful thinking" in the field of higher education. Dr. Astin is currently principal investigator (with H. S. Astin) on a national study of spiritual development among undergraduates at 230 higher education institutions. His latest book is Mindworks: Becoming More Conscious in an Unconscious World.
Helen S. Astin is Professor Emeritus and Senior Scholar
at the Higher Education Research Institute at UCLA. She is co-principal
investigator of a national study of college students’ spirituality funded by
the John Templeton Foundation.
Laura Burgis is the Assistant Dean of External Affairs
and Tillman Professor for the W. P. Carey School of Business at Arizona State
University. In 2005 she founded the Pat Tillman Leadership Through Action
(endowed program), a holistic human development curriculum which will now be
scaled to engage all second year students enrolled in the school. Laura serves
as the chief development officer representing the ASU Foundation and is
currently working on a fundraising model that embraces a spiritual approach to
community development and donor relations. Laura is also a clinical faculty
member in the Educational Leadership & Policy Studies division of the Fulton
School of Education at ASU, where she earned her Ph.D. in 2000.
Pu-Shih Daniel Chen, Ph.D., is a research analyst for the
National Survey of Student Engagement at the Indiana University Center for
Postsecondary Research. Dr. Chen received his Ph.D. degree in Higher Education
at Florida State University and research interests include moral and spiritual
development of college students, assessment strategies for student learning, and
the impact of digital technology on student life and higher education
Pamela C. Crosby is a doctoral student in the History
and Philosophy of Education Program at Florida State University. She is
associate editor of the Journal of College and Character and the American
Journal of Theology and Philosophy.
Jon C. Dalton, Ph.D., is Associate Professor of Higher
Education and Director of the Hardee Center for Leadership and Ethics in the
Department of Leadership and Educational Policy Studies at Florida State
University. He directed the Institute on College Student Values for 15 years and
is editor of the on line Journal of College and Character.
James P. Keen is Professor of Cultural and Interdisciplinary Studies at Antioch College. He is co-author of Common Fire: Leading Lives of
Peter Laurence, Ed.D. (Columbia University) is Executive
Director of the Education as Transformation Project at Wellesley College. He has
been a consultant to various national and international interfaith organizations
for the past twenty years, has served as Chair of the Board of the North
American Interfaith Network, and as a member of the Assembly for the Parliament
of the World’s Religions (Chicago, 1993; Capetown, 1999). Dr. Laurence is
co-editor of Education as Transformation: Religious Pluralism, Spirituality,
and a New Vision for Higher Education in America (New York: Peter Lang
Publishing, 2000), and co-editor of the Peter Lang book series, Studies in
Education and Spirituality (see www.peterlangusa.com). In 2005 he
produced Beyond Tolerance: A Campus Religious Diversity Kit in
collaboration with the National Association for Student Personnel Administrators
(NASPA). He also serves on the Editorial Board of the Religion and Education journal
and is a member of the Collaborative on Spirituality in Higher Education (CSHE).
Jennifer A. Lindholm is Associate Director for the Office
of Undergraduate Evaluation and Research in the College of Letters and Science
at UCLA. She is Project Director of a national study of college students’
spirituality funded by the John Templeton Foundation. Please direct all
correspondence regarding this paper to: Jennifer A. Lindholm, Associate
Director, Cooperative Educational Research Program, Higher Education Research
Institute, University of California, Los Angeles, 3005 Moore Hall, Mailbox
951521, Los Angeles, CA 90095-1521
Laura I. Rendón is Professor and Chair of the Department of Educational Leadership and Policy Studies at Iowa State University. Her current research focuses on access, retention and graduation of low-income, first-generation students. She is also developing a teaching and learning model addressing intellectual, social, emotional and spiritual student development. Professor Rendón is a former fellow of the Fetzer Institute and past president of the Association for the Study of Higher Education. She is co-editor of Transforming the First Year of College for Students of Color and Educating a New Majority.
Liesa Stamm is currently a Senior Associate at Rutgers
University Center for Children and Childhood Studies. She has contributed to
higher education for many years in a variety of capacities at the institutional,
state, and national levels. As a faculty member in the University of
Wisconsin-Milwaukee’s Department of Anthropology and International Relations
program, she participated in initiating the university’s women’s studies
program and in the development of policies to support women faculty, staff, and
students. Her anthropological research on women’s roles and reproductive
health contributed to the emerging women’s studies field. As a senior academic
affairs administrator with the Connecticut Department of Higher Education, she
conducted institutional and program accreditations and participated in the
development of state education policies. For many years she has been committed
to bringing the expertise of higher education to improving the needs of society.
In Connecticut she worked toward initiating policies and programs in public
education, health care and social service delivery, and children’s welfare.
Between 2000 and 2002 she directed the Civic Engagement Cluster with Arthur
Chickering to promote university engagement among ten diverse institutions
around the country. Her current work at Rutgers University involves designing
and evaluating programmatic interventions in early childhood education and
healthcare to address racial/ethnic disparities and improve the life
opportunities of children in Camden, New Jersey.
Joseph L. Subbiondo is President of the California
Institute of Integral Studies, a graduate and undergraduate university in San
Francisco. He has been writing and presenting on religious and spiritual
pluralism, especially in relationship to integrative learning. He is serving a
leading role on the program committee for the Fetzer Institute’s Conference
"Uncovering the Heart of Higher Education" to be held in San Francisco
in February 2007 — a conference on integrative learning with a focus on
religion and spirituality.