Civic work—both scholarship and practice—has long been central to the purposes of American higher education. Whether cultivating future leaders, advancing knowledge in service to society, or enriching public life, American colleges and universities have been driven by their commitment to the public good to enhance the civic life of local towns and cities, states, and even the nation. One recent expression of this civic impulse, community engagement, rose to prominence in the late 20th century, with programs such as service learning, civic engagement, immersion experiences, participatory action research, placed-based education, and collaborative inquiry becoming embedded on campuses across the country (Welch, 2016). In recognition of the proliferation of these campus activities, the Carnegie Foundation for the Advancement of Teaching created a new institutional classification for community engagement in 2006 (see Swearer Center, 2019). Although this formalization has brought increased attention to civic efforts, some assume that community engagement is largely the purview of public higher education, given that sector’s scale and state-related structure. However, the efforts of private colleges and universities represent an important dimension of postsecondary community engagement in the United States (Hetrick, Katz, & Nugent, 2018). Moreover, although perhaps less visible than their public counterparts, faith-based institutions have a particular interest in community engagement stemming from their unique institutional missions that emphasize service and outreach. This special issue provides a window on the diverse kinds of community engagement work being done on faith-based college and university campuses by presenting the perspectives of faculty members and scholar practitioners from eight different institutions representing a wide range of religious, geographic, and structural contexts. Of the eight institutions, four are affiliated with the Council for Christian Colleges & Universities (CCCU), four are affiliated with the Association of Catholic Colleges and Universities (ACCU), and each is associated with a different denomination or religious order, including Baptist, Christian Reformed, Church of God (Anderson), Church of God (Cleveland), Jesuit, Marianist, Spiritan, and Vincentian traditions. The articles describe community engagement work being accomplished in urban, suburban, and rural contexts spanning the regions of the Pacific Northwest, the Midwest, New England, and the South. Five of the eight institutions represented in this issue have received the Carnegie Classification

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行公义、仁慈、谦卑行事：基督徒参与社区的方法

公民工作——无论是学术还是实践——长期以来一直是美国高等教育目标的核心。无论是培养未来的领导者、提高知识以服务于社会，还是丰富公共生活，美国高校一直致力于改善当地城镇、州甚至国家的公民生活。这种公民冲动的一种最近表达方式——社区参与，在 20 世纪后期变得突出，服务学习、公民参与、沉浸式体验、参与式行动研究、基于位置的教育和协作探究等项目逐渐融入校园。国家（韦尔奇，2016 年）。认识到这些校园活动的激增，卡内基教学促进基金会于 2006 年为社区参与创建了一个新的机构分类（参见 Swearer 中心，2019）。尽管这种正规化引起了对公民努力的更多关注，但鉴于该部门的规模和与国家相关的结构，一些人认为社区参与主要是公共高等教育的范围。然而，私立学院和大学的努力代表了美国高等教育社区参与的一个重要方面（Hetrick、Katz 和 Nugent，2018 年）。此外，虽然可能不如公共机构那么明显，但基于信仰的机构对社区参与特别感兴趣，因为它们强调服务和外展的独特机构使命。本期特刊通过展示来自代表广泛宗教、地理和结构背景的八个不同机构的教职员工和学者从业者的观点，提供了一个窗口，了解在以信仰为基础的学院和大学校园中正在进行的各种社区参与工作. 在八所机构中，四所隶属于基督教学院和大学理事会 (CCCU)，四所隶属于天主教学院和大学协会 (ACCU)，每所院校都与不同的教派或宗教秩序有关，包括浸信会、基督教改革宗、上帝的教会（安德森）、上帝的教会（克利夫兰）、耶稣会、玛丽安派、精神派和文森特传统。这些文章描述了在城市、郊区、以及横跨太平洋西北部、中西部、新英格兰和南部地区的乡村环境。本期所代表的八家机构中有五家已获得卡内基分类