Too often educators pay too little attention to the psychological and emotional impact subject matter has on students. Teaching effectiveness would be greatly enhanced if educators would consider students' affective reactions to material delivered in courses, workshops, and other collegiate learning experiences.

As our organizational life becomes more complex and busy, the likelihood of fragmentation and isolation among campus members increases. Conditions such as these call for greater attention to nurturing a sense of community. However, it is not always clear where responsibility for leading the development of campus community resides.