The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 102

Frank Shushok, Jr. • Jonathan W. Manz

REWIND
In 1980, James A. Wallace authored an essay in The Journal of College and University Student Housing titled “The Philosophy of University Housing.” His essay highlights how far we have come as a profession, yet confronts us with the need to reflect upon whether or not we have adapted as adroitly as necessary to best support students and their educational needs. In his essay, Wallace dissects the articulated goals of one housing program, at Southern Illinois University at Carbondale, and argues that the example offers a template for understanding the general philosophical disposition of the industry. The 1980 stated philosophy was conveyed as follows: University Housing has as its goal to be an integral part of the educational opportunities at Southern Illinois University; provide the best living accommodations possible in terms of physical facilities for students; provide ample, well-planned meals; and provide a living environment which will enable students to grow socially as well as academically. University Housing recognizes that learning extends beyond the classroom and continues on into the area in which the student resides. Students must therefore be aided in developing adequate standards of behavior in cooperation with others; and, respect for the rights, privileges, and properties of all members of the community. (p. 23) At the heart of Wallace’s analysis of this statement, he emphasizes a philosophical underpinning that acknowledges that there are “intangible benefits” of living in an oncampus residence beyond the provision of safe and comfortable facilities and good services, including dining. Placing students together
102

provides opportunities to interact with peers more intensely than if they were living off campus—and such experiences likely enhance interpersonal skills, shape values, and ultimately influence behavior. In fact, Wallace suggested that living on campus was tantamount to “registering for an action course based on everyday living” (1980, p. 24). Embedded in Wallace’s perspective is the assumption that environmental conditions influence behavior, that educational programming strengthens intellectual life, and that learning is a process enhanced by living among those with diverse value systems, including divergent religious, political, socioeconomic, and racial backgrounds. Particularly interesting, despite these assumptions, is that the general theme of diversity is not explicitly stated within the philosophical statement. In many ways, Wallace, reflecting the views of the housing industry in 1980, was reiterating what John Henry Newman emphasized in 1873 in The Idea of a University, when he wrote that when students gather together, “keen, open-hearted, sympathetic, and observant . . . and freely mix with each other, they are sure to learn from one another, even if there be no one to teach them” (1873, p. 9). The philosophical foundation that Wallace emphasizes, however, conveys the many iterations of advancement in residential life that have occurred between 1873 and 1980. Most notable is Wallace’s emphasis on the importance of providing more intentional interventions that influence the physical and social design of such experiences. Indeed, placing students together in a residential setting is a learning intervention in itself, but Wallace conveys the maturing philosophical belief that housing professionals can and should intervene in the experience to strengthen outcomes.

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1