SEAHO Report - Summer 2017 - 30

SEAHO Features
still a stage-development model, Parks focuses on the importance community and mentorship play in collegiate
faith development (Development of Faith and Spirituality, 2010). Most interestingly - and pertinent - to student
affairs educators is the idea that mentors "provide [college aged students] with recognition, support, challenge,
and inspiration" which assists in faith development (Development of Faith and Spirituality, 2010). Using Parks'
model, housing educators need to take on the role of mentorship to assist college student faith development.
The development of faith - using either Fowler or Parks as a guide - is crucial to the holistic development of
students.
While student development theory offers a guide to how the work of meaning making and purpose can influence
students' holistic development, the more simple perspective is that ascertaining how an individual provides
meaning and purpose to their life is essential for a well-rounded life (Shushock & Perillo, 2015). Helping
students find their purpose - whether that be derived from religious, spiritual, or secular pathways is irrelevant -
is the core of the co-curriculum and the work of student affairs educators. Meaning making and purpose work,
while challenging because of societal hesitations to speak about meaning making and purpose in the public
square, is essential and core to our field's work. Whether using student development theory or the desire to
provide meaning and purpose to students lives, this work is an essential core to holistic development.
Creating More Inclusive Residence Halls
When it comes to discussing meaning making and purpose, a wide range of terms may be used by professionals
and students. These terms all have their own opportunities and obstacles - mainly centered around students'
ability to understand their meaning their degree to which they are inclusive of a wide range of religious/
spiritual/secular traditions. Terms such as spirituality, religion, faith, and belief evoke a sense of religiosity
- especially Christianity, while the terms science, reason, humanism may relate more closely with a secular
perspective. In addition, we should avoid using terms such as "non-religious", as it defines one perspective as
being the absence of another (Goodman, 2014). Instead, Goodman (2014) suggests that terminology that is
inclusive of multiple perspectives should be used, such as "purpose and meaning", "existential worldview", or
"religious, spiritual, and secular traditions". This allows students to choose what terminology resonates most
with them, while being inclusive of other perspectives
As we engage students, student leaders, and student staff members in events, meetings, and trainings throughout
the year, it is important to be mindful of celebrations that may not be acknowledged by an institution's
academic calendar which, even at nonsectarian institutions, heavily is influenced by Christianity (Goodman,
2014; Stewart, Kocet and Lobdell, 2011). While our institutions may not always acknowledge a wide range
of "sacred calendars", we can do our best to educate ourselves and implement a strategy that is a good fit for
our department and institution. Stewart, Kocet, and Lobdell (2011) encourage us to do our best to plan around
important observances, as an absence request still may feel like an accommodation for a student and further
emphasizes the status of an underrepresented belief system. While planning, it is important to remember that not
all traditions use the Gregorian calendar and the dates may move on the academic year calendar.
The authors have observed various strategies in practice when it comes to inclusion of diverse beliefs. An
example of this is by planning student staff training around spiritual observances and designing the schedule
to acknowledge religious and spiritual practices. The authors note an easy adjustment that they have observed.
Instead of requiring students to sit together during meals, providing a room for prayer and silent reflection is
helpful for Muslim students during Ramadan when they observe a fast during the day. In this case, the authors
would recommend providing dining opportunities after sundown in order to provide an equitable experience for
these students.
Creating an inclusive residential environment begins with the design and architecture of the building. Many
institutions use architectural features that are closely associated with Christian worship including iconography

SEAHO Report Summer 2017

Table of Contents for the Digital Edition of SEAHO Report - Summer 2017