The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 106

Frank Shushok, Jr. • Jonathan W. Manz

human communication) with the subject matter specialties of the faculty. The goal is to point all resources in the direction of student learning. In this way, faculty expertise informs student affairs practice, and student affairs practice informs faculty work with students. As the housing profession has developed, we have become a mixture of philosophies that undergird our practice. Residence halls are powerful tools for advancing student learning, but our philosophies, both personally and institutionally, have a significant influence on what facilities we build, who we assign to live there, and how we enact operations. Shushok, Scales, Sriram, and Kidd (2011) emphasize this point in their recent article on the mental models or theories of residential life that guide our work: “The assumptions upon which residential life is conceptualized on a campus, therefore, affect a variety of important outcomes. However, our underlying or subconscious assumptions, theories, or philosophies of residential life are often different than the ones we speak out loud” (p. 14). What Wallace knew in 1980 is true today, that the philosophical premises under which housing administrators operate define “their role in the personal and intellectual development of students” (p. 25). Fast forward for a moment to the year 2040. What will the evidence shout when practitioners 30 years from now are trying to determine the answer to the timeless question, “Why did they do it that way, and what now can we learn from them?”

REFERENCES
Astin, A. (1993). What matters in college? Four critical years. San Francisco: Jossey-Bass. Dalton, J., & Crosby, P. (2011). A profession in search of a mission: Is there an enduring purpose for student affairs in U.S. higher education? Journal of College & Character, 12(2), 1-7. Hutchins, R. M. (1936). The higher learning in America. New Haven, CT: Yale University Press. Newman, J. H. (1873). The idea of a university. London: Longmans, Green, and Co. Pascarella, E., & Terenzini, P. (2005). How college affects students: A third decade of research (2nd ed.). San Francisco: Jossey-Bass. Schroeder, C. (1996). The student learning imperative: Implications for student affairs. Journal of College Student Development, 37(20), 118-122. Shushok, F., Scales, T. L., Sriram, R., & Kidd, V. (2011, July/August). A tale of three campuses: Unearthing theories of residential life that shape the student learning experience. About Campus, 16(3), 13-21. Tagg, J. (2003). The learning paradigm college. San Francisco: Jossey-Bass. Wallace, J. A. (1980). The philosophy of university housing. The Journal of College and University Student Housing, 10(2), 23-25.

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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