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Week 1: https://www.janiking.com/wp-content/uploads/2013/08/bank-cleaning-checklist-1.jpg

Week2: https://img.clipartfest.com/bb16056bbb40e651a817eb5cca4c4c4d_-scales-of-justice-law-lawyer-scales-of-justice-clip-art_2800-2800.jpeg

Week 3: https://www.uwsuper.edu/campuslife/news/images/WCurve_1.jpg

Week 4:http://media.salon.com/2015/06/shutterstock_127990031.jpg

Week 5: https://cdn.psychologytoday.com/sites/default/files/styles/image-article_inline_full/public/field_blog_entry_images/Anatoli%20Styf_Balance_Shutterstock.jpg?itok=sAmgNvqE

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I feel that this concept is probably more important than ethnic and racial identities because it does not create the notion of "others" and, according to Astin et al. (2005) , it is not dependent on religion. Without religious influence, this is somethign that can be applied to all schools. Students are discovering their spirituality through seeking opportunity to be compassionate and charitable, determining what they think and feel about societal and global issues, among other things (Astin et al., 2005). These questions life lessons lie outside the classroom within students affairs and services. While they are learning academic content inside classrooms, it is up to student affairs professionals to proves services and programs to apply and evolve the learned content.

Source:
Astin et al. (2005). The spiritual life of college students: A national study of college students' search for meaning and purpose.  Los Angeles, CA: Higher Education Research Institute. Retrieved from https://learn.dcollege.net/bbcswebdav/pid-5011903-dt-content-rid-25160251_1/courses/20492.201625/25495.201225_ImportedContent_20121221092319/MT_EDHE520_dca33_ImportedContent_20120312092409/Podcasts%20Documents/Week%205%20%E2%80%9CSpirituality%20in%20Higher%20Education/Spiritual_Life_College_Students_Full_Report.pdf

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Week 4: Educating Through the Environment

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Week 4: Educating Through the Environment

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Physical Environment
I believe that Strange and Banning's (2001) notion of educating through the environment is very important. In my opinion, the physical environment is the most important in relation to students, faculty, staff, and others with disabilities. In the past, I have seen how the physical environment can be a real detriment to students with disabilities. I once had a class with a student with visual impairments and a guide dog. One icy and slippery day, the dog lead his master down a flight of steps that he took every day to get to class (the only entrance to the building on that side). The dog didn't know there was ice and they both went down. Luckily they were both completely OK, but I feel this accident could have been avoided had there been better access to the building from that end of campus. As Strange and Banning (2001) suggest, physical environments on campuses should be regulated and in compliance with the ADA. Student affairs professionals need to be aware of the physical environments and the positive and negative factors involved. Of course, accidents do happen, as mentioned above, so there needs to be services available per student affairs and services professionals to remedy any discrepancies.

Source:
Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco, CA: Jossey-Bass

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Zeller and Mosier's W-Curve is a great model for predicting student reactions to their first year at college. I found this model to be particularly helpful because I think it relates to students on an emotional level and not just academically. Holistic learning is very important for student affairs professionals. I think it is safe to say that teaching faculty can provide most of the support academically, but student affairs professionals are picking up the emotional and social end by providing support services to groups and individuals. It is normal for first year students to go through ups and downs, but knowing about the curve can help the transitions go smoothly (Student Development Theory, n.d.).

Source:
Student Development Theory. (n.d.) Student development theory. University of Minnesota at Duluth. Retrieved from http://www.d.umn.edu/sit/include/doc/student_development_theory.pdf

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This notion is very important considering the practice of In Loco Parentis can directly affect a students' civil rights. It is defined as a temporary guardian, universities in this case, taking the place of a parent (Lee, 2011). This doctrine originally allowed universities to make consequences for students without regard to their civil rights and regulate their personal lives (Lee, 2011). Many people might argue that it still exists in individual situations on campuses today. It is very important for student affairs professionals to be aware of this doctrine and modern court proceedings involving it. In many cases, these professionals are involved in adjudication, counseling, health services, and other individualized programs for students that may or may not indicate the use of In Loco Parentis.

Source:
Lee, P. (2011). The curious life of in loco parentis in American universities. Higher Education in Review, 8, 65-90. Retrieved from http://scholar.harvard.edu/files/philip_lee/files/vol8lee.pdf

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" Creating learning environments and learning experiences for students has always been at the heart of student affairs work " (Principles of Good Practice for Student Affairs, 2013). Knowing an established theory of practice is essential for any student affairs professional to ensure effective student development. I find this list of principles to be concise and it seems to be mold-able to any college or university campus to reflect the university mission. I agree with Principles of Good Practice for Student Affairs (2013) in that collaborating with students, faculty, and others can help to make these practices successful. The Principles of Good Practice (2013) are as follows:

1. Engages students in active learning.
2. Helps students develop coherent values and ethical standards.
3. Sets and communicates high expectations for student learning.
4. Uses systematic inquiry to improve student and institutional performance.
5. Uses resources effectively to achieve institutional missions and goals.
6. Forges educational partnerships that advance student learning.
7. Builds supportive and inclusive communities.

Source:
Principles of Good Practice for Student Affairs. (2013). ACPA Foundation. Retrieved from http://www.myacpa.org/sites/default/files/Principles%20of%20Good%20Practice%20for%20Student%20Affairs.pdf