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SA Voices From the Field


Nov 21, 2024

On the latest episode of NASPA's Victors in Grad School podcast, host Dr. Jill Creighton engages with Dr. Matthew J. Mayhew and Dr. Renee Bolling to shed light on the often-overlooked aspects of religious and spiritual diversity on college campuses. This episode delves deep into how institutions can create more inclusive environments that respect and celebrate diverse spiritual identities. Their insights provide valuable guidance for educational administrators and student affairs professionals aiming to foster spiritual inclusivity.

Student Spiritual Needs and Inclusivity

Dr. Renee Bolling begins by emphasizing the fundamental role that spiritual support and expression play in students' lives. College students value having access to prayer spaces, meditation rooms, and dietary options tailored to their religious needs, signaling to them that the campus respects and acknowledges their faith. The presence of these facilities does more than meet basic needs; it profoundly impacts students' perceptions of inclusivity and belonging.

Impact of Campus Climate on Religious Diversity

The discussion then shifts to the broader implications of campus climate on perceptions of religious diversity. Dr. Matthew J. Mayhew notes that events such as protests regarding geopolitical issues, like the Israel-Palestine conflict, can heavily influence students' perceptions of how their religious identities are valued on campus. He underlines the critical need for institutions to create environments that facilitate open, respectful dialogue around these complex issues.

Demographic Shifts and Personal Spirituality

A notable trend highlighted in the conversation is the increasing movement among students away from organized religion towards personal spirituality or secular identities. This shift challenges campuses to rethink how they provide spiritual support. Interestingly, their college experiences can either reinforce or reshape their spiritual commitments, suggesting that campus environments have a significant role in students' spiritual development.

The Role of Student Affairs Professionals

Student affairs professionals are at the forefront of fostering spiritual inclusivity. As Dr. Bolling points out, more public universities are creating religious and spiritual life offices, dedicated to supporting diverse religious expressions. These professionals are tasked with not only ensuring students' spiritual needs are met but also challenging them intellectually and promoting bridge-building activities.

Advancements and Challenges in Spiritual Inclusivity

The episode also highlights promising practices, such as providing transportation to spiritual or prayer spaces and enhancing bias reporting systems. However, both Dr. Bolling and Dr. Mayhew stress the ongoing training gap; fewer than 30% of staff in student affairs have formal training in managing religious diversity. They advocate for more comprehensive training programs to equip educators and student affairs professionals to handle spiritual diversity tensions effectively.

Conclusion: Moving Forward with INSPIRES

The INSPIRES index, discussed extensively in the episode, represents a significant advancement in assessing and improving campus climates for religious and spiritual identity inclusivity. Funded by the Arthur Vining Davis Foundations, INSPIRES provides institutions with a scorecard and actionable recommendations across seven domains, aiding in the creation of more inclusive campuses.

Institutions interested in participating in the INSPIRES survey can access the index website, with the survey closing on December 16.

In summary, this episode of SA Voices From the Field offers a comprehensive look at the multifaceted role of spiritual inclusivity in higher education. As colleges continue to evolve, ensuring that all students feel seen, heard, and respected in their spiritual identities remains a critical aspect of their mission.

TRANSCRIPT

Dr. Jill Creighton [00:00:00]:
Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm Doctor. Jill Creighton, she, her, hers, your essay voices from the field host. Today on Essay Voices From the Field, it's my pleasure to welcome 2 scholars from the Ohio State University. They're gonna be talking about the work they're doing with the INSPIRES index, which is an index that focuses on religious and spiritual identity. Our first guest is doctor Renee Bolling. Doctor Bolling is WorldView Research Director of the College Impact Labs Interfaith Projects at The Ohio State University and has over 20 years shaping the student experience in US and international p 20 education administration.

Dr. Jill Creighton [00:00:53]:
She chairs the NASPA Spirituality and Religion in Higher Education Knowledge Community, serves on the editorial board of the Journal of Student Affairs Research and Practice, and mentors international EDD students through an HBCU. Her research interests include comparative international education, critical internationalization, educational leadership, global learning, and worldview diversity, all topics related to her dissertation, which received the best practices in research and scholarship award from the International Education Knowledge Community. Renee earned her PhD from OSU's Higher Education Education Student Affairs Program, a postgraduate certificate in religious studies and education from Harvard, an MA in counseling and human development from Walsh University, and a BA in sociology from the University of Akron. Our second guest is doctor Matthew j Mayhew. Doctor Mayhew is the William Ray and Marie Addison Fletcher Professor of Educational Administration. His research is focused on how collegiate conditions, educational practices, and student experiences influence learning and democratic outcomes, including moral reasoning, pluralism, productive exchange across worldview differences, and innovation. To support the study of college and its impact on student development and learning, he's been awarded more than $20,000,000 in funding from sources, including but not limited to the United States Department of Education, the Ewing Marion Kauffman Foundation, the Merrifield Family Trust, and the National Science Foundation. He's published more than 60 peer reviewed articles and journals as well as how college affects students volume 3.

Dr. Jill Creighton [00:02:15]:
He received his doctorate from the University of Michigan. Welcome to SA Voices, Renee and Matt. Hello.

Dr. Matthew J. Mayhew [00:02:21]:
Hi. How are you? Thanks for having us.

Dr. Jill Creighton [00:02:23]:
Really looking forward to talking to you both today about all of the work you're doing with the INSPIRES index. But before we jump into the research and how you're contributing right now to the the present and the future of student affairs, we always love to get to know our guests by asking you kind of how you've gotten to your current seat. So, Renee, let's start with you.

Dr. Renee Bolling [00:02:41]:
Fantastic. Well, I'm really happy to be here with you today and everyone listening in. I started off in higher education student affairs and residence life like many of us, and then I wound my way into, k twelve counseling and student support, and ended up serving overseas in an international school. That got me more and more interested in this facet of diversity, religious, secular, and spiritual, or also known as worldview diversity. And so some questions from practice actually drove me back to a higher ed student affairs doctoral program where I met doctor Mayhew and began working on the INSPIRES index and some other projects.

Dr. Jill Creighton [00:03:14]:
And, Matt, how about you?

Dr. Matthew J. Mayhew [00:03:15]:
Wow. That was really impressive, Renee, I have to say. That was efficient and well done. I can go on for hours here, but I'll just say that I have a history with data and numbers and a history in student affairs. And those histories align with the journey I had through college. So I started at College of the Holy Cross for my 1st year, transferred to Wheaton College, then to Brandeis University, and then to the University of Michigan where I received my doctorate. And along the way, of course, those schools do identify differentially by way of RSSI or religious, spiritual, and secular ways of thinking about schools and who they serve. And so from those kinds of context and those experiences, I kinda came into the idea that college and university life should prepare students to have productive dialogue across all walks of life, including those we typically call religious.

Dr. Matthew J. Mayhew [00:04:05]:
And so I've practiced that in in not only my professorship, but also a long way. I was a resident director of a small college called Fisher College, Downtown Boston, and also I was the director of student life assessment at University of North Carolina at Wilmington. So my heart is in student affairs. I actually had a job in student affairs before becoming a professor of student affairs. And so all of those kinds of experiences blend together to inform my work.

Dr. Jill Creighton [00:04:30]:
I really enjoy the smallness of our profession sometimes. And just full disclosure for our audience, Renee and I have known each other for couple years now having met in that international education space. And Matt and I just met in the pre show chatter today, but we are connected to similar people within the profession. So I'm just gonna give a brief shout out to Ashley Staples, who I used to work with at NYU, who is I know a mentee of Matt's. So we're all interlaced in student affairs usually.

Dr. Matthew J. Mayhew [00:04:55]:
Absolutely. Hello.

Dr. Jill Creighton [00:04:57]:
And you all are at Ohio State or as an Oregon State alum myself, I I always have to give you all a little bit of the business for being the other OSU, but I'm sure that's not not a thing you all hear a lot.

Dr. Matthew J. Mayhew [00:05:10]:
Well, it's funny. No. We do, actually, because Oklahoma State also tends to have the same sort of introductory jokes and remarks. But remember, we are at the Ohio State.

Dr. Jill Creighton [00:05:19]:
So that might just irritate us a little bit. So That came out of here.

Dr. Renee Bolling [00:05:24]:
Well and to be specific, we're at the College Impact Lab in the College of Education and Human Ecology at the Ohio State University.

Dr. Jill Creighton [00:05:31]:
Well, the work that you all are doing with the INSPIRES index, I thought fit in really nicely with our theme, the season of the past, present, and future of student affairs, particularly with the present and the future. INSPIRES is an acronym, so I'm hoping you can start with telling us what it stands for and kind of how you got here.

Dr. Renee Bolling [00:05:47]:
It stands for the interfaith spiritual, religious, and secular campus climate index, INSPIRES for short, and it's really, an outgrowth of past research. It's a very much a research based assessment tool based on past ideals in research, which I I think doctor Mayhew can tell us more about in a moment. But its intention is really to provide benchmarking to institutions that they can use to improve practice for diverse RSSIs, and also to provide families, students, and the public with a public face facing tool that they can use for college choice to understand how different campuses are responding to and helping to support different students in this diversity.

Dr. Matthew J. Mayhew [00:06:25]:
That's exactly right. And thank you, Renee, for saying that. So I turned it over to Renee because I couldn't remember because I'm getting old. And my students call it seasoning, but my daughter calls it balding. I couldn't remember actually what INSPIRE stood, but I can give you some of the background and context, and that is Alyssa Rockenbach from North Carolina State, what used to be called Interfaith Youth Corps, but is now called Interfaith America. And I kind of started this partnership a long time ago to try to look at what religious and worldview identities, how they developed during college. And we've surveyed over thousands and thousands of students over hundreds of schools and talked to faculty and staff along the way. And we learned a lot.

Dr. Matthew J. Mayhew [00:07:02]:
And, basically, what the INSPIRES index does is it takes information from all of that research and and really distills it into one inventory so that we can say that campus x is a welcoming environment for Jewish students. Campus x might have some issues with being welcoming for Muslim students. And when we say that, it's not just theoretical. We've actually asked Jewish students and Muslim students, what makes you feel more welcome on campus? And then we turned those ideas into items on the inventory. So everything on the inventory comes from the voices of the very people we're trying to help.

Dr. Jill Creighton [00:07:42]:
What are some of the things that you're hearing are important for students who come from spiritual backgrounds, as they're looking at college choice?

Dr. Matthew J. Mayhew [00:07:49]:
The number one thing I would say that kinda cuts across all the groups, and this surprises people a lot of times is, the idea of space for support and spiritual expression. So all students, even evangelical students and students who I don't have identify with any particular religion or non religious students, When they walk onto campus and they see that a campus provides prayer spaces for Muslim students that think, wow, this campus is welcoming toward all religious identities, even my own. And that came up over and over and over again with regard to how students were making meaning of what is welcoming for them. There are welcoming issues and factors for each group specifically. As an example, for Jewish students, having, kosher meals provided in every dining facility on campus is really important. Some institutions have them, but they're in different buildings across campus. And so, when Jewish students wanna have a meal with their friends and they don't wanna have to schlep across campus to friends, sometimes that compromises whether the the Jewish students can eat with their friends or not. And so that is something that Jewish students feel is very important for making them feel welcome is this idea that there are kosher meals at all dining facilities across campus.

Dr. Matthew J. Mayhew [00:09:02]:
And we have examples of each of those kinds of things for each group.

Dr. Jill Creighton [00:09:05]:
Let's dig into that a little bit. I think it's it's quite fascinating to hear that the signal for inclusion may not even be related to my own identities, but whether or not the university or the college is is kind of outlying where inclusion happens for someone who might not identify like me. What do you make of that?

Dr. Renee Bolling [00:09:23]:
Well, we do see it over and over again. For example, one of the things that we've noticed is that students are paying attention when another student is experiencing a negative incident on campus. They're watching and seeing how it's handled. They're watching to see how faculty respond. They're picking up on how they perceive other groups as being welcome or not, and that informs their own experience of the campus climate.

Dr. Jill Creighton [00:09:46]:
You all have been doing this work long before the campus protests began to erupt regarding Israel and Palestine across the last year. How are you seeing that work impacted or affected or the the way that students are responding to the index be affected by the current climate?

Dr. Matthew J. Mayhew [00:10:02]:
It's a great question. We will have some data in about 2 weeks. You have to invite us back. We actually have a campus, a module as part of the INSPIRES index that asked campuses how they managed the campus protests over the course of the last year. And we asked very specific questions of campuses, and those questions came from experts in the Jewish faith and Muslim faith as well as psychometricians and folks on the ground. So student affairs officers who were dealing with the crisis on a day to day basis, we vetted the survey to make sure, oh, is this really tapping into the dimensions that you found to be important on campus? I think there's a lot to talk about here, but one of the things I'd like to talk about when this comes up is, you know, how religious diversity might differ from other forms of diversity. And because folks for a long time haven't thought about that really or or religion's been sort of stiff armed as something that is not as central to be an inclusion as other forms of Folks haven't really been readied for thinking about religion differently. So let me give you an example of that.

Dr. Matthew J. Mayhew [00:11:10]:
There's a logic of choice that oftentimes is is associated with religion that's not associated with, say, other forms of diversity. And so there are in the western way we think about religion, especially, a lot of the students that come to campus think that religion is a choice. On Tuesday, you can be atheist, and on Wednesday, you could be an evangelical. And because of that choice that people have and how they identify, then that kind of makes its way into diversity conversations as a distinctive, way of thinking about how do we then inform practice, inform policies on campus when choice might be something that students are thinking about. Choice is not necessarily something some a lot of folks think about, say, in the context of race, in the context of GLBTQIA plus issues, in the context of those kinds of things. But with religion, especially from the western perspective, choice is something that's entertained. We have other logics too like coercion. That's a logic also that might be very specific to religion.

Dr. Matthew J. Mayhew [00:12:10]:
How does an authentic conversation between people of different faiths or non faith based tradition, when does that evolve or devolve depending on whom you ask into a coercive conversation where somebody's trying to convert me rather than just have an authentic conversation about lived experiences? So those are the kinds of nuances that if we hadn't talked about religion, we need to start talking about it much more readily in order to really understand where the motivations for some of the protesting comes from and the policy set to manage the protest.

Dr. Jill Creighton [00:12:41]:
Let's back up for a second here, and I'd like to get into some of the demographics of the average American college campus. I think you're absolutely accurate in saying that the average student affairs practitioner maybe isn't as knowledgeable in the DEI spaces around religion as we might be around racial identity or ability or sexual orientation, etcetera. So who are our students right now on the average American campus? How are they identifying? And what do we know on kind of that metadata perspective?

Dr. Matthew J. Mayhew [00:13:09]:
I think that it's very different, Jill, based on the college that you're asking about. So when we think about things like Christian colleges or evangelical schools, what the average, if you will, look or makeup of that campus, it's gonna be very different than students may be at a public institution, and that's gonna look very different than students may be at a private institution, and that's gonna look very different than students may be at a private nonsectarian institution. And so the way we think about context really does inform the answer to that question. What we do know just in general is that over the college experience, there are more students who are leaving formalized religion and identifying rather as spiritual and non religious, and that's kind of growing over time. We've also learned though that there are students, who go into college with a certain faith based background and they actually meet other folks, and they discuss ideas and life choices and purpose and calling with those folks. And it oftentimes strengthens their commitment to their faith because the students are able to make their faith their own. And so it's very difficult to, like, hone in on specific statistics because the context differs so much.

Dr. Renee Bolling [00:14:15]:
That's true. And one of the things that we've done with INSPIRE is we've looked across institutional type. So comparing institutions to like institutions, whether those are private, public, have a religious affiliation, or a particular type of religious affiliation, trying to compare apples to apples in that sense so that when they're benchmarked, they're seeing how other institutions like them are doing serving their populations.

Dr. Jill Creighton [00:14:38]:
What is the role of student affairs today in supporting students' spiritual identity, spiritual growth, or spiritual connection?

Dr. Matthew J. Mayhew [00:14:46]:
Well, this could take hours, and I love it. So somebody recently just asked me to to to talk about this. And there are really a couple of things and I'll I'll just bring up the the first two that come to mind. Students are really able to differentiate between relationships that they find harmful, that they find coercive, and that they find challenging and provocative. And so the key for student affairs practitioners is in whatever context they are in, whether they're putting on a program or an activity, they need to design an environment where students are challenged, but students are not harmed by what's going on in that space. And the only way to do that is for the educator really to shore up their own knowledge about power in the space, their own knowledge about white Christian nationalism, and how that's kind of forced its way into the academy, insidious and sometimes overt ways, but also being able to wrestle with their own RSSI identity, if you will. Try to make meaning of that so that they can provide kind of a measurable vulnerability as an introduction into the context and space. That's one thing I would say needs to happen.

Dr. Matthew J. Mayhew [00:15:50]:
The other, and this is critically important, this is really hard, is for the activities and the programs themselves to be bridge building. So it can't be that you just have an activity over here for evangelicals and you happen to invite atheists to the activity for evangelicals and hope magic happens. There has to be some intentional bridge building around the program or activity where conversations enable people to talk about their lived experiences in ways that are really challenging, but supported by the folks who are actually in the space running it.

Dr. Renee Bolling [00:16:22]:
And this gets to something that you were you were sharing and asking about earlier, which is that the training that we have in student affairs around this. We know from INSPIREs that from our participating campuses, the highest area of folks who have training in, religious diversity in that background is in residence life and mental health counselors, and that's at around 30% having that training. In other areas, academic advising, health center and wellness staff, career counselors, we're looking at between 6 10% having training in this area. So this is a very large need in our in our profession.

Dr. Jill Creighton [00:16:55]:
And how do we balance all of the need to be educated and informed in this situation with what some people would say might be butting up against the values of a public institution?

Dr. Matthew J. Mayhew [00:17:04]:
Well, I think first of all, we need to understand that even though there's a a general understanding or at least access to language about separation between church and state, folks need to understand what that actually means. What that actually doesn't mean is that you can't talk about religion on campus. You could talk about religion all you want on campus and whatever space you want. Separation of church and state has nothing to do with what's discussed on campus. That's the first thing. The second thing that's really important to understand is if we don't talk about religion in spaces where students want to talk about religion, then how in the world are we educating the whole student? How are we really getting at their lived experiences if we're saying, oh, well, 80% of your lived experiences we'll talk about, but the 20% having to do with religion, that's not welcome here. It doesn't make sense. And so I think we have to really start to think holistically about how we offer the educations we do offer at colleges and universities.

Dr. Renee Bolling [00:18:01]:
There's also a distinction between devotional teaching about a tradition or a worldview and academic or teaching about that religious, secular, or spiritual worldview and engaging and having authentic encounters with difference. And that's what we're talking about here is being equipped to have those encounters in ways that are productive, in ways that build a a sense of pluralism where everyone is welcome, and these aren't conversations that we're afraid to have, but that we're empowered to have in ways that are respectful and respect the dignity of all students.

Dr. Jill Creighton [00:18:32]:
Let's talk about what that training can look like for student affairs practitioners. What is it that institutions are doing well right now that leads them to these inclusive spaces?

Dr. Renee Bolling [00:18:42]:
More and more institutions are starting to have multi faith spaces and spaces for religious identities to feel a sense of safety, have a safe space that they can go and express their religious identity. I think where we need to work a little bit more is on these brave spaces and building up faculty and staff training to be able to, facilitate some of these encounters. Another area that we are doing somewhat well in, as was touched on earlier, was accommodations for different religious and spiritual identities to be able to access food. We know that food insecurity is an issue across different groups on campus, but we could be doing better, like Doctor. Mayhew said, in making sure that this isn't just one place on campus, but that it's throughout our dining and residential facilities.

Dr. Jill Creighton [00:19:23]:
That food element is so critical. I know last year we had Ramadan fasting happening during a lot of people's finals weeks, which deeply impacts the students' ability to be successful. We've also had fasting for other holidays happening in conjunction with all sorts of other things that could impact student performance in the classroom. So I think that's one way to to fundamentally connect where the rubber meets the road really in terms of inclusion.

Dr. Renee Bolling [00:19:46]:
One thing that we learned from surveying presidents after the incidents of October 7th was that there are not enough, religious, secular, and spiritual or interfaith councils on campuses where that line of communication is opened up between the university, between student affairs professionals, and between both students who represent different religious identities and community members and community leaders who also represent them. And that's an area for growth for the profession, and it's also an area that presidents of universities have expressed interest in.

Dr. Matthew J. Mayhew [00:20:16]:
Right. I was just gonna say that was so eloquently put, Renee. Thank you. But I was gonna invite some of my colleagues across the country. And for those of you who are graduates of student affairs programs, please call or get in touch with the people who are still on campus teaching the next generation of of practitioner. A lot of the programs that we've seen have shored up the curriculum in ways that spiritual, religious, and secular diversity doesn't even make it into courses on, student development and learning anymore. It used to be we had a full year at Ohio State of that course, and we've actually had to cut back because students wanted other requirements. And in cutting back, sometimes we miss the whole conversation because there's just not enough space in the classroom to talk about it.

Dr. Matthew J. Mayhew [00:20:57]:
And so I think that that's really important if we do value it and if students are living it, then we need to have some formal training in how to think about RSSI work while students are getting their master's degrees and then moving on into the profession.

Dr. Renee Bolling [00:21:11]:
I think one opportunity for us is in thinking about students' multidimensional identities and even their intersectionality. What we know is that not everywhere views their religious, secular, or spiritual identity as a choice. There are definitely religious cultures, a religious, and spiritual communities of belonging that are more about praxis or about community than they are even about belief. And so I think that's an area to think about where this crossover is between different types of diversity.

Dr. Jill Creighton [00:21:37]:
Let's go back to the index. You've worked with dozens and dozens of institutions. We can see them all on the website. If I'm an institution that is interested in becoming part of the index process, what am I going to receive as an outcome? What what is involved with my students? What information should I be looking forward to? What can I change of my practice based on the dataset I might get back?

Dr. Matthew J. Mayhew [00:21:58]:
Well, let me provide a context and then I'll head it over. I'll kick it over to Renee really quickly. So with generous funding from the Arthur Defining Davis Foundations, we've been able to provide this index for free for institutions. It's also not a survey of students. It's one inventory that somebody or a group of somebodies takes on behalf of their institution that then comes back to us and we analyze. And analysis will give them some insight. We do provide specific reporting back to the institutions to give them insight on how they're doing compared to students like that or or other institutions like them. Excuse me.

Dr. Matthew J. Mayhew [00:22:32]:
And so that is kind of what the institutions get. And then what the what the public gets, if the institution allows their data to go public, you know, folks are able to see kind of how they're doing in different spaces. And that's really helpful, not only in the spirit of transparency, which we hope most institutions have, but also just giving caregivers and the students the information they need when they're making college decisions.

Dr. Renee Bolling [00:22:54]:
The 2 kind of feedback mechanisms for university are a scorecard that is produced where they receive a star rating on 7 different areas or domains, and then they also receive a report that gives recommendations based on those star ratings. The 7 domains are religious accommodations, space for support and expression, structural diversity, institutional behavior, efforts to reduce negative engagement, and extracurricular engagement.

Dr. Jill Creighton [00:23:20]:
The most important thing I think you said is that it's free for institutions right now due to grant funding. It's very rare that we get rich assessment tools that we don't have to invest in. Sounds like there's a time investment, but not necessarily a monetary one right now. So if I'm an institution and this is speaking to me or maybe I'm I'm listening, I'm a VPSA and I think we need to do this, How can we make that happen?

Dr. Renee Bolling [00:23:39]:
Well, I'd love to direct you to our INSPIRE's index website, which is very simply inspiresindex.org. And we also have QR code access and other such things that we can share. But right now, there is a live link direct to begin the survey open through December 16th, and we're welcoming new campuses to join in.

Dr. Jill Creighton [00:23:57]:
Is there anything else you want student affairs voices from the field listeners to know about this important work that you're doing with religious identity and spiritual interfaith identity on college campuses?

Dr. Matthew J. Mayhew [00:24:07]:
Well, there's a ton more, and I wish we had hours to talk about this because this is our life work. I will say with regard to the index, only because Gillette comes up so often. Even though the press and other people ask us to rank institutions like who's doing the best at what, we don't do that. It violates the whole spirit of what inspires us all about. So we might have a couple of institutions that we say these institutions collectively are doing a pretty good job at x or y or z, but we're never gonna say this institution ranks 1, you rank 2, you rank 3. It just violates the whole thing. And I think that's really important for folks who are making decisions about participation, know, that we are never going to allow that to happen. And so I think that's really important because in the spirit of what we're trying to do here, which is bring people together through thinking, strategically as well as thoughtfully about religious, spiritual, and secular diversity, it's just not it's not aligned with any of the values that we carry forward.

Dr. Jill Creighton [00:25:00]:
Without naming an institution then, can you identify some of the practices that are looking really promising in this area that are happening on campuses right now?

Dr. Matthew J. Mayhew [00:25:08]:
Oh, sure. I think, transportation is a big one. So when folks need to go to different places to pray or to have reflection time or different spaces on campus, oftentimes that they need to practice whatever they wanna practice, a lot of institutions are providing free transportation to those spaces because there's not necessarily gonna be a prayer space set in every residence hall, for example. That's a very promising practice that we see folks are engaging right now. Another promising practice is folks are really starting to take on the idea of bias reporting in this space and how to close the loop. So oftentimes, people will will report something or students will report that something happened, and then they feel like it goes into an echo chamber, and they never really get information on what actually happened with their complaint. And so we do have institutions that are really being very strategic about closing that loop a bit to ensure that everybody knows that this is a safe place, and there will be responsiveness when these issues come up. There's a lot of others as well, but those are the ones that I've recently been speaking about at least, and there's more for sure.

Dr. Renee Bolling [00:26:12]:
If I may, I think there's also some things on more of a macro structural level that we're starting to see. It used to be that you saw religious and spiritual life offices more at private campuses, and we're beginning to see more of them at public universities, even flagship universities. And that's exciting to see that commitment to equity across different types of religious expression and diversity as something that is protected under our amendment rights, but also something that can be supportive of students in their diversity. So that's exciting to see. We know already that that there's chaplaincy available at public institutions in their medical schools. It's just not nearly as readily available on the student facing side for undergraduate and graduate students. So I think there's a lot of opportunity here.

Dr. Jill Creighton [00:26:54]:
I'm going to go ahead and move us into our theme questions for the season. And again, we're focusing on the past, present, and future of student affairs. So I'm gonna ask you one question from each era. So on the past, what's one component of the history of the student affairs profession that you think we should either continue to carry forward or alternatively let go of?

Dr. Renee Bolling [00:27:15]:
I think a focus on holistic learning and holistic student development requires us to pay attention to how students are doing spiritually and their spiritual diversity.

Dr. Matthew J. Mayhew [00:27:24]:
I think the whole idea that religion is something that we shouldn't bring up or that we shouldn't actually be intentional about should be abandoned. Obviously, I think that there's a lot of room in the way we think about providing services and activities to students, especially the whole student, like Renee said, for us to strategically think about how to put these programs together in ways that are actually bringing folks together and healing communities.

Dr. Jill Creighton [00:27:46]:
Moving into the present, what's happening in the field right now that's going well for student affairs?

Dr. Matthew J. Mayhew [00:27:51]:
Well, I think student affairs is doing a really good job right now at trying to provide places for students who might be experiencing some sort of struggle in their journey in college, providing them a place to struggle, a place to be free about talking about those struggles, a place to be free about thinking about new ideas, and whether that is in the residence halls with their, residence life staff. As Renee said, a lot of the institutions are training their staff across different functional areas. So we do know the word is getting out. So wherever students decide to have those struggles, there's some shining hope that people across functional areas are actually being trained to talk about these issues with students.

Dr. Renee Bolling [00:28:31]:
I think in the present, we're seeing a good amount of conflict in our world that it reaches our campuses at times, and that's to be expected. I think that some of the work that we're doing and sharing about can provide some tools to campuses to better address when these issues arise on their campus so that the first time they're building building relationships and bridges isn't after something happens, but more proactively before things happen.

Dr. Jill Creighton [00:28:56]:
And looking towards the future, in an ideal world, what does the field need to be doing to thrive towards the future?

Dr. Matthew J. Mayhew [00:29:01]:
There's so many things I wanna say that I'm trying to distill it down into one area here. I think that for the future, higher education programs especially need to take on the challenge of training students on how to effectively manage any sort of or tension on campus due to religious and spiritual and secular diversity. I think that that's a challenge. I don't know if there's a lot of people out there who know how to train the trainers or even professors who know how to train the future generations. And so thinking about that is really, really challenging, but I think it's gonna become more and more important as the world shrinks due to technology. And like Renee said, as things are starting to lean into college campuses from, from what's happening overseas, religion's just gonna become more and more important as something to think about.

Dr. Renee Bolling [00:29:44]:
I'm going to piggyback off of that with my answer. I think this connection between religious, secular, and spiritual or worldview identity and culture, ethnicity, language, and class, I think exploring those connections is gonna continue to be important rather than thinking about diversity in kind of isolated spaces.

Dr. Jill Creighton [00:30:02]:
It's time to take a quick break and toss it over to producer Chris to learn what's going on in the NASPA world.

Dr. Christopher Lewis [00:30:08]:
Thanks, Jill. So excited to be back in the NASPA world, and there's a ton of things happening in NASPA. Doctor Janai Chandler has joined the, research and Policy Institute for NASPA as the new vice president for research and policy. With over 17 years experience as a higher education practitioner, researcher, and policy advocate, she aims to equip NASPA members and student affairs professionals with valuable research and policy tools to enhance student and staff success. Doctor. Chandler is particularly eager to engage with the 2024 top issues and hear from you about how to best support your work. She's a proud graduate of the HESA doctoral program at Florida State University, where she worked in advising and academic affairs. There's a brand new book in the NASPA bookstore entitled The Next Act, Realigning Your Mindset, Purpose and Career.

Dr. Christopher Lewis [00:31:02]:
The Next Act Realigning Your Mindset, Purpose and Career explores diverse career development opportunities for student affairs professionals. The book discusses broadly how professionals can navigate their career paths within and beyond higher education, encouraging adaptability and personal growth. Through real life narratives, the authors offer practical advice on assessing and aligning one's career with personal passions and evolving professional goals. They also challenge traditional views on career advancement, emphasizing the importance of finding fulfillment and purpose in work. The chapters examine a wide range of career transitions from advancing within student affairs to moving into consulting, faculty roles, or even PK-twelve education. By reading this book, you will gain valuable insights on how to adapt to the ever evolving higher education landscape while discovering new opportunities for leadership and success. Whether you're considering a career shift or seeking to advance your current role, this book offers a wealth of guidance on finding purpose and achieving long term career satisfaction. Speaking of the 2024 top issues in student affairs, this annual survey completed by senior leaders in student affairs offers you a snapshot of the most important issues impacting institutions in 2024.

Dr. Christopher Lewis [00:32:19]:
NASPA recently released the top ten issues in 2024, some of which include issues in regard to health, safety and well-being, administration and governance, assessment and evaluation and more. I highly encourage you to go to the NASPA website under Reports and Briefs, which can be found on the NASPA website under publications and then reports. You will find the full list of the top ten key areas, which I've mentioned to you already, and the specific issues in those areas that chief student affairs officers have listed as important for our profession. Every week, we're going to be sharing some amazing things that are happening within the association. So we are going to be able to try and keep you up to date on everything that's happening and allow for you to be able to get involved in different ways because the association is as strong as its members. And for all of us, we have to find our place within the association, whether it be getting involved with a knowledge community, giving back within one of the the centers or the divisions of the association. And as you're doing that, it's important to be able to identify for yourself, where do you fit? Where do you wanna give back? Each week, we're hoping that we will share some things that might encourage you, might allow for you to be able to get some ideas that will provide you with an opportunity to be able to say, hey. I see myself in that knowledge community.

Dr. Christopher Lewis [00:33:49]:
I see myself doing something like that. Or encourage you in other ways that allow for you to be able to think beyond what's available right now, to offer other things to the association, to bring your gifts, your talents to the association and to all of the members within the association. Because through doing that, all of us are stronger and the association is better. Tune in again next week as we find out more about what is happening in NASPA.

Dr. Jill Creighton [00:34:19]:
Chris, thank you as always for for providing us an informative NASPA world segment. It's always great to know what's going on in and around NASPA. And we have now reached our lightning round, Renee and Matt. So I have 7 questions for you to answer in about 90 seconds. Are you ready to go?

Dr. Renee Bolling [00:34:35]:
Let's go. Let's do it.

Dr. Jill Creighton [00:34:37]:
Alright. Question 1. If you were a conference keynote speaker, what would your entrance music be?

Dr. Renee Bolling [00:34:42]:
Small town girl.

Dr. Matthew J. Mayhew [00:34:43]:
We will rock you.

Dr. Jill Creighton [00:34:43]:
2, when you were 5 years old, what did you want to be when you grew up?

Dr. Renee Bolling [00:34:47]:
Somebody who traveled a lot.

Dr. Matthew J. Mayhew [00:34:48]:
Wanted to be my dad.

Dr. Jill Creighton [00:34:49]:
Number 3, who's your most influential professional mentor?

Dr. Renee Bolling [00:34:52]:
Dr. Eleanor Nicholson.

Dr. Matthew J. Mayhew [00:34:53]:
Dr. Ernie Pasquarello.

Dr. Jill Creighton [00:34:54]:
Number 4, your essential student affairs read.

Dr. Renee Bolling [00:34:57]:
I'll say the Journal of Student Affairs Research and Practice.

Dr. Matthew J. Mayhew [00:35:00]:
How College Affects Students, volume 3.

Dr. Jill Creighton [00:35:02]:
Number 5, the best TV show you've binged lately.

Dr. Renee Bolling [00:35:05]:
I'm a huge Outlander fan.

Dr. Matthew J. Mayhew [00:35:06]:
The Bear.

Dr. Jill Creighton [00:35:07]:
Number 6, the podcast you've spent the most hours listening to in the last year.

Dr. Renee Bolling [00:35:10]:
I'd have to say this one.

Dr. Matthew J. Mayhew [00:35:12]:
I'm not a big podcast person.

Dr. Jill Creighton [00:35:13]:
And finally, number 7, any shout outs you'd like to give, personal or professional?

Dr. Renee Bolling [00:35:17]:
I'd love to give a professional shout out to the entire College Impact Lab or COIL Lab team at OSU, the brains and the brawn behind the INSPIRES index.

Dr. Matthew J. Mayhew [00:35:26]:
I would like to give a shout out to all of the funders who've participated in this and all of the institutions that have partnered with us. There's been a lot of institutions with us along the way and they stay with us and we do see it as a partnership. So thank you all for your continued, continued partnerships.

Dr. Jill Creighton [00:35:40]:
It's been so wonderful to learn from both of you about the important work that you're doing on RSSI on college campuses and the information that you're putting out for all of us so we can continue to learn, improve our practices. If I would like to get a hold of you after the show, how can I find you?

Dr. Renee Bolling [00:35:55]:
If you reach us at the inspiresindex.org website, you'll be able to find contact to our team, and we're happy to be in touch with you.

Dr. Matthew J. Mayhew [00:36:03]:
And my email at work, it's publicmayhue.65@osu.edu.

Dr. Jill Creighton [00:36:08]:
And, Renee and Matt, thank you so much for sharing your voices with us today.

Dr. Matthew J. Mayhew [00:36:12]:
Thank you, Jill. This was great. I appreciate you.

Dr. Renee Bolling [00:36:14]:
Happy to be here.

Dr. Jill Creighton [00:36:20]:
This has been an episode of SA Voices from the Field brought to you by NASPA. This show is made possible because of you, the listeners. We continue to be grateful that you choose to spend your time with us. If you'd like to reach the show, you can email us at sa voices at naspa.org or find me on LinkedIn by searching for doctor Jill L. Creighton. We welcome your feedback and your topic and guest suggestions. We'd love it if you take a moment to tell a colleague about the show and leave us a 5 star review on Apple Podcasts, Spotify, or wherever you're listening now. It truly does help other student affairs pros find the show and helps us to become more visible in the larger podcasting community.

Dr. Jill Creighton [00:36:54]:
This episode was produced and hosted by Dr. Jill Creighton. That's me. Produced and audio engineered by Dr. Chris Lewis. Special thanks to the University of Michigan Flint for your support as we create this project. Catch you next time.