ABSTRACT
For several decades, a considerable amount of literature has urged student affairs practitioners to attend to students’ spiritual development (e.g., Astin, 2004; Astin, Astin, & Lindholm, 2011; Jablonski, 2001; Love & Talbot, 2000). Spirituality has been deemed a central component of students’ holistic development (ACPA–College Student Educators International & NASPA–Student Affairs Administrators in Higher Education, 2004) and is associated with several academic outcomes, including leadership development, satisfaction with college, and academic performance (Astin et al., 2011). Yet in our experience, we find that few student affairs preparation programs provide the knowledge and skills necessary for new practitioners to attend to students’ spiritual development.
