The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 185

The Illinois Model

Discussion Questions
1. in the manuscript the authors state that the vision for this partnership involved “social
integration and relationship building within a residential community among a diverse
group of residents, some of whom had not been served by university housing in the past.”
if social integration and relationship building are key components of the community, how
are professionals from Brss and Nugent hall engaging students with severe disabilities
with students who do not have physical disabilities? how difficult is it to build community
when living space is defined by whether or not the student has a disability? how does this
compare with efforts on your own campus?
2. discuss the student development theories practitioners are using to support the Nugent
community and to continue to build a community of learning and empowerment. how
does the current literature impact your own programming?
3. When constructing the new facilities, Nugent hall, what considerations were taken to
ensure that the facilities would stay relevant in light of the most up-to-date technology?
4. What are some of the challenges that students with severe physical disabilities face
living in Nugent hall and attending the university of illinois? Would the severely disabled
student population on your campus encounter the same challenges? What are some of
the “low hanging fruit” that could be immediately changed on your campus to reduce
these challenges?
5. in regard to the new student mentoring program, the article states “that the dialogue and
support of those who have experienced being first-year students on the illinois campus
have been invaluable in their successful transition from home to a residence hall.” how
does your current institution work to integrate students with severe disabilities and to
foster their academic and personal success throughout their time at your institution? What
do you see as the major factors of student success on your campus? Can these practices
also benefit students who are not severely disabled?

Discussion questions developed by
Jacob Oppenheimer, graduate student, University of Iowa, and Nick Warrington, graduate
student, Virginia Tech

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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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