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the responsibilities of owning an apartment
or leasing an apartment. Be able to have the
convenience of walking to all my classes. "
	
Cost. This subtheme of expectations
emerged as three participants expressed the
affordability of living on campus compared
to the higher rents for off-campus housing.
Also, the expected associated costs of living
off campus were discussed by participants
and included owning a car and paying for
utilities. For example, Kaleb said,
. . . it's probably slightly more
advantageous to live on campus because
of all the costs [of] owning a car and
paying for the parking permit and
insurance. Especially when you're in your
early 20s. Plus, you get free utilities with
residence housing, which was also a factor.
Rebecca and Abigail also mentioned the importance of the affordability of on-campus
housing.
	
Noise. In this subtheme, four participants identified expectations related to the
sensory benefits of living on campus, especially as operationalized by the quiet-hours
policies in the residential communities. This
theme is closely related to one of the problems that students on the autism spectrum
often experience: a sensitivity to loud noises.
Chuck spoke about how he manages this.
When asked what residence life professional staff could do to better support students
on the autism spectrum, he spoke about the
need for quiet and courtesy hours:
. . . because I've known some people who,
especially dealing with sensory overload
or meltdowns in that situation, I've known
some people who are off-put by noise or
more off-put by certain visual elements.
For me, it's always a noise. Continuous
loud noise is usually what drives me off.

Furthermore, Silas specifically mentioned
the benefit of having quiet spaces to escape
from the sensory overload that is often experienced on college and university campuses.
	
Space. This subtheme of expectations
emerged based on three students' comments
about the physical space in their on-campus
room; important elements were safety, size
of room, amenities, room temperature, light
pollution, maintenance, and the ability to personalize their room with decorations. Kaleb
spoke about the importance of being able to
" hang what you wanted to, " referring to decorations, as well as the importance of having a
computer and internet connection in the residence hall. He shared that because of the customizability of his on-campus living space, " it
makes it so your dorm is almost your home
and it's nice living here. " Along with being
able to customize his private space on campus, Silas mentioned the benefit of having
facility services available for emergency and
nonemergency maintenance repairs.

Community
The theme of expectations is associated with
the need to feel a sense of belonging and
community on campus, and participants
discussed the ability of residence life to provide this sense of community. Because of the
quantity of responses and variability therein,
three categories are distinct in understanding specific topics related to participants'
expectations of the on-campus community:
campus climate, peer connections, and resident advisors (RAs).
	
Campus climate. This category relates to
two participants' experiences with the camaraderie, support, and social atmosphere of
the on-campus community as a whole, both
in and outside of the residential communities. Specifically, Rebecca spoke about the

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