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S. Stewart Gordon
and personality development of students, but
there is no way to get around the fact that in
a college the curriculum and teaching are the
raison d’être and the basic elements around
which individual personalities and communal
relationships develop.1
Other such colleges, whose initiators see
self-development as a primary goal, define
themselves more in terms of affective ends of
education. At any rate, one of the basic aims
in all of these endeavors has been to offer the
curriculum in a setting where the students
would relate to each other. Jencks and Riesman
pointed out more than ten years ago: “students
are discouraged from assimilating the ideas
and attitudes they meet in the classroom by
their inability to share and explore them immediately with friends.”2 The same notion of
communicating intellectual interests appears
in an article by Theodore Newcomb:
In the typical large university it is hardly
more than a chance occurrence if a set
of students whose personal relationships
are close find themselves simultaneously
excited by the same lecture, the same
book, or the same seminar, with resulting
reverberations in their peer-group life, so that
they re-enforce and sustain one another’s
excitement. Such outcomes are predictably
more likely if arrangements concerning college
(or subcollege) membership, living group
membership, and classroom experience are so
dovetailed that groups of individuals who are
important to one another come to share many
interests, including intellectual ones.3
Educators often seize on the idea of interdisciplinary or multi-disciplinary instruction
as appropriate for the curriculum of such a
college. Their proposals range from currently
popular subjects such as urban affairs or the
106
environment to a fine arts emphasis, such as at
Risley Residential College at Cornell. However,
the idea of an interdisciplinary curriculum,
warns Warren Bryan Martin, appears threatening to discipline-oriented faculty, and hence
contributes to the failure of these sub-colleges.
Nevertheless, Martin argues, such programs
help provide the advantages of smallness in
large universities.4
These advantages, I gather from conversations with residence staff and faculty members
associated with residential colleges and from
the literature, stem from the opportunities
offered to students that foster self-development, self-awareness, and learning to deal with
others. In studies by Katz and others of what
students at Berkeley and Stanford valued most,
love, affection, and developing a personal identity led the list.5 Affective gains, then, appear
among the stated purposes of most sub-colleges. Kresge College, a new component of the
University of California at Santa Cruz, is initiating “kin” groups of about 25 students each.
Each kin group is to be (1) a social unit, (2) a
group to explore interpersonal relationships,
(3) an academic unit—a discussion seminar
in a core course, and (4) an advising unit with
a faculty member assigned to each group. A
combination of affective and cognitive learning is the ideal of the new residential colleges.
Although students in residential colleges
do not earn appreciably higher grades, after
ability is allowed for, they identify themselves
as having more intellectual interests than their
peers, and they tend to stay in the university
longer than other students. At the University
of Michigan’s Residential College, it was estimated that “after two and one-half years, about
20 percent of those who had entered in the
THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING
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
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
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 39, No. 2 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
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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 - Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
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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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