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Living and Learning in College

many students oppose putting academics into
the residence hall, only a limited employment of
residential learning colleges is likely.
There are other limiting factors. One is
that the most successful experimental colleges are expensive. In Dougherty’s study of
five experimental programs in three different
state universities in Michigan, he found that
the average enrollment was 332 students, the
average student-faculty ratio, 9.9, and the resultant costs, as might be expected, very high
as compared with undergraduate costs elsewhere in these systems.15 Another limiting
factor is that curricula in these colleges tend
to be highly structured. Students, as Garfinkel
points out, are more inclined to opt for an experimenting than an experimental college—they
want a minimum of curricular constraint.
Some of the attrition to the university at large
from the experimental college can be attributed to this preference.16
On any campus the most important argument against large-scale living-learning
centers is the problem of faculty. Although
students always respond to questionnaires by
saying that they do not have sufficient contact
with faculty, in actual fact they do not give
“close contact with faculty” very high priority.
On the part of the faculty there is, says Katz,
“a certain kind of professional vanity that
assumes that if professors would only spend
more time with students, the students would
be much happier—an assumption that is frequently belied by the facts.”17 Newcomb notes
that “there is no research evidence, as of now,
to indicate that intellectual outcomes vary—
other things equal—with frequency of studentteacher contact.”18
Even if evidence were available—and belief

in the value of close faculty-student contact is
widespread—the careers of faculty members
are adversely affected by their association with
experimental colleges—and this conclusion
has been attested to again and again. For one
thing, the number of hours dedicated faculty
members in experimental colleges put into
their teaching, formal and informal, exceeds
any “normal” load. Thirty-six hours a week for
a teacher assigned full time to a residential
college is not unusual, and this time is figured
for faculty members who do not reside in the
college. Little time is left to pursue scholarly interests. When faculty members “live in” as provosts or preceptors or masters, the demands
are even greater. Although the conscientious
ones clearly provide excellent models, they
often hurt not only their careers but sometimes their family relationships. Recognizing
the problem, some institutions have set up
norms of two years before rotation back to a
more usual academic setting. Even this may be
too long for a young assistant professor who
has but a limited time to prove himself as a
scholar in order to achieve tenure. Only the
senior professor whose position is secure can
responsibly devote the time usually required in
experimental situations.
Most descriptions of experimental colleges
bemoan the lot of the faculty member, and
usually make a case for a different system of
rewards. As matters currently stand in academia, although there may be strong personal
incentives to work in residential colleges, practical incentives are nonexistent.
It would seem that the establishing of one
or more living-learning centers on a campus
might tend to promote the education of a
certain kind of student and would influence
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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 - 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 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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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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