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James Penven • Robert Stephens • Frank Shushok, Jr. • Caleb Keith
Third, Gordon saw the issue of contact with
faculty as the largest impediment to residential
colleges. While students reported they did not
have sufficient contact with faculty, they also
ranked close contact with faculty low on their
list of desires. Gordon pointed out that there
was no research at that time indicating that
increasing student-teacher interaction had
an impact on intellectual outcomes. Of more
significance to Gordon, residential colleges
seemed to have a distinctly negative effect
on the careers of faculty members who took
part in these ventures. Their teaching time
increased greatly, and their scholarship suffered as a result. For those who served as
live-in faculty, Gordon opined, “they often
hurt not only their careers but sometimes
their family relationships” (1974, p. 241).
He warned sternly that only full professors
could responsibly take up the role of live-in
faculty and pointed to the ever present danger
of overreach: “Costs must be watched; overexpansion could mean failure, since there are
limits on both the number of students truly
interested and the number of faculty who can
or should spend the amount of time necessary” (1974, p. 241).
In the final section of his article, Gordon
took up the question of open versus closed
residential settings and the natural trade-offs
between the two. It is perhaps this section that
most clearly reflects the historical context in
which it was written. In the wake of the student
protest movements of the late sixties and early
seventies, as in loco parentis faded away and
many students demanded a more open—one
might even say diverse—setting, Gordon saw
the residential colleges as essentially conservative institutions. At that stage, residential
120
Gordon’s view from the edge
of the precipice in 1974,
looking back on a decade
of growth for residential
colleges, experimental
colleges, and open
universities, was one of
guarded optimism.
colleges, he argued, tended to become closed
systems, focused on tradition and retention,
and failed to broaden students’ thinking. Conversely, open systems, including more generic
residential settings, encouraged change in
student perspectives but failed to retain students. Membership in cohesive halls, he wrote,
quoting Steven Hatch, served “to reconcile
the student to the status quo in the university
and in society” (1974, p. 243). Gordon did
not believe, however, that this was built into
the model. While some closed models such
as fraternities and sororities promoted a “bad
cohesiveness” (1974, p. 243) that inculcated a
set of values based largely on social status, a
residential college, at its best, “not only encourages identification, but offers positive norms
for students” (1974, p. 244). In essence, he believed that residential colleges could offer the
comfort and stability of a closed setting while
promoting a set of open values.
Gordon’s view from the edge of the precipice in 1974, looking back on a decade of growth
for residential colleges, experimental colleges,
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
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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 - 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 - 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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