The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 124

James Penven • Robert Stephens • Frank Shushok, Jr. • Caleb Keith

The residential college model
provides a reconnection of
faculty to the social lives of
students, thus significantly
enhancing the education
students receive.

tions) include residence halls with special and
unique luxury amenities to attract and retain
students (Steinberg & Brodie, 2011). It would
seem that costs associated with the creation
of residential college spaces are no more than
what they would be for building and maintaining tanning beds, swimming pools, or luxury
suites, which also reduce revenue-generating
space. With costs for renovation and construction of residence halls being relatively the
same regardless of what is built, we posit that
the better option is to invest these resources
into residential colleges. After all, we are in the
business of student learning and development,
not of maximizing stockholder income from
luxury condominium developments, without
regard for the learning opportunities therein.
The data supporting the powerful outcomes associated with living-learning communities and residential colleges are convincing.
The residential college model not only enhances student learning and development,
but also provides an infrastructure for substantial collaboration between academic and
student affairs. This joining of the intellectual
and social lives of students and faculty can be
a powerful pedagogical tool (Shushok, Henry,
124

Blalock, & Sriram, 2009). Furthermore, these
projects not only positively impact students,
but also show positive gains for faculty development and general improvement in their
overall effectiveness in the classroom (Sriram,
Shushok, Perkins, & Scales, 2011).
Ultimately, the question we must ask is,
“What do we believe the purpose of living in
the residence halls to be?” If we view residence
halls through a market model paradigm, we
view residential spaces objectively as economic
mechanisms to attract students to living on
campus—and to accomplish this we must
create them with amenities that compete with
flashy private apartment complexes (Shushok,
Scales, Sriram, & Kidd, 2011). Or perhaps,
alternatively, we believe the purpose of the
residence hall is to serve as an active, vibrant
environment for learning, what Ryan refers to
as the collegiate ideal: “In promoting cohesive
communities within the university, the collegiate idea embraces the principle that informal contact in structured community life is
a significant element in the learning process”
(2001, p. 55). The residential college model
provides a reconnection of faculty to the social
lives of students, thus significantly enhancing
the education students receive. Seventy years
before Gordon published his article, Lowell
confirmed the importance of integrating the
academic and social lives of students:
We are come to the parting of the ways,
where we must either make up our minds
that the social life of the students is none of
our affair,—and in that case we had probably
better give up the college as an institution
altogether, and confine ourselves to the
work of the schools which prepare men
[and women] for practical life; or we must
bring our men [and women] together into a

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 - 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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