The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 138

Denise L. Davidson • Mark Bauman

dents is patently essential to the contributors.
In the end, housing environments where all
students—with and without disabilities—can
thrive depend on the collaborative efforts of
many people. As McCarthy (2011) noted, providing appropriate services and supporting,
empowering, and promoting the learning of
students with disabilities “is a universal responsibility” (p. 307) that cannot be accomplished without cooperative effort.
Campus partnerships, however, do not automatically generate student housing environments where all residents can interact with
each other and where attention and sensitivity to differing abilities—cognitive, emotional,
physical—are respected, valued, and incorporated into RLH programs and services. For
example, when offering services to students
with disabilities, the overwhelming focus
within higher education has been on academic endeavors (e.g., large print, untimed exams,
note takers, permission to leave one’s seat, the
provision of a single room to reduce distraction). This attention to course-related learning
has overshadowed the impact that housing
and residence life can have on students with
a wide range of disabilities. Residents listen
to presenters of residence hall programs,
read handbooks and documents, take notes,
and complete paperwork. In short, academic
behaviors are not limited to strictly courserelated efforts. Thinking broadly about type
of disability is important; thinking carefully
about all of the environments that students
with disabilities experience is essential.
Recently—spurred in part by lawsuits
related to academic issues, amendments to existing statutes, and slowly decreasing societal

138

Campus partnerships, however, do
not automatically generate student
housing environments where all
residents can interact with each
other and where attention and
sensitivity to differing abilities—
cognitive, emotional, physical—are
respected, valued, and incorporated
into RLH programs and services.

stigma—attention has shifted to issues related
to psychological and cognitive disability and
how RLH professionals, in cooperation with
campus partners, can do more than merely
accommodate students with disabilities and
provide truly inclusive environments, services, and philosophies. Instead of only installing automatic door openers or appropriately
placing peep holes that can be accessed by a
student in a wheelchair, we advocate for a fundamental shift in thinking about students with
disabilities in the same way that colleges and
universities have shifted the diversity conversation towards inclusion of all students.
Regrettably, efforts to accommodate and
support students with disabilities have sometimes neglected the holistic student development philosophy advocated in the earliest
documents related to student affairs work
(American Council on Education, 1937). Times
have changed, as this collection of articles clearly
demonstrates, and it is increasingly clear that

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 - 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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