The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 148

Mark Bauman • Denise L. Davidson • Michael C. Sachs • Tegan Kotarski

universities is whether or not campus housing
is governed by the Fair Housing Amendments Act. Though various interpretations
have existed (Association on Higher Education and Disability [AHEAD], 2011), Kathleen
Martinez, assistant secretary of labor for disability employment policy, provides clear language that “fair housing protections of persons
with disabilities do not end at the University
gates” (Greene, 2011, para. 1). Language in the
Fair Housing Act defines dormitory rooms
as examples of dwelling units (Fair Housing
Amendments Act, 1988), further suggesting that application of the Fair Housing Act
includes campus housing (see also Franchi v.
New Hampton School, 2009).
Recent developments under the Fair
Housing Amendments Act concern the nature
of service and/or comfort animals. Effective
March 15, 2011, the ADA defines a service
animal as a “dog that is individually trained
to do work or perform tasks for a person with
a disability” (United States Department of
Justice, 2011, para. 2). Readers will note that
the only animal that may serve in the role of
service animal, based on this definition, is a
dog (Waller, 2011), though the revised regulations also have a separate provision for miniature horses. As Grasgreen (2011) wrote,
colleges and universities have, historically,
used the ADA—and the newer ADAAA—as
a guide for defining service animals and thus
determining whether or not a given request
for a service animal would be accommodated.
However, more recently, requests for therapy,
assistance, or emotional support animals
have emerged (Huss, 2005), and this category
does not meet the definition of service animal
under the ADA (Vrendenburgh & Zackowitz,

148

Recent developments under
the Fair Housing Amendments
Act concern the nature of
service and/or comfort animals.
Effective March 15, 2011, the ADA
defines a service animal as a
“dog that is individually trained
to do work or perform tasks for
a person with a disability.”

2012). Therapy animals (hereinafter meant
to include all manner of assistance animals,
except for service animals as per ADA) may
or may not have training and may or may
not hold a relevant certification. As Vrendenburgh and Zackowitz (2012) assert, service
animals and therapy animals “serve two separate and distinct roles. Therapy animals are
usually personal pets that, with their owners,
provide supervised, goal-directed intervention
to clients” (p. 722).
The Fair Housing Act does not share the
ADA’s definition of service animal. In a memo
to Fair Housing Equal Opportunity region
directors, Sara Pratt, deputy assistant secretary for enforcement and programs for HUD,
made the following clarification:
Neither the fhact [sic], section 504, nor
hud’s implementing regulations contain
a specific definition of the term “service
animal.” however, species other than dogs,
with or without training, and animals that
provide emotional support have been

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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