The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 168
Elizabeth Watson • Frank Bartlett • Casey Sacks • Denise L. Davidson
It is imperative for the campus
to view UD as a fluid concept
that changes with campus
needs, programming, and
student population.
grab bars and other accommodation devices.
Nineteen student and five resident assistant
units include roll-in showers, which exceeds
minimum ADA design standards. A larger
private assisted-living bathroom is included
in the building to accommodate unanticipated
needs; it can also support guests who need a
fully accessible functional bathroom.
General Hall Accessibility
The doors throughout the building are all 36”
wide so that any student can visit any unit. The
interior main corridors are all at least 6’ wide,
which allows for two wheelchairs to pass in the
hallway without another having to back up into
a room. Interior unit hall widths are all set at
48”. The floors are color coded so that anyone
with a cognitive or memory disability can easily
differentiate between them for easy orientation. A Braille labeler enabled the inclusion of
Braille on all appliances, signage, and building
equipment. All refrigerators in the complex
have bottom freezers with the refrigerator unit
on top, allowing for easy access to the freezer
section for individuals having arm and shoulder
restrictions, using wheelchairs, or having height
limitations. Electrical outlets and data ports are
installed at desk height for ease of use. Tactile
guides, in the form of grooved cinderblock, are
168
incorporated into the walls as cues for individuals who have low vision or are blind. All work
and shared spaces allow for multiple individuals
with wheelchairs or other mobility devices. Orientation guides laid into the terrazzo flooring
in the lobby create high and low visual guides
to the front desk and elevators. Different carpet
and flooring textures provide visual and tactile
differentiation for common area spaces. Keyless
entry is also utilized.
As the project moved from the design to
the build stage (phases four and five), it was
important to continue attending to details and
communicating with contractors. By actively
ensuring that smaller issues—such as verifying that placement of motion sensors did not
default to the easiest location for electricians
but instead met UD location guidelines—the
university prevented later and more expensive retrofitting or modification. The design
team created open communication with the
contractors when any element of the design
seemed unclear.
LESSONS LEARNED
By committing to UD principles, the university entered into the construction and materials bidding process with a clearly identified
vision and goals. After construction, the designer noted, students were “blown away by
the concept [of having an ADA suite with two
accessible bedrooms in it], because [they] had
never had an opportunity in their lifetime to live
with another student who was also disabled”
(Sturgeon, 2009, p. 51). This specific concept
derived from student stakeholders’ feedback
about living and roommate choices. Previously
existing campus housing offered limited living
opportunities for two students with complex
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 - 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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