The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 171
Implementing Universal Design
Discussion Questions
1. Throughout the construction process, uW-Whitewater demonstrated many best practices
for collaboration throughout the stratification of the university system. how did uWWhitewater collaborate effectively throughout this process (e.g., design group)? What
areas do you believe were left out? Were there parties that were present but not
needed? on your campus, how would this collaboration have been successful? Which
stakeholders would be critical?
2. The planning game technique categorizes and prioritizes items as “essential, less essential,
and nice” and proves to be an appealing way to prioritize decision making and change.
What priorities are being emphasized, and who is being marginalized because of this
classification? how can this concept be transferable to student housing trends nationally?
how do you feel about “intentionally designed shared living spaces, enhanced bathrooms,
and visual and cognitive orientation guides” being classified as nice?
3. The article discusses the use of color-coding to help students with cognitive and memory
disabilities. What other types of changes could be made to better serve those students with
learning, cognition, and mental health challenges?
4. Consider a space or a feature at your institution that is partially but not fully compliant
with the principles of universal design. With the seven principles of design in mind, what
could the institution do to make the space or feature more accessible or accommodating?
5. The Center for students with disabilities at uW-Whitewater brought many student concerns
to light. as assessment becomes a growing component of student housing, how can
housing professionals support assessment beyond student satisfaction? What formal steps
can be taken at uW-Whitewater to ensure a continued exchange of ideas and improvement
for students?
6. The contrasting ideas of ada and ud are touched on at multiple points throughout this
article. how do the issues of compliance with ada and functionality with ud stand out to
readers? What does this say about institutional priorities at uW-Whitewater and nationally?
Discussion questions developed by
Erik Buol, graduate student, University of Iowa, and Vanessa L. Ruccolo, graduate student,
Virginia Tech
V o l u m e 4 0 , No. 1 • 2 0 1 3
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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 - 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 - 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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