The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 175

The Illinois Model

campus, regardless of the existence or severity
of a disability. The partnership between University Housing and DRES offered the best of
both entities for residents with severe physical support needs. University Housing staff
brought their student life, dining services, and
facilities expertise to the planning and implementation process. All services and program
support offered to residents who lived in Beckwith Hall remained and were simply housed
in a new space and continued to be operated
through DRES. These services were renamed
Beckwith Residential Support Services in order
to maintain name recognition of the program.

UNIVERSITY HOUSING AND
BECKWITH RESIDENTIAL
SUPPORT SERVICES
PARTNERSHIP
The model utilized by University Housing and
BRSS staff to prepare to work together followed
the Illinois living-learning community prototype, which had proven to be successful in
other halls on the Illinois campus. Essentially,
academic specialists from a specific discipline
are utilized to lead the development of the academic program, while residential life staff are
charged with designing programs and services
that are supportive of the academic theme
and learning outcomes of the community.
Although each staff member has their own
role and skill set, most decisions are made
collectively, and staff members function as
a team to serve the residents in a seamless
fashion. The difference with the University
Housing and BRSS partnership is that the
skill set of BRSS staff is not grounded in an
academic discipline but instead in previous
experience and programmatic services with

persons with disabilities.
Many residence life and housing professionals are familiar with partnering with other
campus units within their residence halls.
For some, collaboration is focused on simply
sharing physical space, while for others there
is a true partnership to provide academic
classes, Greek chapter programs, or academic
advising within the residential unit. Although
Nugent did not open its doors to residents
until 2010, University Housing and BRSS staff
began collaborating several years earlier, with
the aim of fostering relationships between the
Beckwith and University Housing residents
and to begin learning about each other’s programs, operations, and services. Some of the
undergraduate residence halls were partnered
with Beckwith as buddy or sister halls, and
the paraprofessionals were primarily responsible for joint programming, often social in
nature. When the decision came to formally
work together on building Nugent, University
Housing staff took part in several training sessions with Beckwith staff, who also served on
search committees within residential life to
provide input into staff selection. Beckwith
staff and residents provided input regarding the desired physical accessibility features
during the design and construction phases of
residential construction. These early collaborative efforts laid the groundwork for the more
intensive partnership to come.
This partnership meant countless meetings and hours of preparation regarding operational details, from how to core door locks
to deciding on the furniture, equipment, and
supplies needed to support the hall’s program.
What housing staff learned through meeting
with the Beckwith staff was that many of the
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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
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 - 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 - 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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