The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 176
Patricia Barrett Malik • Patricia Wolfe Anton
Being part of the University
Housing system provided
BRSS students with numerous
advantages, such as the vast
opportunities for dining and
attending programs not only in
their own hall, but across campus.
traditional ways of doing business in University Housing had to be reconsidered in order
to be inclusive of residents with disabilities. As
the purpose of bringing BRSS into Nugent was
social integration and relationship building
within the same residential community, staff
recognized that many policies, procedures,
and attitudes would need to be examined in
preparation for such integration.
Being part of the University Housing system
provided BRSS students with numerous advantages, such as the vast opportunities for dining
and attending programs not only in their own
hall, but across campus. University Housing
staff, however, had little experience working
with students with severe physical disabilities
and little awareness of their needs. Typically,
these students use power wheelchairs and may
need assistance for tasks that require fine motor
skills. For example, many are not able to hand
their university ID to the checker in the dining
hall or may not be able to actively participate in
a hall program that requires taking notes. It was
necessary, then, to provide training on disability awareness and response to needs to Nugent
housing staff, as well as to the larger housing
staff, primarily in residential life, dining ser176
vices, and housing facilities. Being prepared
to communicate respectfully at the front desk,
understanding how to make an accommodation
in a dining hall, or thinking proactively during
program design (always anticipating that a
student with a disability would attend a hall
program) became a necessity for all housing
staff. BRSS staff, while not a part of University
Housing, were integral in helping design the
training modules based on their past experience with this unique group of students. In addition, they implemented training for a variety
of people including desk clerks, dining staff,
building services staff, and residential life professional and paraprofessional staff. BRSS staff
continue to provide disability awareness training to housing employees, as needed, through
formal programs and informal conversations.
BRSS staff also experienced a learning
curve upon moving from a very small, familyoriented work environment to the larger unit
that is University Housing at Illinois. Having
to master volumes of policies, procedures, and
organizational charts replaced a simple task
like mopping up a spill in a resident’s room or
asking the cook to make an individually tailored
meal in the middle of the afternoon for a resident not feeling well enough to attend lunch.
However, the collaboration allowed BRSS staff
to let go of their worries about the daily operations of running a residence hall. They were
able to focus on their primary strengths: educating students, teaching self-advocacy skills,
and developing individualized support plans
for residents, responsibilities that residential
life staff would not have the time, resources, or
expertise to do alone.
The preparatory work done in anticipation of opening Nugent can be considered a
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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