The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 194
Jo M. Hendrickson • Amy Vander Busard • Derek Rodgers • Bethany Scheidecker
The advent of students with ID
successfully attending colleges
and universities refutes the
conventional wisdom of who
should go to college.
students across the U.S.
The work of Longerbeam, Inkelas, and
Brower (2007) may in part explain the similar
experiences of UI-REACH students and firstyear college students. They noted that student
engagement increases across time along with
a sense of belonging (Inkelas, Daver, Vogt, &
Leonard, 2007) as students learn to navigate
campus and build relationships with peers,
faculty, and staff and as the stresses associated
with everyday student life decline. To create a
parallel experience for UI-REACH students,
the program’s staff dedicate several days to
campus navigation activities and attempt to
reduce the anxiety associated with change
by using individualized student schedules,
weekly advising sessions, and carefully timed
announcements. To offset potential social isolation and to enhance social connections, some
evening and weekend activities are required.
To enhance motivation, leadership development is linked with student interests.
Being part of a living-learning community
offers a plethora of opportunities for achieving personal growth, developing positive relations, and gaining a sense of environmental
mastery. We consider student misunderstandings, negative interactions, and quarrelsome
behavior to be opportunities for learning and
194
practicing self-control, self-advocacy, and problem-solving. Designing carefully coordinated,
individualized strategies for addressing personal challenges is a continuous process. Staff
are always weighing the importance of the individual making independent choices (good
or bad) with when and how much support
to provide and must consider the learning
curves of students, their limited experience in
complex social environments, and their need
for substantially more practice in using age-appropriate behaviors and emotions. That being
said, the safety, rights, and well-being of each
student and the community are considered in
determining courses of action.
To promote respectful interactions and to
capture teaching moments beyond the academic classroom, UI-REACH employs several
strategies: (a) program-specific resident assistants (b) on-call UI-REACH professional staff,
(c) nightly duty logs and weekly staff meetings,
(d) referrals to university services, and (e) mediated roommate contracts. The program also
offers short-term courses (e.g., stress management, couples counseling) to small groups of
UI-REACH students.
As noted previously, UI-REACH resident
assistants have the same responsibilities as
traditional RAs do (e.g., roommate mediation,
community building, educational and recreational programming). They also receive specialized training to prepare them for additional
responsibilities (e.g., monitoring curfew, modeling appropriate social skills and boundaries,
assisting residents with expressing themselves,
providing direct and meaningful feedback, and
fostering positive social interactions among all
students in the hall). These RAs are the natural
bridge between the UI-REACH living-learning
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 - 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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