The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 199

How Are They Faring?

Discussion Questions
1. Considering the areas in which ui-reaCh students typically have difficulty, how can
residence hall staff monitor and mentor students to ensure that they are getting enough
sleep, handling peer pressure, and managing time and money appropriately? should this
be part of their role? What role should parents/guardians play in this monitoring and
mentoring process?
2. The ui-reaCh program requires applicants to be between the ages of 18 and 25 when
admitted. Consider and weigh the pros and cons of a decision to extend the age
requirements to include non-traditional students (second career, war veterans, graduate
students, etc.).
3. What leadership or mentoring role do you believe successful students participating in
programs such as ui-reaCh can play as they interact with similar students with ids?
develop and recommend a plan for implementation.
4. The authors suggest there is an “urgent need for both qualitative and quantitative research”
to “improve our understanding of how to best impact the learning and life outcomes of
students with id and their college peers.” What kinds of assessment and evaluation can
student affairs professionals undertake to help further the understanding of programs like
ui-reaCh’s?
5. What can student affairs practitioners who work with students with ids glean from the
research on ui-reaCh regarding external issues of cross-campus collaboration, purposeful
staff training, etc.? how can these ideas help to inform those in the university community
who do not interact with these students?
6. This study advances the importance of more inclusive postsecondary education
opportunities. in what ways can you as a student affairs practitioner encourage a
conversation about such an expansion on your campus?

Discussion questions developed by
Michael Grubbs, graduate student, Virginia Tech, and Katie Kidwell, graduate student, University of Iowa

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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 - 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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