The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 218

Wade G. Livingston • David A. Scott • S. Bryan Rush • Lance A. Watson •
Michael L. Neiduski • Steven J. Pinkenburg

The right to reasonable
accommodation sometimes stymies
the student accountability efforts of
educators. Practitioners misinterpret
the law or fear legal scrutiny of
their professional practice unduly
and do not consider the educational
or developmental steps necessary
to hold students accountable.
Therefore, educators should
understand that institutional policies
apply equally to both students with
and without disabilities.

tions follow their own outlined processes and
procedures—allowing for unique institutional
culture—when working with all students, including those with invisible disabilities.
While consistent adherence to policy is
an aim for all educators who address students’ behavior (Pavela, 2008), this does not
mean they should be cold and robotic during
conduct interventions. Rather, professionals should understand the evolution of disability law (see Bauman, Davidson, Sachs, &
Kotarski, 2013) and take comfort in their professional judgment. As long as they execute
reasonable decisions in accordance with
institutional policy and standards of professional practice, they will facilitate impactful
218

and legally sound interactions with students.
Moreover, professionals should use their resources—such as general counsel, professional organizations and publications, and
campus partners—wisely to alleviate the
stress of complicated scenarios.
Accordingly, educators must work within
the legal framework and the policy structures
at their institutions in a manner that maximizes the flexibility of their interventions without
undermining the consistency of the student
conduct process. As Lake (2011) explains, “Use
law and legalisms to manage higher education environments, but be careful not to allow
law and legalisms to supplant good student
affairs practice” (p. 13). In other words, student
affairs educators do not need to think or act
like lawyers. Bickel and Lake (1999) and Lake
(2011) remind student affairs professionals of
several things about the risks of college life: (1)
legal challenges should be expected because
we live in a litigious society; (2) the courts have
historically supported reasonable academic
practices even as lawsuits have increased; (3)
while risk aversive practice may seem safer, it
may not produce the most educationally effective campus environment; and (4) sometimes
lawsuits create necessary change. While it is
difficult to operate fearless of legal scrutiny,
educators must understand their responsibility to enact reasonable student-centered,
creative conduct practices in order to create educationally effective conduct processes. When
addressing any student, residence life and
housing professionals need to be comfortable
with consistently inconsistent, or individually
tailored, outcomes.
At this juncture, it is important to note
that not every reported incident involving 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 - 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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