The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 222

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

ing; other distractions are prohibited.
Carl tires of Rick, thinks he is socially
awkward and rude, and begins to pick on him.
He randomly enters the room and turns the
television on to see Rick react. Rick ignores
him, turns the television off, and resumes
studying. One night at 11:00 p.m., Carl enters
the room while Rick sleeps. Rick uses a sleep
mask, which amuses Carl. Carl sets up a video
camera which records their interaction, attempts to remove the sleep mask, and whispers to Rick that he needs to go party.
Rick awakens and pulls a metal fork from
underneath his pillow, brandishing it at Carl.
Carl, laughing, hides under the room sink.
Rick follows Carl and repeatedly pokes—not
stabs—him with the metal fork. Carl alerts the
resident assistant. He files an incident report
and hopes Rick is removed from the room so
he can live “normally.”
As the resident assistant is writing the
report, Carl informs her that Rick has Asperger’s Syndrome, and his behavior is concerning.
Rick does not discuss Asperger’s Syndrome
but indicates that Carl has continually instigated confrontations. The resident assistant
ensures that everyone is safe, that neither
party wants to involve police in the matter,
and submits the report—with a reference to
Asperger’s Syndrome—to the housing and
residence life conduct office. The residence life
professional in charge of student conduct receives the incident report on her desk the next
morning. What should she do?

Case Analysis: A Complex Conduct
Scenario
The alleged behaviors in the report clearly
warrant student conduct action; however, the

222

Rick awakens and pulls a metal
fork from underneath his pillow,
brandishing it at Carl. Carl, laughing,
hides under the room sink. Rick
follows Carl and repeatedly pokes—
not stabs—him with the metal fork.
Carl alerts the resident assistant. He
files an incident report and hopes
Rick is removed from the room so
he can live “normally.”

complexity and surface-level severity of this
scenario require the conduct officer to think
critically and act expediently. First and foremost, she has a duty to ensure the safety of Rick
and Carl and the residential community as a
whole. She should immediately meet with Rick
to address the potentially disturbing behavior
that took place. She should also meet with Carl
to ascertain the living environment and establish the appropriate context necessary to make
some challenging decisions. For example, she
must ask herself the following questions: What
was the extent of the threat in this situation?
Does this instance warrant an interim suspension? What is the likelihood of recurring disturbing and inappropriate behavior? Does Rick
have a history of this type of behavior? Should
Rick be immediately relocated in the interim
while the student conduct process ensues? Is
there a need to address Carl’s behavior from a
conduct perspective?
Answering the aforementioned questions

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 - Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
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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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