The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 26

Stephanie Sickler • Beverly Roskos

. . . i f s t udents lived only
i n s u ite -s t yle halls, this
wo uld not provide a time
d ur i ng t heir campus housing
ex per ience for them to
b uild a s en s e of residential
co m m u nit y such as that
which o ccu rs naturally when
resident s sh are a room.

community has been shown to predict satisfaction with campus life, which in turn predicts
retention and graduation (Astin, 1973; Tinto,
1994). This study’s participants overwhelmingly reported to prefer the suite-style buildings
to older, traditional halls. In light of these statistics but despite the clear evidence that students
would be less likely to develop a stronger sense
of community, it remains to be seen whether
the trend towards suite-style residence halls will
lead to higher levels of satisfaction and/or retention and graduation.
The most surprising results from this study
were in regards to learning communities and
recreational activities, which were noted by less
than 6% of respondents each year as important to their housing decision. Living-Learning Communities (LLCs) are widely valued
for the facilitation of recruitment and retention among students and campus residents
(Inkelas, Soldner, Longerbeam, & Leonard,
2008; Li et al., 2005; Shapiro & Levine, 1999;
Smith, 2011). On the rise in recent years
26

(Brooks, 2010), LLCs are generally desirable
programs on large college and university campuses because of their ability to offer students
a more intimate and personalized learning
group (Inkelas & Weisman, 2003). Further,
this study’s large Division 1 campus is home
to a variety of NCAA athletic teams and has
an active intramural community. These both
require the use of top-notch sporting and athletic facilities, many of which are available to
the general student body. Given the resources
dedicated to these amenities, it was expected
that they would influence students’ residence
hall selection much more heavily. Given
the findings from this study, it would seem
prudent for practitioners to focus on several
factors when considering new construction or
renovation projects for campus housing.

Variety of Room Type Available
This study indicates that students are selecting a residence hall largely based on room
type, which on this campus—and likely many
other campuses—is predicated by the age of the
building. Housing on this campus is near capacity. Limiting a campus housing population
to only traditional halls or only suite-style halls
would not allow for the variety of preferences
found among residents in this study. Further,
if students lived only in suite-style halls, this
would not provide a time during their campus
housing experience for them to build a sense
of residential community such as that which
occurs naturally when residents share a room.
It is proposed that some form of room type designation be assigned to students based on year
in campus housing to encourage a variety of
experiences among residents. Perhaps first-year
students could be required to live in traditional
halls, as is required on the Birmingham-South-

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 - 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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