The Journal of College and University Student Housing - Volume 46, No. 2 - 67

CUE-ing Student
Success: Evaluating
Academic Support
Space in Residential
Communities

PHIA S. SALTER

DUSTIN K. GRABSCH

JAREN D. CRIST

Associate Professor
of Psychology
Davidson College
phsalter@davidson.edu

Director of Academic
Initiatives for Residence Life &
Student Housing
Southern Methodist University
dgrabsch@smu.edu

Graduate Student
Researcher
Texas A&M University
jdc@tamu.edu

JAGADESH LAGISETTY

LANE B. DYER

ESTEPHANIE OLVERA

Undergraduate Student
Researcher
Texas A&M University
lagisettyjy@gmail.com

Undergraduate Student
Researcher
Texas A&M University
lane_dyer97@yahoo.com

Undergraduate Student
Researcher
Texas A&M University
esteph2@tamu.edu

Rhode Island School of Design
Providence, Rhode Island

66

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

ENVIRONMENTAL ASSESSMENT OF RESIDENCE HALLS
and the impact of their associated educational and
developmental spaces has concerned housing and
residential life professionals for a considerable time. Given
this understanding, a number of approaches to conduct
environmental assessment have emerged. This case study
utilized and expanded upon an environmental assessment
framework to conduct a sociocultural analysis of four
residential academic support spaces. We evaluated these
spaces on the dimensions of inclusion and accessibility,
scholarship, practicality, community, propriety, and
awareness. Recommendations for future research are
posited, along with short-, mid-, and long-term changes to
apply and practice.
Note: We would like to acknowledge the Academic Support Initiatives
research team within the Department of Residence Life at Texas A&M
University for their assistance and their support of this study from start
to finish. This research collaboration was generously supported via a
Division of Student Affairs Faculty Fellow Program that the first author
completed.

Residence life
professionals have
experimented with
many ways to
structure positive
educational
environments in
student housing;
however, much
of the existing
research focuses
on programmatic

Educational researchers have documented the power of the postsecondary educational experience to effect changes in a variety of
outcomes and dimensions (Mayhew et al., 2016; Pascarella & Terenzini, 1991, 2005). These studies have assessed transformations in
student development and competencies; however, just how well
students acquire these skills and achieve these outcomes depends
on the quality of the physical environments in which they engage.
This concern for the quality of educational environments that accommodate students along their developmental journey relates to
both individual and institutional success (Strange, 2019).

interventions
rather than
evaluations of
space.

A number of measures of college environments and their
impacts have emerged since as early as the 1950s and continue
to be of interest to researchers today (for examples, see Astin &
Holland, 1961; Baird, 1974; Franklin, 1995; Lim & Fraser, 2018;
Pace & Stern, 1958). Many of the tools are used to analyze physical

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The Journal of College and University Student Housing - Volume 46, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 46, No. 2

Contents
The Journal of College and University Student Housing - Volume 46, No. 2 - Intro
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