Talking Stick - November/December 2015 - 47

are conjoined with one another
structurally because of where they
live . . . that's what really takes this
initiative to the next level." Former
Wayland resident Diego Salinas
agrees, saying that "people will barge
into your room and say, 'I need help
with this monologue' or 'I don't know
what to do with my painting.' You just
talk, and it will click for someone. It's
a space that's conducive for energy
outbursts and creative energy."

W

hile there is debate about the
amount of public space that
a hall should include, the
student living unit remains
at the heart of any conversation about
residence hall design and building
community. The student unit has
the largest influence on the size
and associated cost of a building,
so its impact is felt on the budget
sheet. Meanwhile, the type and mix
of student rooms also is critically
important to provide students with
living arrangements attuned to their
needs. When organized around a
diverse palette of student amenities,
the right living unit can enrich the

residential experience.
So what is the right living unit?
On most campuses, the so-called
traditional style of housing - doubleloaded corridors; rooms that hold two,
three, or four students; and common
restrooms shared by all living on the
floor - is being joined by a variety
of apartment-style layouts. These
options tend to house between four
and eight students around a common
living area and kitchenette, a design
that allows for more private sleeping
quarters and restrooms. Typically,
the style of room and the quantity of
student amenities are linked with the
student's class year and their perceived
needs. For example, first-year students
typically are placed in the smaller,
traditional-style rooms where they
have less privacy and, instead, are
nudged more into public community
spaces to meet and connect with other
students. Meanwhile, upper-division
and graduate students, who have
already established social networks on
campus, will have larger individual
living units and thereby use these
spaces - rather than common areas -
for connections and socializing.

LEARN MORE
Want to learn more about this
subject? Join the authors as they
expand upon their findings in a
webinar plus you will have the
chance to ask questions and
share your own experiences
with connecting hall design
to student success. Register
now to join us November 17,
2015, at 3 p.m. (Eastern) https://
attendee.gotowebinar.com/
register/4204811010826777090.

 CONTINUES  64

Questions and Answers
As the authors surveyed chief housing officers and followed up with roundtable discussions, the need quickly became apparent
for concrete, data-driven answers to a variety of questions regarding residence hall design. Answers to the following research
questions will help the profession understand the connection between residence hall design and student experience.
STUDENT OWNERSHIP/
TERRITORIALITY

COMMON SPACE AND
AMENITIES

LIVING UNIT
CONFIGURATION

How does the physical
environment shape
students' sense of identity
and community within a
residence hall?

What amount, type, and
design of public space is
best for students? How
does this vary by student
population?

What living unit type is
appropriate for students
as they move through
their college or university
experience? How do subtle
shifts in the unit type and
the relationship to the public
space influence student
experience?

SAFETY & SECURITY
What are the most effective
passive and active design
strategies to promote
safety and security? How
can these design strategies
support effective policies for
emergency management
and access control? How
does a sense of security
affect student experience
and success?

NOVEMBER + DECEMBER 2015

47
http://attendee.gotowebinar.com/register/4204811010826777090 http://attendee.gotowebinar.com/register/4204811010826777090
Talking Stick - November/December 2015

Table of Contents for the Digital Edition of Talking Stick - November/December 2015
