Education 204Chapters 1 and 4:

History of Residence HallsInfluence of Res. Halls

Hierarchy of Needs

Timeline of Residence Halls

Pre 1200s: living with professors and townspeople, in tents, etc.

1200-1400s: lived in hostels, halls or colleges(self-governing residences)

1400s: Universities took control of Residences.

British System of Residence Halls

Oxford University begins charitable institutions known as colleges for students to live in.

Professors provided instruction to those in their Residential College

American System

Different from British system due to variety of social classes present in University

Professors expected to manage a majority of student needs, British system allowed professors to hire proctors and helpers.

Problems with disciplinePoor facilities lead to the decline of Residence

Halls until the early 1900s. (Rat infestations, poor construction, etc)

Bringing back American Residence Halls

Woodrow Wilson’s Quadrangle Plan (1907)- quadrangle buildings with unmarried faculty in residence.

On campus extracurricular activities increased.

Demand for low cost housing had increasedStudents wanted to be connected to their

university and show their school pride by living on campus

Dormitory

Defined as “a place to sleep. “

Not used today. Today’s Residence Halls are much more than a “place to sleep.” Students learn about the world around them, different cultures and much more in today’s residence halls.

American Residence Halls Early 1900s

All women’s colleges required students to live on campusDorm Mother SystemVisitation RestrictionsLeave Permission System through the Dean of Women

Post World War II

The addition of veterans to University life made for adjustments:

Married & Family housing began1951- National Association of College and University

Housing Officers formed, now called ACUHO-I (Southeastern has attended ACUHO-I in the past, more recently, Southeastern Housing Officers have attended SEAHO (Southeast Association of Housing Officers)

Resident Counselors gave advice to new students, these resident counselors will grow into what we call Resident Assistants today.

1950s- 70s

1958: National Defense Education Act- increased federal money for higher education.

1960s- the age of built in furniture- due to Federal Government regulations for loaning money for new residence halls. Schools could include the cost of the furniture if the furniture was considered a fixture in the building.

Student Rebellion in the 1960s-70s challenged university policies on alcohol, visitation and curfews

Residence Hall Counselors (peer counselors or Ras) began to receive training on suicide, psychological issues, counseling, drug use, etc)

2000s

Students expect more from residence hall facilities- privacy, Internet- access, environmentally friendly buildings, etc.

Students expect learning communities to do the following: ◦Foster the development of the whole student◦Foster the acquisition of values and skills such

as responsibility, citizenship, and work ethic◦Foster the celebration of diversity within the

community

Challenges Facing Housing Programs

MulticulturismStudent mental health problemsCampus ViolenceChanging student attitudes (activism,

politics, etc)AccountabilityResidence Hall Facilities

Chapter 4: The Influence of Residence

Halls on students

Residence Halls have a positive influence on students in the following ways

RetentionPerception of the campus social climateParticipation in extracurricular activitiesSatisfaction with collegePersonal Growth and developmentInterpersonal relationshipsFaculty interaction

Retention Satisfaction

Students who live on campus are more likely to graduate from college

Students who live on campus are more likely to be more satisfied with their college experience- They feel better about themselves , what they accomplish and the quality of their education.

Interpersonal Relationships

Faculty Interaction

Students who live on campus build strong friendships- through shared experiences. Students learned about other cultures, lifestyles, etc.

Students who live on campus are more likely to have more interaction with faculty- especially faculty who host and attend programs within the Residence Halls.

Res. Hall Influences•Leaving home gives students new opportunities to learn. •Peer Group Influence – group of students with whom the person commonly chooses to associate. This peer group is the students social environment between family and society. Rewards from peers= emotional support & acceptance. Punishments= ridicule, isolation, reprimand. Peer Group examples are fraternities and sororities and Residence Halls.

Influences of the Roommate

AttitudesValuesMaturityGrades- similar study habits will predict

grades◦(If a student is not a academically high

performer and is matched with a academically high performer, they may become overwhelmed and not believe that academic achievement is possible.)

Influence of the RAStudy by Zirkle and Hundson at Penn State

•Students with a “counselor-oriented” RA vs. an “administrator- oriented” RA:

• Higher maturity scores• Higher GPAs• Students had more contact with their RA about personal and university matters• Lower damage charges• Less requests to leave the RA’s section• Had more activities• Students felt they knew their RA better, saw him/ her as a counselor & friend and wanted him/ her for an RA again.

Involvement

Integration

Students invest themselves in what they are doing when they get involved.

Res. Halls allow the student to learn in & outside of the classroom, discussing their opinions, values and more.

RAs may confront unhealthy student behaviors.

A sense of community will allow students to experiment and learn about themselves.

Balance between a challenge and the support to meet the challenge.

RAs set an example for their students

4 experiences people need for development (next slide)

Methods of Assisting in Students Development

Intervention

Community

Optimum Dissonance

Role Modeling

Adult Roles

Integration

Involvement

Adult RolesErikson’s 4 experiences young adults should have to help them develop

1. Experimentation with different roles and lifestyles

2. Freedom to choose activities and experience the consequences of choices

3. Involvement in what can be seen as meaningful achievement

4. Time for reflection and introspection.

Maslow’s Hierarchy of Needs