Education 204 Chapters 1 and 4: History of Residence Halls Influence of Res. Halls Hierarchy of Needs

Timeline of Residence Halls Pre 1200s: living with professors and townspeople, in tents, etc s: 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 discipline Poor 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 increased Students 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 campus Dorm Mother System Visitation Restrictions Leave Permission System through the Dean of Women

Post World War II The addition of veterans to University life made for adjustments: Married & Family housing began 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 Multiculturism Student mental health problems Campus Violence Changing student attitudes (activism, politics, etc) Accountability Residence Hall Facilities

Chapter 4: The Influence of Residence Halls on students

Residence Halls have a positive influence on students in the following ways  Retention  Perception of the campus social climate  Participation in extracurricular activities  Satisfaction with college  Personal Growth and development  Interpersonal relationships  Faculty interaction

RetentionSatisfaction 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 Attitudes Values Maturity Grades- 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 RA Study 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 Roles Erikson’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