How Students Learn in Residence Halls

Abstract

This study aims at comparing the degree of students' satisfaction in relationship with traditional and suite style residence halls. A sample population of 209 students residing in four traditional and suite style residence halls participated in the survey from April to June 2015. The questionnaire consisted of 15 items. The Statistical Package for the Social Sciences (SPSS), version 17.0 was used for data analysis. Descriptive statistics were used to describe some demographic information of the sample. To test the hypothesis, an independent sample t-test was used to analyze the data. Following the data analysis, a series of interviews were conducted with 20 students. The results of quantitative data showed that suite style residents were less satisfied with their housing. Analyzing the interviews revealed that even though the suit style residents had enjoyed a better design, physical condition and maintenance compared to their counterparts from the traditional residence halls, they held higher expectations about the hall environments and felt that reality were short of their expectations.

“Call for Help Immediately”: A Discourse Analysis of Resident Assistants’ Responses to Sexual Assault Disclosures

“…RAs—and other first responders—are a cornerstone of campus sexual assault response. RAs build trusting relationships with students in their residence halls and housing communities (Blimling, 2003), similar to other members of the campus community, such as faculty members, academic advisors, and coaches. Close relationships and extensive contact with students place all of these employees in an ideal position to receive sexual assault disclosures and provide aid, primarily through referrals to services that provide direct assistance (e.g., victim advocates, mental health counselors; Paylo et al, 2017; Taub & Servaty-Seib, 2010).…”

“…RAs have been described as having “one of the most comprehensive roles in the student affairs division. No student problem escapes the RA’s involvement” (Blimling, 2003, p. 18). RA duties include building relationships with students and creating inclusive and welcoming communities (Blimling, 2003).…”

“…No student problem escapes the RA’s involvement” (Blimling, 2003, p. 18). RA duties include building relationships with students and creating inclusive and welcoming communities (Blimling, 2003). RAs are also expected to understand and follow institutional policies, serving as a role model for other students (Blimling, 2003).…”

“…RA duties include building relationships with students and creating inclusive and welcoming communities (Blimling, 2003). RAs are also expected to understand and follow institutional policies, serving as a role model for other students (Blimling, 2003). However, one of the most central RA roles is assisting students in crisis.…”

“…Formal support providers can play a critical role in survivors’ well-being after an assault. Across campuses, resident assistants (RAs) are frequently positioned as key support providers for students in crisis; with job roles that include providing emotional and material support, RAs can have a profound effect on students’ lives and well-being (Blimling, 2003). There is a strong body of research examining how formal support providers outside the campus community respond to sexual assault survivors who seek help (e.g., police officers, health care providers; see Campbell, 2008), but less is known about how peer support providers, such as RAs, respond to disclosures and the implications of those responses.…”