On-campus Housing Research Articles

Assessment of Fire Safety Measures in On-Campus Housing Facilities

Universities, including Caleb University, offer various on-campus housing options, such as hostels and private residences. Ensuring fire safety in these facilities is paramount for the protection of students, staff, and property. This study investigates the fire safety measures in place at Caleb University's male hostel, examining both the physical infrastructure and the awareness and training of residents and staff. Using a mixed-methods approach, the study combines a physical inspection of fire safety equipment and infrastructure with semi-structured interviews to assess the comprehensiveness of fire safety protocols and awareness programs. The findings reveal significant gaps in both the awareness and implementation of fire safety measures. Only 33% of the staff and 69% of students are aware of any fire safety programs, and 86% of the staff and 65% of the students lack knowledge of evacuation protocols. These deficiencies highlight the need for structured and mandatory fire safety training, regular drills, and clear communication of evacuation procedures. Recommendations include the development of comprehensive fire safety programs, integration of fire safety education into the curriculum, regular maintenance of fire safety equipment, and partnerships with local fire safety authorities. Implementing these measures can improve the safety and preparedness of Caleb University’s residential facilities, providing a safer living environment for all residents.

The Impact of Campus Residency on Retention of First-Generation African American College Students at Predominantly White Institutions

The purpose of this study was to determine the impact of campus residency on the retention of first-generation, African American college student at PWIs. A sample of 20, full-time freshmen students participated in the study. The researchers used in-depth interviews to gain a deeper understanding of the impact campus residency is having on student retention. All information was self-reported by the participants. Limited research has been conducted on first-generation African American college students at Predominantly White Institutions. Study findings supported previous research in relation to on-campus housing and a sense of belonging. Study showed that campus residency had impacts on student’s retention as a result of their accessibility to academic support systems, extracurricular activities, importance of faculty and staff relationships, peer interactions, and a sense of belonging.

Exploring perceptions of students on safety and security from selected south African historically disadvantaged institutions

Students from distinct regions and even abroad flock to campuses of Higher Education Institutions (HEIs) to broaden their knowledge in diverse fields of study. These institutions offer a wide array of academic, social and sports-related programs. However, safety remains a major concern for students worldwide. The increasing number of cases of victimization on and around campuses, including at the Historically Disadvantaged Institutions (HDIs), has necessitated the serious consideration of students' safety. This study aims to explore students' perceptions of safety, as it focuses on Two (02) South African HDIs, specifically focusing at Universities of Limpopo (UL) and Venda (UNIVEN) of South Africa. This study adopted the qualitative approach, employing the case study design, with the aid of exploratory objectives. About Twenty (20) participants were selected using the non-probability: Purposive sampling to take part in semi-structured, face-to-face interviews. The collected data were analysed using the inductive Thematic Content Analysis (TCA) with inductive reasoning.
 The findings discovered that inadequate lighting in certain areas of the campus, insufficient Closed-Circuit Television (CCTV) in some student residences, the absence of police patrols around the campus, and the unavailability of emergency phones to contact security officials are factors that contribute to the feeling of insecurity in both on-campus and off-campus housing. The study also found that students are hesitant to travel alone at night, regardless of whether they are living on-campus or off-campus. Not surprisingly, the study found that students who reside off-campus are more afraid of sexual violence than those who reside in on-campus housing. With respect to recommendations, it is advised that it is necessary to install CCTVs in all leased off-campus accommodations as well as the on-campus residences to keep students secure. For students living off-campus, there should be enough transportation to help their movement to and from their respective homes. In addition, it is recommended that police patrols be visually evident on the campus as well as near off-campus accommodations where many students reside

Lean/IPD in action – MSU business college pavilion case study

Michigan State University (MSU) is an educational institution that owns one of the largest on-campus housing systems in the US. As part of its operation, MSU is interested in improving the performance of its capital projects. To do so, it has adopted the integrated project delivery (IDP) approach. This article describes some of the key features used by MSU to implement an IPD agreement for building its new MSU Business College Pavilion.As a result, MSU delivered a successful project, both on cost and on time, an outcome that involved the use of several tools, such as an IPD multi-party agreement, the Lean Execution Plan, Target Cost, and A3, among others. The use of IPD maximizes value, leadership, and innovation while using agreements for sharing risks and rewards. This case´s learned lessons for future projects involve the foster of aspects such as value alignment, collaboration, waste reduction, and periodic review of the effectiveness.

Race, Whiteness, and Student Life in On-Campus Housing: A Case Study of Three Universities

Residence halls are consequential spaces for many college students and purport to offer comfort, community, and home while facilitating meaningful learning opportunities, including interaction across difference. This qualitative case study uses theories of white space to examine campus housing at three historically white universities. Findings juxtapose staff’s and administrators’ relatively harmonious and idyllic beliefs about community with Students of Color’s experiences in campus residence halls. Across campuses, Students of Color’s sense of comfort and belonging in residence halls was ruptured by racist expression, speech, and an overwhelming presence of white people. Findings illuminate how residence halls often functioned as white spaces, where white students were disproportionately entitled to comfort, safety, and belonging. Implications for research and practice are discussed.

Mental health risks & patterns among on-campus resident students during the COVID-19 pandemic

Objective: This study examined the effects of the COVID-19 global pandemic on the mental health and well-being of college students residing in a rural community. Particular attention was paid to student gender identity and sexual orientation. Eligible students reported on their mental health statuses, coping strategies, distresses, demographics, and original items to capture students’ experiences. Participants: Participants were 372 undergraduate and graduate student's living in residence halls or on-campus housing enrolled in a public university between January and March 2021. Methods: Univariate and bivariate statistical analyses were utilized. Open-text responses about navigating mental health challenges during the COVID-19 pandemic are summarized. Results: Students who identified as LGBTQ+ (p<0.001) or non-binary (p=0.0022) scored significantly higher in depressive symptoms, while year in school, race, or ethnicity did not appear to play a role in overall mental health status. Conclusion: This study can be used to help enhance current mental health services offered on-campus, especially for students who face higher burden of mental health risks.

Deploying a robotic positive psychology coach to improve college students’ psychological well-being

Despite the increase in awareness and support for mental health, college students’ mental health is reported to decline every year in many countries. Several interactive technologies for mental health have been proposed and are aiming to make therapeutic service more accessible, but most of them only provide one-way passive contents for their users, such as psycho-education, health monitoring, and clinical assessment. We present a robotic coach that not only delivers interactive positive psychology interventions but also provides other useful skills to build rapport with college students. Results from our on-campus housing deployment feasibility study showed that the robotic intervention showed significant association with increases in students’ psychological well-being, mood, and motivation to change. We further found that students’ personality traits were associated with the intervention outcomes as well as their working alliance with the robot and their satisfaction with the interventions. Also, students’ working alliance with the robot was shown to be associated with their pre-to-post change in motivation for better well-being. Analyses on students’ behavioral cues showed that several verbal and nonverbal behaviors were associated with the change in self-reported intervention outcomes. The qualitative analyses on the post-study interview suggest that the robotic coach’s companionship made a positive impression on students, but also revealed areas for improvement in the design of the robotic coach. Results from our feasibility study give insight into how learning users’ traits and recognizing behavioral cues can help an AI agent provide personalized intervention experiences for better mental health outcomes

Speaking Their Language: Does Environmental Signage Align to Personal Dimensions of Environmentally Responsible Behavior in Undergraduate Residence Halls?

Everyday environmental behaviors within the residential sphere contribute significantly to global carbon emissions. Understanding the factors underlying these behaviors is key to changing behavior. This paper examines undergraduate behavior in on-campus housing as a case study with the following aims: (1) to identify the personal dimensions that underlie undergraduates’ environmentally responsible behaviors (ERBs) and (2) to determine if environmental signage in on-campus housing aligns with these existing personal dimensions. This study involved an online survey of ERBs, values, motivations, and knowledge of students in six residence halls. A content analysis of environmental signage examined how values and motivations were used to frame environmental messages. Comparisons were made to determine how the communications aligned to occupants’ values and motivations. Undergraduate ERBs are supported by subjects’ Biospheric values, Environmental Concern, and motivation to engage with Technology. Female subjects performed significantly more ERBs than male students. Male students placed a significantly higher value on Egoism, which was significantly associated with poorer environmental behaviors. Signage with behavioral appeals is a relatively cost-effective and prevalent intervention strategy. However, signage should be tailored to appeal to a range of values and motivations of the target audience, including students’ desires to interact with technology and the personal benefits of environmental responsibility.

Greening on-campus housing: blending commercial and higher education contexts

ABSTRACT With the United States higher education sector representing over five billion square feet and expending over six billion dollars annually on energy costs, the higher education institution has an opportunity to flourish as a thought leader in integrating exemplary approaches to sustainable development throughout the campus. This manuscript puts forward a formal green rider framework as part of the on-campus housing contract as well as a research design for future implementation. The aim of this proposed instrument is to increase participation and accountability of students and higher education institutions in marshalling innovative sustainable development features. While a formal green rider can further the higher education institution mission of environmental stewardship, it can also prepare the next generation of leaders by furthering their ecological literacy by understanding how to apply environmentally sustainable concepts into environmentally friendly habits.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

South African university women's perspectives on intimate partner violence: a qualitative study of reactions to a tailored vignette

Intimate partner violence is an ongoing issue in South Africa, which has the highest rates of violence against women and girls in the world. Intimate partner violence is common in Limpopo, where women, including university students, experience elevated rates of violent crime. This qualitative study was conducted to examine university students’ perspectives regarding intimate partner violence among their peers. A culturally tailored vignette was used to prompt reflection from 38 female university students in Limpopo. Audiotaped responses to the vignette were transcribed, coded and analysed using thematic analysis. Four main themes were developed from participants’ responses to the vignette: cultural beliefs, the university’s role in intimate partner violence, likely outcomes of intimate partner violence, and future interventions. Intimate partner violence was seen as a common problem within the university. Students’ responses indicated that cultural beliefs perpetuated violence against women, with women entering and remaining in abusive relationships for financial security or resources such as housing. Students also reported lack of adequate on-campus housing options, limited knowledge of intimate partner violence, and few actions to reduce intimate partner violence, all of which placed then at heightened risk of intimate partner violence.

Humility in novice leaders: links to servant leadership and followers’ satisfaction with leadership

ABSTRACT Across two studies, we investigated connections between leader humility, servant leadership, and follower satisfaction. Leaders were resident and spiritual life advisors in on-campus housing at a university. In Study 1, we assessed leaders’ self-reported expressed humility, intellectual humility, and servant leadership at three times across six months. Leader humility did not change across time, but aspects of both forms of leader humility were positively associated with servant leadership. In Study 2, leaders were rated by their followers. Leaders reporting more respect for diverse viewpoints, a characteristic of intellectual humility, had followers who were more satisfied with their leaders’ interpersonal leadership and justice orientation. This research suggest potential benefits to cultivating humility among novice leaders in some contexts.

Living on‐campus during COVID‐19: Prepare to handle requests for accommodations

As vaccination rates go up and higher education institutions return to on‐campus learning this fall, institutions may already be receiving students’ accommodations requests to waive or adjust requirements for living in on‐campus housing. With return to on‐campus learning this fall, these requirements are now back in force. Colleges and universities promote living on campus for a number of reasons, including the increased tendency for resident students to perform better academically, seamlessly integrate into campus activities and student organizations, and receive peer support.

The Influence of Social Support Specific to Physical Activity on Physical Activity Among College and University Students: A Systematic Review.

Starting college or university is a significant life event that can impact students' physical activity (PA). Social support specific to PA (SSPA) is a social determinant of PA among college and university students. This review had 3 aims: (1)to systematically review studies examining the association between SSPA and PA among students; (2)to examine whether potential associations differed in terms of types or sources of SSPA; and (3)to examine whether any potential associations differed in terms of gender. Studies were identified using Academic Search Premier, PsycInfo, Sociological Abstracts, and SPORTDiscus. This review included 25 papers. The results suggested that there is a positive association between SSPA and PA among college and university students. Although the importance of different sources of SSPA is not clear, the results suggested that family and friends provide significant SSPA. High variability in measurement methods made it difficult to compare studies and to come to a clear consensus. However, the findings suggested that SSPA may be a determinant of PA. In order to better understand the relationship between SSPA and PA among students, some elements, such as gender, socioeconomic level, and off- or on-campus housing, should be considered in future studies.

COVID-19 Response Strategies at Large Institutes of Higher Education in the United States: A Landscape Analysis, Fall 2020

PurposeTo examine the pandemic response plans of institutes of higher education (i.e., colleges and universities), including COVID-19 prevention, enforcement, and testing strategies. MethodData from the largest public (n = 50) and private (n = 50) US institutes of higher education were collected from October 30 to November 20, 2020. ResultsMost institutes of higher education (n = 93) offered some in-person teaching in the Fall 2020 semester; most adopted masking (100%) and physical distancing (99%) mandates. Other preventive strategies included on-campus housing de-densification (58%), classroom de-densification (61%), mandated COVID-19-related training (39%), and behavioral compacts (43%). Testing strategies included entry testing (65%), testing at regular intervals (32%), population sample testing (46%), and exit testing (15%). More private than public institutes implemented intercollegiate athletics bans, behavioral compacts, and suspension clauses for noncompliance. ConclusionsVariability in COVID-19 prevention and testing strategies highlights the need for national recommendations and the equitable distribution of sufficient pandemic response resources to institutes of higher education.

COVID-19 Impact on Students’ Decisions to Take Gap Years

Due to the ongoing pandemic, many incoming first-year college students and even some upperclassmen are deciding to take a gap year. Before COVID-19, taking a gap year was already a path many students took, but we see an indefinite rise of students taking this path with the pandemic. This raises another important question: what are the differences between taking a Gap year pre-COVID vs. during COVID? We hope to answer how gap years affect students' learning and academic patterns and analyze socio-economic factors such as family's financial capacities and on-campus housing. Moreover, it is also crucial to examine the long-term impacts of the increase in gap years. What will happen to tuition, higher-education availability, and the importance of college? We aimed to answer all of these questions through a series of surveys.

Assessment of the Influence of on-Campus Housing Quality and Facilities on Students’ Academic Performance at the Federal University of Technology, Akure, Nigeria

Abstract The management of federal universities in Nigeria has not taken the issue of students’ housing provision as a priority. Hence, demand for on-campus housing accommodations far exceeds the supply and this resulted in the majority of the students living in private residences characterised by poor facilities. This study, therefore, assessed the housing quality and facilities in the undergraduate student’s hostels at the Federal University of Technology, Akure, Nigeria to investigate its suitability for learning and research. A simple random sampling technique was used for the study. Data were collated from both primary and secondary sources. The data collected were analysed using frequency tables and weighted mean scores for estimating the Housing Quality Indices (HQI) according to a 5-point Likert scale. The academic performance of the occupants before and after moving to the university hostel was equally investigated using a regression analysis to test if a relationship exists among the housing quality, the quality of facilities provided and the academic performances of the students. The result revealed a positive relationship between the academic performance of the students and the quality of housing facilities. A comprehensive maintenance programme of the students’ accommodation within the university campus is recommended for higher academic performance. The study contributes to the body of knowledge in academic performance of students, developing and managing students’ accommodation quality at higher education institutions.

Moving Medical Students into Shared Housing During the COVID-19 Pandemic.

A new academic year began in the midst of the COVID-19 pandemic. In order to allow for in-person learning, a fundamental part of medical education, some medical schools grappled with how to safely move students into shared on-campus housing. The authors describe a behavior-based strategy to safely move students from all parts of the United States to the Albert Einstein College of Medicine in the Bronx, New York. This strategy included a school-organized phased move-in that included 14-day quarantines for students coming from states with high COVID prevalence; requiring students to sign a COVID-agreement; the use of a phone-based daily COVID risk assessment; and facilitation of safe in-person social activities with peer monitoring of adherence to behavior guidelines. This strategy resulted in no known transmission of SARS-CoV-2 in student housing between July and October of the 2020 to 2021 academic year. The authors share this strategy in the hope that colleagues at other medical schools will find it useful in utilizing similar behavior-based strategies to keep students safe in shared housing.

Multiple COVID-19 Clusters on a University Campus - North Carolina, August 2020.

Preventing transmission of SARS-CoV-2, the virus that causes coronavirus disease 2019 (COVID-19), in institutes of higher education presents a unique set of challenges because of the presence of congregate living settings and difficulty limiting socialization and group gatherings. Before August 2020, minimal data were available regarding COVID-19 outbreaks in these settings. On August 3, 2020, university A in North Carolina broadly opened campus for the first time since transitioning to primarily remote learning in March. Consistent with CDC guidance at that time (1,2), steps were taken to prevent the spread of SARS-CoV-2 on campus. During August 3-25, 670 laboratory-confirmed cases of COVID-19 were identified; 96% were among patients aged <22 years. Eighteen clusters of five or more epidemiologically linked cases within 14 days of one another were reported; 30% of cases were linked to a cluster. Student gatherings and congregate living settings, both on and off campus, likely contributed to the rapid spread of COVID-19 within the university community. On August 19, all university A classes transitioned to online, and additional mitigation efforts were implemented. At this point, 334 university A-associated COVID-19 cases had been reported to the local health department. The rapid increase in cases within 2 weeks of opening campus suggests that robust measures are needed to reduce transmission at institutes of higher education, including efforts to increase consistent use of masks, reduce the density of on-campus housing, increase testing for SARS-CoV-2, and discourage student gatherings.

Full-Time Students With Part-Time Benefits: How Being Denied On-Campus Housing Affects College Students With Criminal Records

There are major assumptions that housing opportunities in higher education are equally accessible and available to all students. However, these accessible housing opportunities are not available to current and prospective students who possess a criminal record. Many college students with criminal records are deemed ineligible for adequate housing opportunities even before their applications are submitted. This study uses a qualitative layered analysis approach to explore how denials from on-campus housing affect college students with criminal records. Using the perspectives of this marginalized and invisible student population, we draw the reader’s attention to how students with criminal records are affected as a result of being denied on-campus housing, and we provide tangible recommendations for future research, housing practices, and housing policies in higher education.