The authors examined the persistence rate and academic achievement of three cohorts of first-time freshmen that had used the recreation complex and those freshmen that had not used the facility.

The purpose of this article is to identify the factors affecting retention of college students with disabilities, examine the issues related to transition planning from secondary to postsecondary education, and explore the utility of the universal design concept to the retention of students. Further, promising practices will be shared along with implications for practice.

Researchers examined the perspectives of 274 senior housing officers and 283 graduate students on the declining number of resident director candidates. Data from two separate surveys indicated that quality of life, remuneration, and interest in the residence life profession were significant issues. Implications for professional preparation, practice and research are explored.

Demographic trends and the fundamental principles of access and participation are addressed in the context of the lessons learned as other historically underrepresented groups have entered higher education.

Understanding the issues, concerns, and experience of students with psychiatric disabilities assists colleges in creating conditions of inclusion and integration in the campus environment.