Ever Wonder Why We're Here? Part One...

Hello again! I thought today I would start a two-part series about the history of Residence Halls (I am, after all, a history major and a nerd). Today's article will focus on Residence Hall history in general; tomorrow we will look at this history of Residence Halls on UF's campus, particularly Beaty & Jennings. So read on! (Hey, this might come in handy someday :) )



European Beginnings. From the beginning, the great Universities of Europe (the Sorbonne in Paris, Oxford and Cambridge in England, were centers of learning that attracted people from all over Europe. Travel between places was difficult and as early as the 12th century, students and faculty alike were asking for University housing to be built. At this time, existing establishments were converted to student housing rather than separate facilities being built. The first student houses, called hospices, were "simple affairs, consisting of 18 beds reserved for students....[they] were subject to no special regulations or supervision beyond those imposed on ordinary lodgers." (Lucas, Christopher: The History of Higher Education, p. 66) As this movement progressed, students began to see the advantages of living together in groups: rents were controlled, they could live with other students who had similar mindsets and schedules, and they always had someone to eat with. In turn, University officials appreciated the chance to keep a watchful eye on their sometimes troublesome charges. Strict rules were often enforced. For example, at the Sorbonne, "if a student attacks, knocks down, or severly beats one of the students, he has to pay on sester of wine to his fellows, and this wine ought to be of a better to best quality." (Lucas, 66).

In Oxford and Cambridge, the idea of collegial living was taken one step further. Students living in simpled dormitories eveolved those living spaces over time into sometimes elaborate institutions, each with its own traditions, history, rights and priveleges. Eventually, the older students living in these houses began to tutor and lecture the younger students; often, outside instruction was dispensed with completely. This became the model for the residential college, a place of both living and learning.

Early American Institutions. The first institutions of higher education in the colonies (and later the United States) were modeled, naturally, after the great European universities -- more specifically Oxford and Cambridge. The tendency at these early instiutions (Harvard, for example) was to "house students together in a residential dormitory...the aim was to foster among all students a common social, moral and intellectual life" (Lucas, 111). Rules were strict and punishments could be severe. From the early 1700s on, rapid expansion and overcrowding lead to more serious incidents. Typical incidents of the day included drunkenness, debauchery, violent assaults, and gambling. In one memorable incident, 22 Harvard students were expelled in 1728 for stealing and eating a local farmer's geese. As the United States expanded westward, so did its colleges, eventually choosing to build universities in the "ideal bucolic setting" (small towns in the country) instead of the large and dirty cities. The higher concentration of young people in these towns made university officials even more determined to control student behavior and student life and "student dormitories were viewed as a means ideally suited to that end" (Lucas, 126). Frustrated by the strict regimen, students began organizing into groups -- the beginnings of student orgs & clubs.

Student Services Arises. Throughout the first half of the 20th century, increasing attention was paid to student's extracurricular life. By this time, "academic leaders became persuaded that athletics, social clubs, Greek-letter societies, campus newspapers and student magazines were evolving without benefit of adequate coordination and supervision" (Lucas, 203). It was seen that non-academic activities carried great benefit for the students and for the institutions. Out of this idea came the notion that on-campus housing facilities needed to be renovated, expanded and placed under close supervision. Deans of Men and Deans of Women began to appear on the scene, as well as support staff charged with overseeing dormitories.

Rapid Changes. The next major change to Campus Housing came in the 1940s after the close of World War II. The Serviceman's Readjustment Act (also known as the GI Bill) provided funding for veterans to go to college, and go they did. Enrollments swelled all over the United States, and not only were vets coming to campus but they were bringing their families with them. Universities had to build (quickly!) spaces for current students, new students, and families of the students. The building boom continued throughout the 50s, 60s and early 70s. Many of the high-rise type facilities on campuses around the United States were built during this time to maximize the number of students that could fit into a small area of land. During this time, buildings were increasingly staffed by students in addition to professionals. The job of the Resident Assistant was really to enforce policy and ensure that things ran smoothly. In the 80s and 90s, the idea of residence halls as communities of learning (rather than just a place to live) really came back into the forefront as studies began to show that students who lived on campus were more likely to be successful students and graduate on time. Student staff were given more of a focus on developing a community rather than just enforcing policy.

"Dorm" vs. "Residence Hall" If you hang around Residence Life professionals long enough, you will notice that many of us do not use the term "dorm." "Dorm" is short for "dormitory" and comes from the Latin "dormire" which means "to sleep." To us, the places our students live are much much more than just a place to lay your head. If our buildings were just "dorms," they would be a room and a shower and a place for students to store things. But we believe that we provide much more than that -- we give students an experience, a place to learn and grow, a place to make new friends, a place to find themselves. We provide support, assistance, and resources to our students. The words carry a lot of weight for many in our profession. "Dorms" are institutional, uncaring and unfeeling; "Residence Halls" are community-focused, warm and most importantly, home.