Residential College Student Analysis

ON NON-COMMUTER STUDENTS
According to Perez (2014), whether you are a member of the faculty or administrative staff at your institute of higher education, students matter the most. What students learn about academic knowledge inside the classroom do not stop in that but also what they are experiencing while joining the institution matters the most. It is what determines retention rates, alumni giving, career paths, and sums up the satisfaction of a student.
With increasing attention given to the student that is receiving a college degree and the increasing restriction of financial possessions, colleges and universities are wrestling with one common question. Their concern is that should their colleges and universities be considered as residential

These two goals are considered critical to the desired residential student experience: to form an integrated educational environment where students are able to acquire or learn both inside and outside the classroom; and to educate the whole student, taking into consideration students’ intellectual and developmental needs.
As fees in campuses goes higher and higher, so too do parental and student expectations. It is having more importance for institutions in order to provide a ‘value-added’ component. Some colleges achieve this by offering consistent ‘student experience’ outcomes and remain able to achieve those goals without the residential component. For instance, Monash University in Clayton, Victoria (Australia) has developed a non-residential model that has taken the advantages.
The model that Monash University in Clayton, Victoria in Australia is widely associated with a traditional residential experience without the costs associated with on-campus housing. Specific advantages that is presented in an outlined form on their website (non-residential benefits) includes social constructions and supports, leadership and mentoring coming stunts in the upper-class or the senior year peers and student affairs/pastoral care staff and access to a myriad of programmatic opportunities that may include athletics, healthy living, multicultural

It is very essential to consider the unique needs of each group when consider in services for these two distict groups – residential and non-residential or commuter students. The factors that students can consider if they’re making a choice available among living on-campus and off-campus and to add to that how do the factors give insight to the services students expect? With these various contexts in mind, it is time to go back to the question before us, should a college be residential or non-residential? I would argue that the answer lies within the governing structure of each and every institution of higher education. Critical aspects for each institution to address include institutional mission and priorities, funding sources and availability and student needs and