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									                                                  Chapter 5: On-Campus Housing Policy

                                          Chapter 5: On-Campus Housing Policy
This chapter discusses the results of the survey that pertain to the students living on campus and
the implications for long term housing policy. In section 5.1, we examine the survey data on
student satisfaction with various types of existing on-campus housing. In section 5.2, we make
recommendations for additional construction of graduate student housing on campus based on
the satisfaction data. In section 5.3, we make recommendations for the reform of on-campus
housing policies based on the satisfaction data, responses to questions specifically regarding
current housing policies, and student comments. A number of appendices containing student
comments regarding on-campus housing end this chapter.

5.1. Satisfaction Analysis of Current On-campus Configuration

We asked students how satisfied they were with their current housing situation. This allowed us
to evaluate what could be improved with respect to on-campus housing. We constructed a
housing satisfaction index which equally weighs the various measures of satisfaction and assigns
scores 1-5, where 1 is very poor and 5 is very good.

5.1.1. Analysis of Singles On Campus

                                                4.5                                                                4.2   4.2
                                                                                           4.0               3.9
                                                                        3.8                      3.8   3.7                     3.8
           Level of Satisfaction

                                                4.0                                  3.5
                                                            3.4   3.2
                                                3.5                            3.2
                                                3.0   2.7
                                                                     -S b

                                                                s1 -BR
                                                                    ou n




                                                                rip c.




                                                              e m le







                                                           ,d eo

                                                        BR le o




                                                        BR le







                                                   2- dou









                                             -E BR,




                                        -C s/C
















                                                                                   Residen ce Typ e

                                      Fig. 5.1.1 Overall satisfaction by residence (singles on campus)

Overall, we found that the most satisfied single students on campus reside in Lyman, Rains 4
bedrooms, Schwab, or the EV studios. The least satisfied students live in “stuffed” spaces in
which not every resident has a private bedroom: Crothers Memorial double occupancy, EV 1
bedroom with double occupancy, and EV 2 bedroom with triple occupancy.

                                                                                                               Level of Satisfaction                                                                                                                                        Level of Satisfaction                                                                                                                                                                                                            Level of Satisfaction                                                                                                                                      Level of Satisfaction
                                                                  s1                                                                                                                                                           s1                                                                                                                                                                                                                              s1                                                                                                                                                          s1
                                                                    -C                                                                                                                                                           -C                                                                                                                                                                                                                              -C                                                                                                                                                          -C
                                                                      ro                                                                                                                                                           ro                                                                                                                                                                                                                              ro                                                                                                                                                          ro
                                                                         th                                                                                                                                                           th                                                                                                                                                                                                                              th                                                                                                                                                          th
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                                                                               s/                                                                                                                                                                                                                                                                                                                                                                                           s/
                                                                     -C          C                                                                                                                                                -C s/C                                                                                                                                                                                                                          -C          C                                                                                                                                               -C s/C
                                                                        ro          ro                                                                                                                                              ro           ro                                                                                                                                                                                                                  ro          ro                                                                                                                                              ro         ro
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                                                                              er         em                                                                                                                                               er          em                                                                                                                                                                                                                   er         em                                                                                                                                               er         em
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                                                                          -E         ro           ub                                                                                                                                  -E          ro                                                                                                                                                                                                                   -E         ro                                                                                                                                               -E         ro
                                                                                        M                                                                                                                                                                      ub

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                                                                                                                                                                                                                                                     M                                                                                                                                                                                                                               M                                                                                                                                                           M



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                                                                             V         ,d                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       ,

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                                                                                                                                                                                                                                                              e                                                                                                                                                                                                       s1 BR                 bl
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               e                                                                                                                                  s1 BR                bl

                                                                            -E         ,d

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                                                                                     BR le                                                                                                                                           s1           BR le                                                                                                                                                                                                               s1          BR le                                                                                                                                           s1          BR le



                                                                                                                                                                                                                                         -E                                                                                                                                                                                                                              -E

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                                                                                                    si                                                                                                                                                                                                                                                                                                                                                                              s1                                                                                                                                                          s1

                                                                                                                                                                                                                                                    s1                                                                                                                                                                                                                                                                                                                                                                                                       si

                                                                                          -R           ng                                                                                                                                                        si                                                                                                                                                                                                                              si
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                                                                                                 ns                                                                                                                                                        ai                                                                                                                                                                                                                              ai                                                                                                                                                          ai
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              ns                                                                                                                                                          ns

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                                                                                       s1                                                                                                                                                                     ns

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                                                                                                                                                                                                                                                                                                                                                                                                                                            Residen ce Type

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                                                                                                                                                                                                                                                    s1                                                                                                                                                                                                                              s1                                                                                                                                                          s1


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                                                                                              ai                                                                                                                                                           ai
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                                                                                                 ns                                                                                                                                                           ns                                                                                                                                                                                                                              ns                                                                                                                                                          ns


                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  4                                                                                                                                                           4


                                                                                            s1 -BR                                                                                                                                                                                                                                                                                                                                                                                       s1 -BR                                                                                                                                                      s1 -BR
                                                                                               -S                                                                                                                                                        s1 -BR
                                                                                                   ch                                                                                                                                                       -S                                                                                                                                                                                                                              -S                                                                                                                                                          -S

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               Fig. 5.1.2 Space – singles on campus

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                                                                                                          a                                                                                                                                                         w                                                                                                                                                                                                                               w                                                                                                                                                           w
                                                                                                 -S b                                                                                                                                                     s1           a                                                                                                                                                                                                                  s1           a                                                                                                                                              s1           a

                                                                                                                                                                   Fig. 5.1.6 Kitchen – singles on campus
                                                                                                                                                                                                                                                              -S b                                                                                                                                                                                                                            -S b                                                                                                                                                        -S b

                                                                                                    tu                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       tu

                                                                                                       di                                                                                                                                                        tu                                                                                                                                                                                                                              tu
                                                                                                          o                                                                                                                                                         di                                                                                                                                                                                                                               di                                                                                                                                                         di
                                                                                                s1                                                                                                                                                                     o                                                                                                                                                                                                                                o                                                                                                                                               s1
                                                                                                   -T                                                                                                                                                       s1                                                                                                                                                                                                                               s1

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                -T                                                                                                                                                          -T



                                                                                                       ot                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       ot

     Fig. 5.1.8 Community – singles on campus
                                                                                                          al                                                                                                                                                        ot                                                                                                                                                                                                                              ot
                                                                                                                                                                                                                                                                       al                                                                                                                                                                                                                              al                                                                                                                                                          al



                                                                                                               Level of Satisfaction

                                                                                                                                                                                                                                                                            Level of Satisfaction                                                                                                                                                                                                            Level of Satisfaction                                                                                                                                      Level of Satisfaction
                                                                    -C                                                                                                                                                         s1                                                                                                                                                                                                                              s1                                                                                                                                                          s1
                                                                      ro                                                                                                                                                         -C                                                                                                                                                                                                                              -C                                                                                                                                                          -C
                                                                         th                                                                                                                                                        ro                                                                                                                                                                                                                              ro                                                                                                                                                          ro
                                                                   s1       er                                                                                                                                                        th                                                                                                                                                                                                                              th                                                                                                                                                          th
                                                                               s/                                                                                                                                                        er                                                                                                                                                                                                                              er                                                                                                                                                          er
                                                                     -C          C                                                                                                                                              s1          s/                                                                                                                                                                                                                  s1                                                                                                                                                          s1
                                                                        ro          ro
                                                                                                                                                                                                                                  -C          C                                                                                                                                                                                                                   -C s/C
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              -C s/C
                                                                           th                                                                                                                                                        ro          ro                                                                                                                                                                                                                  ro                                                                                                                                                         ro
                                                                              er         em                                                                                                                                             th          M                                                                                                                                                                                                                   th          M                                                                                                                                              th           M
                                                                                                                                                                                                                                           er         em                                                                                                                                                                                                                   er          em                                                                                                                                             er          em
                                                                      s1 s/C                   do
                                                                          -E         ro           ub                                                                                                                               s1 s/C                   do                                                                                                                                                                                                     s1 s/C                   do                                                                                                                                 s1 s/C                  do

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                                                                          -E                                                                                                                                                       s1           BR m s                                                                                                                                                                                                             s1           BR m s                                                                                                                                         s1           BR m s

                                                                             V         , d in g
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                                                                         s1 BR                    e                                                                                                                                                        bl                                                                                                                                                                                                                               bl                                                                                                                                                         bl
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               e                                                                                                                                                          e

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                                                                                                                                                                                                                                                                                                                                                                                                                                                                               2-                                                                                                                                                          2-          b

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                                                                                                                                                                                                                                                                                                                                                                                                                                                                               3-                                                                                                                                                          3-
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  Chapter 5: On-Campus Housing Policy

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                                                                                      er                                                                                                                                                        th                                                                                                                                                                                                                                             -L

                                                                                                    ym                                                                                                                                                        -L                                                                                                                                                                                                                    er                                                                                                                                                         er         -L
                                                                                         U                                                                                                                                                         er                                                                                                                                                                                                                                             ym

                                                                                                         a                                                                                                                                                                                                                                                                                                                                                                             U                                                                                                                                                          U          ym

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                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       a                                                                                                                                                          a
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                                                                                       s1           si                                                                                                                                                       ou n
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     s1                                                                                                                                                         s1


                                                                                          -R           ng                                                                                                                                           s1                                                                                                                                                                                                                                                                                                                                                                                                       si
                                                                                                                                                                                                                                                                 si                                                                                                                                                                                                                     -R           ng                                                                                                                                            -R           ng
                                                                                              ai                                                                                                                                                       -R           ng
                                                                                                 ns                                                                                                                                                        ai                                                                                                                                                                                                                               ai                                                                                                                                                         ai

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                                                                                       s1                                                                                                                                                                     ns                                                                                                                                                                                                                     s1 ns
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        Residen ce Type

                                                                                                                                                                                                                                                                                                                                                                                                                                            Residen ce Typ e


                                                                                                                                                                                                             Residen ce Type

                                                                                          -R                                                                                                                                                        s1

                                                                                                                                                                                                                                                                  2-                                                                                                                                                                                                                    -R         2-                                                                                                                                              -R         2-
                                                                                                         BR                                                                                                                                            -R            BR                                                                                                                                                                                                                     ai         B                                                                                                                                                         BR
                                                                                                 ns                                                                                                                                                        ai                                                                                                                                                                                                                                  ns R                                                                                                                                                    ai

                                                                                                     4                                                                                                                                                        ns



                                                                                            s1 -BR                                                                                                                                                                4-
                                                                                               -S                                                                                                                                                        s1          B                                                                                                                                                                                                                    s1 -BR                                                                                                                                                     s1 -BR
                                                                                                                                                                                                                                                            -S R                                                                                                                                                                                                                             -S                                                                                                                                                         -S

                                                                                                   ch                                                                                                                                                                                                                                                                                                                                                                                            ch                                                                                                                                                         ch


                                                                                                          a                                                                                                                                                         w                                                                                                                                                                                                                                w                                                                                                                                                          w
                                                                                                                                                                                                                                                          s1           a                                                                                                                                                                                                                   s1           a                                                                                                                                             s1           a
                                                                                                 -S b                                                                                                                                                                                                                                                                                                                                                                                          -S b                                                                                                                                                       -S b
                                                                                                                                                                                                                                                              -S b




                                                                                                        di                                                                                                                                                       tu
                                                                                                           o                                                                                                                                                        di                                                                                                                                                                                                                                di
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         o                                                                                                                                                      di
                                                                                                s1                                                                                                                                                                     o                                                                                                                                                                                                                     s1                                                                                                                                                         s1
                                                                                                   -T                                                                                                                                                        s1




                                                                                                       ot                                                                                                                                                                                                                                                                                                                                                                                            ot

     Fig. 5.1.9 Safety – singles on campus
                                                                                                          al                                                                                                                                                        ot                                                                                                                                                                                                                                  al                                                                                                                                                      ot
                                                                                                                                                                                                                                                                       al                                                                                                                                                                                                                                                                                                                                                                                          al
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               Fig. 5.1.3 Privacy – singles on campus



                                                                                                                                                                   Fig. 5.1.7 Roommate – singles on campus
                                                                                                                                                                                                                                                                                                                                   Fig. 5.1.4 Age/condition of unit– sing. on-campus Fig. 5.1.5 Access to central campus– sing. on-campus
                                                                                                Chapter 5: On-Campus Housing Policy

Low levels of satisfaction with the stuffed spaces on campus generally can be attributed to lack
of space, privacy, and flexibility in roommate choice. Residents of Crothers Memorial also
expressed dissatisfaction with the age/condition of their units and the available kitchen facilities,
although their location gives them the easiest access to central campus. Most students rated
safety on campus quite highly, while social community was most highly rated by residents of
Lyman, Rains, Schwab, CroMem singles, and other university housing.

5.1.2. Analysis of Couples On Campus and Families

                            5.0                                                                                                                                        5.0
                            4.5                                                                                                                                        4.5                                                                                             4.2
                                                        4.1                                                                                                                                                                                                  4.0              4.0
                            4.0               3.8                          3.7       3.8       3.8                          3.8                                        4.0
                                    3.6                           3.6                                                              3.6
                                                                                                                  3.5                                                                                                           3.5       3.5
 Le vel of Sa tisfac tion

                                                                                                                                            Le vel of Sa tisfac tion
                            3.5                                                                                                                                        3.5                                            3.3
                                                                                                        3.1                                                                    3.0       3.1                 3.1
                            3.0                                                                                                                                        3.0

                            2.5                                                                                                                                        2.5
                            2.0                                                                                                                                        2.0

                            1.5                                                                                                                                        1.5

                            1.0                                                                                                                                        1.0
                                   c1 -1 -   c1 -1 -   c1 -2 -     c1 -    f1-1     f1-2-       f1-    f4-1-     f4-2-     f4-3     f4-                                       c1 -1 -   c1 -1 -   c1 -2 -     c1 -    f1-1     f1-2-       f1-    f4-1-     f4-2-     f4-3     f4-
                                     BR         BR     BR l oft   total   BR ap t   BR ap t    total   BR ap t   BR ap t   BR or   total                                        BR         BR     BR l oft   total   BR ap t   BR ap t    total   BR ap t   BR ap t   BR or   total
                                   hi gh -    l ow-                                                                        more                                               hi gh -    l ow-                                                                        more
                                  or mid -     rise                                                                                                                          or mid -     rise
                                    rise                                                                                                                                       rise
                                                                            Re sidenc e Type                                                                                                                           Re sidenc e Type

Fig. 5.1.10 Overall – Couples & Families                                                                                                                                     Fig. 5.1.11 Space – Couples & Families

                            5.0                                                                                                                                        5.0
                            4.5                         4.3                                                                                                            4.5
                                                                           4.0                                    4.0                                                                                                                              4.0
                            4.0                                                                                                                                        4.0               3.8       3.8
                                    3.7                           3.7                3.7       3.7                                                                             3.7                           3.7
                                              3.4                                                       3.5                                                                                                                                                            3.5
 Le vel of Sa tisfac tion

                                                                                                                                            Le vel of Sa tisfac tion

                                                                                                                                                                                                                      3.3       3.4       3.4                                 3.4
                            3.5                                                                                                                                        3.5
                            3.0                                                                                                                                        3.0

                            2.5                                                                                                                                        2.5

                            2.0                                                                                                                                        2.0

                            1.5                                                                                                                                        1.5

                            1.0                                                                                                                                        1.0
                                   c1 -1 -   c1 -1 -   c1 -2 -     c1 -    f1-1     f1-2-       f1-    f4-1-     f4-2-     f4-3     f4-                                       c1 -1 -   c1 -1 -   c1 -2 -     c1 -    f1-1     f1-2-       f1-    f4-1-     f4-2-     f4-3     f4-
                                     BR         BR     BR l oft   total   BR ap t   BR ap t    total   BR ap t   BR ap t   BR or   total                                        BR         BR     BR l oft   total   BR ap t   BR ap t    total   BR ap t   BR ap t   BR or   total
                                   hi gh -    l ow-                                                                        more                                               hi gh -    l ow-                                                                        more
                                  or mid -     rise                                                                                                                          or mid -     rise
                                    rise                                                                                                                                       rise
                                                                            Re sidenc e Type                                                                                                                           Re sidenc e Type

Fig. 5.1.11 Privacy – Couples & Families                                                                                                                                     Fig. 5.1.12 Condition – Couples & Families
                            5.0                                                                                                                                        5.0
                            4.5     4.2                           4.2                4.3       4.3                                                                     4.5
                                                        4.0                4.0                                                                                                                     4.0
                            4.0                                                                                                                                        4.0                                                                                             3.8    3.7
                                                                                                                                                                                         3.6                                                                 3.6
                                                                                                                                                                                                                                3.5       3.5      3.5
 Le vel of Sa tisfac tion

                                                                                                                                            Le vel of Sa tisfac tion

                            3.5                                                                                                                                        3.5                                            3.3
                            3.0                                                                                                                                        3.0
                                                                                                                  2.6       2.5    2.5
                            2.5                                                                                                                                        2.5

                            2.0                                                                                                                                        2.0
                            1.5                                                                                                                                        1.5

                            1.0                                                                                                                                        1.0
                                   c1 -1 -   c1 -1 -   c1 -2 -     c1 -    f1-1     f1-2-       f1-    f4-1-     f4-2-     f4-3     f4-                                       c1 -1 -   c1 -1 -   c1 -2 -     c1 -    f1-1     f1-2-       f1-    f4-1-     f4-2-     f4-3     f4-
                                     BR         BR     BR l oft   total   BR ap t   BR ap t    total   BR ap t   BR ap t   BR or   total                                        BR         BR     BR l oft   total   BR ap t   BR ap t    total   BR ap t   BR ap t   BR or   total
                                   hi gh -    l ow-                                                                        more                                               hi gh -    l ow-                                                                        more
                                  or mid -     rise                                                                                                                          or mid -     rise
                                    rise                                                                                                                                       rise
                                                                            Re sidenc e Type                                                                                                                           Re sidenc e Type

Fig. 5.1.13 Access – Couples & Families                                                                                                                                      Fig. 5.1.14 Kitchen – Couples & Families

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                            5.0                                                                                                                                        5.0
                            4.5                                                                                                                                        4.5     4.2                           4.3                4.3       4.3                          4.2
                                                                                     4.1       4.1
                                                                           4.0                                                                                                                                        4.0                                                     4.0
                            4.0                                                                                                                                        4.0                                                                                   3.8
                                                                                                        3.5                                                                                                                                        3.5
 Le vel of Sa tisfac tion

                                                                                                                                            Le vel of Sa tisfac tion
                            3.5               3.4       3.3                                                                 3.3                                        3.5
                                    3.1                           3.2                                                              3.2
                            3.0                                                                                                                                        3.0

                            2.5                                                                                                                                        2.5

                            2.0                                                                                                                                        2.0

                            1.5                                                                                                                                        1.5

                            1.0                                                                                                                                        1.0
                                   c1 -1 -   c1 -1 -   c1 -2 -     c1 -    f1-1     f1-2-       f1-    f4-1-     f4-2-     f4-3     f4-                                       c1 -1 -   c1 -1 -   c1 -2 -     c1 -    f1-1     f1-2-       f1-    f4-1-     f4-2-     f4-3     f4-
                                     BR         BR     BR l oft   total   BR ap t   BR ap t    total   BR ap t   BR ap t   BR or   total                                        BR         BR     BR l oft   total   BR ap t   BR ap t    total   BR ap t   BR ap t   BR or   total
                                   hi gh -    l ow-                                                                        more                                               hi gh -    l ow-                                                                        more
                                  or mid -     rise                                                                                                                          or mid -     rise
                                    rise                                                                                                                                       rise
                                                                            Re sidenc e Type                                                                                                                           Re sidenc e Type

Fig. 5.1.15 Community – Couples & Families                                                                                                                                   Fig. 5.1.16 Safety – Couples & Families

The most satisfied couples live in a one bedroom low rise or two bedroom loft on campus
However, space was inadequate or barely adequate for couples living in one bedroom apartments
on campus. Couples in the high rises on campus evinced the least satisfaction with their kitchen
facilities, which have been described as too small and inadequate (see comments). Couples on
campus, receiving a $250 check, or able to afford an apartment or house with two or more
bedrooms, were the most satisfied with their social community. Safety did not appear to be a
major issue.

Families living on campus appear to be among the most satisfied of our survey respondents,
rating social community, safety, and social community very highly, although the space available
was found to be inadequate for those living in one bedroom apartments (3 respondents),which
even childless couples deemed too small. Families off campus without assistance in apartments
or houses of two bedrooms or more also appear to be satisfied with their housing. However, a
small number of families receiving no assistance are squeezed into one bedroom apartments far
from central campus (2 respondents). This is not acceptable – if there are not enough apartments
on campus to house such families, they should be eligible for another form of assistance as
singles and couples have been.

5.2. Housing Construction

We urge the university to make construction of additional on-campus housing a top priority in
the coming years. Many graduate students make use of on-campus facilities for up to 70-80
hours per week and greatly appreciate the convenience of living nearby. Not having to commute
to campus saves students money (car purchase, maintenance, and fuel or public transportation),
but more importantly, it saves them the time they would prefer to devote to study, research, and
teaching. On-campus residences also greatly facilitate a sense of community since students live
in close proximity, have ready access to events on campus, and can participate in social activities
organized by their Community Associates.

With regard to the future construction of graduate housing on campus, we recommend that
additional two bedroom apartments be built. Schwab, Lyman, and the EV studios were the most
popular residences in our survey; the studios were rated most highly for privacy and kitchen
facilities but also had the drawback of lack of social community. We believe that two bedroom

                             Chapter 5: On-Campus Housing Policy

apartments are a more efficient use of limited square footage and will result in less social
isolation. They are also more flexible units since they could be rented to a wider variety of
tenants: singles, couples, or students with families.

Because the chances for couples to live on-campus have steadily deteriorated relative to single
students, we advise investigating the construction of couples apartments as well. We believe that
the construction of 2-BR apartments offers the most flexibility. The survey comments show that
they would be the preferred housing option for many couples. In particular, for 2-student couples
the current one-bedroom apartments do not offer enough private study space. Alternatively, 2-
BR apartments could be used for 2 single students.

A commitment to reasonable quality of life is important, and future construction should take into
account students’ feelings about existing housing. 59% of respondents noted that the amount of
space available in on-campus residences was insufficient for their needs. In addition, care should
be taken to design adequate kitchen facilities as well as to maximize the opportunities for regular
social interaction among building residents.

5.3. On-campus Policy Reform

We asked students who are not graduating or leaving their programs but who are not planning to
enter the lottery next year (including those who are undecided) about their reasons for this
decision. Analysis of these reasons has implications for both long-term expected demand and
short-term on-campus housing policy issues. An analysis of the responses and recommendations
for on-campus housing policy follows.

5.3.1. Main Reasons For Reluctance to Apply For On-Campus Housing

Of the 415 students who will not or may not enter the lottery next year, only 39 currently live on
campus. This is a dramatically lower percentage than the overall percent of respondents living
on-campus, which suggests that students currently in the on-campus housing system are more
likely to want to continue in it than students who are living off-campus. There are several
possible reasons for this. One is simply that students are reluctant to move: the 74% off-campus
students who listed the effort, time, and cost of moving as a significant reason not to enter the
lottery would certainly seem to fall into this category. (For the purposes of this discussion,
“significant” is defined as anywhere from “somewhat important” to “extremely important.”)
Another is that students who have lost the housing lottery in previous years are dissuaded by the
risk of losing again; 55% of respondents name this as a significant factor. Many students feel
that, even if they are successful, the risk of having to move again in a year means returning to
campus is not worthwhile. These two reasons for not entering the lottery are important to
consider when assessing the level of demand for on-campus housing. The current shortage
forces students to move off-campus, leaving them reluctant to return; a system that met demand
would need to accommodate such people as well as those who do enter the lottery every year.

                             Chapter 5: On-Campus Housing Policy

Specific housing policy issues were rated as significant by 67% of respondents. Students’
comments also indicated that many students are living off-campus because current on-campus
housing policies do not meet their needs. It is therefore likely that changes to these policies
would lead these students to consider on-campus housing, and a corresponding increase in
demand would result. We feel it is important for the University to do everything possible to
meet all students’ needs, so we encourage re-examination of the policies in question. For
reasons of practicality, we focused on changes to the housing system that could be implemented
at a low cost relative to construction or extensive renovations--many of these changes can and
should be implemented in the near future.

5.3.2. Eliminate Involuntary Stuffing

The least satisfied single students on campus live in “stuffed” spaces in which not every resident
has a private bedroom: Crothers Memorial double occupancy, EV 1 bedroom with double
occupancy, and EV 2 bedroom with triple occupancy. Graduate students value their space and
privacy, and both are difficult to come by in these stuffed spaces. Students in stuffed spaces also
were less satisfied with flexibility in roommate choice than other students on campus, suggesting
that the cramped conditions and partitioning of common spaces increase the probability of
roommate conflicts.

We continue to believe that this living situation is inadequate to guarantee a sufficient quality of
living. This housing option is cheaper and some students choose to live in an apartment without a
private bedroom. But we are against involuntary stuffing. We ask that all students be able to
legitimately refuse an assignment to a 1-BR double occupancy and a 2-BR triple occupancy
apartment. That is, they would still remain eligible for off-campus housing (apartment or check).
In particular, we are concerned that new students are not eligible for any other form of housing
assistance if they cannot be assigned to a residence with a private bedroom on campus.

We also think that there has been poor communication about housing options without a private
bedroom, especially to new students, resulting in high levels of dissatisfaction with these
situations. We ask that all students be better informed about these options as well as about
current lottery policy with respect to refusing an assignment to a stuffed apartment out of 006
(willing to live anywhere).

We further ask that the stock of 1-BR double occupancy apartments be reduced by conversion to
couples apartments. This reduction should take place to the number of students who choose such
living arrangements as their preferred housing option (not the number who rank them last in their
preferences just to remain eligible for housing on or off campus).

5.3.3. Provide More Unfurnished Units and/or Storage Space

40% of single respondents and respondents with families rated the unavailability of furnished
apartments as significant. (Couples are the only population currently offered this option in the
housing lottery.) Of respondents who lived on campus, only 26% considered this significant.

                             Chapter 5: On-Campus Housing Policy

This suggests that the vast majority of students who want unfurnished apartments are those
currently living off-campus, since many have had to buy furniture for their current residence.
Those students are reluctant to pay for storage, or to give up their furniture and risk having to
buy new furniture if they lose housing the following year. In a housing system that met demand,
this need might therefore be somewhat less, but it is currently of widespread concern and
therefore should be addressed.

We recommend that the university find ways to provide more unfurnished units and/or storage
space to students on campus. Removing furniture from some student apartments and reselling it
or using it elsewhere on campus could be done at minimal cost, and including unfurnished
apartments in any new construction could actually reduce building expenses.

5.3.4. Allow More Specific Lottery Options

37% of respondents had significant interest in improved specificity of lottery options, such as the
ability to specify a high-rise or low-rise apartment in Escondido Village, or to have some ability
to select among different floor plans. We recognize that this would add complexity to housing
assignments, but we believe that it would reduce complexity proportionally when assigning
students to individual units, as well as minimizing the effort of handling requests for changes
later. Based on differences in satisfaction results among students living in low-rise and high-rise
Escondido Village apartments, it seems that separating these into different lottery options is of
particular importance. Some students will prefer the better facilities in the low-rise apartments
(larger kitchens and washer-dryer hookups, for example), while others will prefer the improved
access to common facilities and social activities in the high-rises. Allowing students input into
this aspect of their assignments could dramatically increase satisfaction with a minimum of
added effort for the housing offices.

5.3.5. Allow More Flexible Moving Dates

35% of respondents ranked this as significant, and several mentioned it in their comments as
well. Students must be given sufficient time to move in before the start of the quarter and to
move out after their final exams. While the need to keep occupancy as high as possible at all
times necessitates some short windows, it is imperative that as much flexibility as possible be
allowed to students who request special accommodation, particularly those whose programs
begin at non-standard times and who are arriving from far away. Students with a legitimate need
to move in early should be offered an empty unit if any exists, and students who wish to delay
departure should be allowed to do so whenever it is not absolutely necessary to turn the unit over
to another student immediately. We realize that the housing offices do make efforts to satisfy
such needs, and we hope these results accentuate the importance of these efforts.

5.3.6. Increase Allotted Priority Years

                              Chapter 5: On-Campus Housing Policy

Currently, students are allotted six limited priority years for housing assistance. The average time
to graduation is 6 years for PhD students. This means that PhD students often have the added
stress of running out of housing assistance just as they are trying to finish their dissertations and
graduate. We recommend that single students be allotted 7 years of priority for housing
assistance. For families, we advise allocating 8 priority years. Raising children has been shown
to slow degree progress. The situation is made worse by the lack of available and affordable
childcare (see chapter 8).

At the same time, we are firmly opposed to the idea of uniformly reducing the number of priority
years for masters students from two to one. First, we do not wish housing policy to discriminate
unfairly between different segments of the graduate student population in this manner. In
addition, while many students can expect to finish their degree in one to two years, students in
some PhD programs are considered masters students until they advance to candidacy. We believe
it would not make sense to have these students become effectively ineligible for housing on
campus for their second year, thus forcing many of them to move off, only to become eligible
again in the years thereafter once they advance to candidacy.

5.3.7. Increase Availability of Assistance to Families

Families off campus without assistance in apartments or houses of two bedrooms or more
generally appear to be satisfied with their housing. However, a small number of families
receiving no assistance are squeezed into one bedroom apartments far from central campus. This
is not acceptable – either these families should be assigned to some of the existing housing on
campus, or they should be eligible for another form of assistance as singles and couples have
been. Stanford guarantees housing to students with families and should deliver on its promise to
all of them.

5.3.8. Increase Flexibility In Roommate Choice

A major complaint common to single students on campus and in the off-campus subsidized
program was lack of flexibility in roommate choice. Roommate conflicts can result in great
stress at home and are correlated with a poor social environment in this survey. Despite the
questionnaire for roommate preferences distributed with housing applications, many students
feel that they were poorly matched with their roommates. To make matters worse, they were not
given the opportunity to meet their prospective roommates in advance in order to get a feeling
for compatibility. There is a site run by CHS for prospective roommate matching, but it is neither
widely used nor updated in a timely manner. We believe that greater efforts to ensure that
students are assigned to compatible roommates will be repaid by significantly higher levels of
satisfaction with their housing situations.

We believe that graduate housing situations on campus will be more satisfying and stable if
students are encouraged to apply in groups with their acquaintances rather than being assigned to
households with random roommates. Under current lottery policy, one’s chances of receiving a
desired assignment are not improved by applying in a group with one or more other students. We

                              Chapter 5: On-Campus Housing Policy

recommend that this system be changed to allow each member of a group an individual lottery
number, with the best number used to assign the group. This will motivate students to increase
their odds of receiving their preferred assignments by forming groups. We would expect this new
policy to dramatically increase student usage of services like the CHS roommate matching site to
select compatible roommates, resulting in a much lower frequency of roommate conflicts.

5.3.9. Allow Mixed Gender Roommates

26% of single students marked the same-sex roommate requirement as a significant reason for
not living on campus. Though many students prefer to live with someone of their own gender,
some students felt that being limited to their own gender was too restrictive. Many students
would prefer to live with an opposite-sex friend rather than a stranger of their own gender. This
option is especially important for students in fields where their own gender is underrepresented,
since a higher proportion of their acquaintances will be of the opposite sex, and for non-
heterosexual students who may be particularly uncomfortable living with a same-sex stranger.
Such students whose lottery numbers do not place them in studios, or who prefer not to live
alone, are poorly accommodated by existing policies. While it is important that no student be
placed with a stranger of the opposite sex, students of different genders who enter the lottery as a
group and wish to share an apartment should have this option. Several two-student couples also
indicate a need for more private workspace than the available one-bedroom apartments provide.
Allowing these students to enter the lottery as roommate pairs would help to reduce the shortage
of couples housing, which is currently much higher than the shortage of single-student housing.

5.3.10. Recommendations Concerning Pets

26% of respondents consider the absolute ban on pets in on-campus residences a significant
problem. Students who arrive at Stanford with pets who are already part of their families are
unwilling to give them up, and since it is extraordinarily difficult to find affordable local housing
that permits pets, many such students are living in unacceptable housing situations or keeping
pets on-campus in violation of their Terms of Occupancy.

We understand that complications can arise when tenants are permitted to keep pets in their
residences: noise, damage, pests, allergic reactions in future tenants, etc. However, we
recommend that a limited number of apartments on campus be set aside for couples and singles
with pets. An extra security deposit could be required in case of damages. Complaints of noise or
other misbehavior would be grounds for eviction of the pet (and if necessary, the owner).
Singles with pets could be restricted to studio apartments or two-bedroom apartments shared
with members of their lottery group to avoid potential conflicts with roommates. Apartments
allowing pets could be physically separated from apartments that do not (if in the same building,
different wings and/or floors), so that students who do not own pets would be able to select to
live in an animal-free environment.

Alternatively, a larger housing stipend program may help pet owners’ likelihood to find an
affordable pet-friendly place close to campus. Also, since some of the off-campus subsidized

                             Chapter 5: On-Campus Housing Policy

apartments permit pets, singles as well as couples should be allowed to keep their animals.
Perhaps pet owners could even be given priority for those complexes that permit pets.

5.3.11. Recommendations Concerning Safety On Campus

In general, students found the residences on campus to be relatively safe. However, many
students mentioned that lighting near residences, particularly in the Rains and EV areas, is quite
poor and should be improved. There was one suggestion that speed bumps be installed in EV to
better safeguard children from fast-moving traffic. Also, several students complained that the
shelves in the Rains bedrooms are not earthquake safe and should be replaced.

A5.1. Construction Comments

Thu Nov 8 19:00:12 2001
Certain on campus housing options are excellent, others are truly sub par. I
am very happy with my current living condition, studio housing, which is an
excellent idea, and can only be improved by figuring out how to improve social
life in these residences. The only advice I have is BUILD MORE!

Thu Nov 8 11:43:52 2001
The single biggest issue I have is with the 2 bed-triple setup. This is just a
horribly retarted setup. Being social creatures, I think we all benefit from
having a comfortable common space in which to relax, have people over, indian
leg wrestle etc... The 2bed-triple completely destroys that space and leaves
you with a small kitchen and a small bedroom. Hell, a studio has more floor
space that I could utilize than this stinking apartment. Also, sticking people
with shut-ins from the chemical engineering program is a bad idea, they make
for bad housemates.

Thu Nov 8 11:38:32 2001
* the remodeled living spaces are great.
* the idea of removing some EV apartments and replacing them with higher
density apartment complexes is a great one. it does seem, however, that space
designed more like lyman would be better than so many studios. lyman is
private, yet can be social and is *much* cheaper per month.

Thu Nov 8 19:47:21 2001
Rains Houses is a very nice place. I live in a 4-bedroom apartment and there
is a lot of space, in the living-room, in the kitchen, in the bathroom as in
the bedroom. A point I really appreciate is that it is also very clean.
Moreover, Rains Houses is a great place to socialize with people, thanks to
the several lounges, the volleyball courts and the several events that are
organized there.

Mon Nov 12 21:35:54 2001

                        Chapter 5: On-Campus Housing Policy

Stanford should consider building more Rains-style housing in the future. I
realize that many students requested their own space in studio apartments, but
the social environment in the studios appears to be rather dull in most cases.
Stanford should also consider building 'green' buildings for university
housing. For example, a number of environmentally friendly technologies exist
now that could be incorporated into building plans for zero cost and would
improve the quality of life for students. Such technologies include use of
natural daylighting, photovoltaics (though these can be costly), low-flow
toilets and fixtures, and natural-air ventilation systems.

Wed Nov 14 18:55:50 2001
It would be very nice to have more co-op style
graduate student living conditions. I have friends at
other schools living in some grad student co-ops and they
like it very much.

Wed Nov 7 17:27:38 2001
I think on-campus housing is the best option.     I hope more housing will be
built to accomodate more students.

Wed Nov 14 14:18:54 2001
Why are so many studios being made? I believe that they are too expensive for
the average grad student. I feel that the building of double and triple
occupancy highrises would be much more attractive and affordable for everybody
(Stanford included).

Thu Nov 8 09:05:15 2001
I strongly feel that more graduate housing should be
provided on-campus. A graduate student has hundreds of
things to worry about; he should at least be freed from
worrying about where he is going to live and how is he
going to afford it.
There is so much space in the campus. I know there are some
environmental legislations and stuff. But then please do
what could best be done to have more campus housing.

Thu Nov 8 11:05:38 2001
more on-campus housing should be number 1 priority. Not studios --- more
efficient setups (i.e., lots of people housed per space).

Thu Nov 8 17:35:20 2001
Increasing housing on or very near campus with studio or Schwab-style units
(two bedrooms, but with private bath and entrance) is very desirable and
builds community.

Thu Nov 8 17:37:42 2001
Please built more graduate housing!!

Thu Nov   8 17:40:52 2001

                       Chapter 5: On-Campus Housing Policy

I wish there were more studios on campus. When you are 30 and have been around
for a while, you really do not feel like having an apartment mate anymore--
regardless of how nice he might be. I definitely have grown out of "sharing
the living space" experience. That was not an issue when I was 22. So, maybe
studios should be available for older students, or students who are going
after PhD’s?

Thu Nov 8 18:07:42 2001
Stop building more studios but build apartments with multiple rooms which are
more space and cost efficient.

Thu Nov 8 22:48:19 2001
More on-campus couples' housing needed. Otherwise Stanford is great.

Thu Nov 8 20:30:13 2001
I love the EV studio 2 apartments. Except for the heat problem with the 4th
floor apartments, I can't think of anything I'd improve. I'd gladly live here
again if I were going to be here next year and had that option.

Thu Nov 8 11:11:02 2001
Housing needs to be made a priority when it comes to fundraising.   It
currently is not.

Thu Nov 8 10:39:40 2001
On Campus housing and roommate choice are most important to me. I don't know
why so many singles were built with these Studio apartments. It would have
been better to build more 2 bedroom apartments like Lyman.

Thu Nov 8 17:45:20 2001
I think it is ridiculous that all of the recent construction of graduate
student housing on-campus has been of single student studios. These are both
more expensive and much less space effective than pretty much any other
housing option. There is a critical housing shortage on-campus, what we really
need is higher density, very affordable options, that still maintain two key
 1) individual bedrooms (no 1room doubles)
 2) access for everyone to kitchen facilities.
Now, it would be nice if this amounted to multiple bedroom apartments such as
in EV, but even more dorm-like units would do it. As long as there were no 1
room doubles and there were adequate kitchen facilities even if its a medium
sized shared kitchen on every floor (the lottery for limited access in
Crothers is ridiculous)

Thu Nov 8 22:56:51 2001
I'm really glad to see Stanford making an effort to provide individual living
spaces for graduate students. The new studios, although small, are ideal for
single graduate students and allow the extremely important benefit of allowing
students to live by themselves without roommates. At this stage in our lives
and careers many of us do not have the time or energy or desire to go through
the hassles of cohabitation and I think it's really important for Stanford to

                       Chapter 5: On-Campus Housing Policy

provide housing options that allow singles. Now if we could just add single
studios in off-campus subsidized housing as well, that would be a real

Thu Nov 8 11:13:35 2001
More campus housing. Please. And it might be nice to have at least one place
with a cafeteria, to build some sense of grad community... And please don't
hire the architect who designed EV Studio 1-4: no ventilation and unnecessary
handicapped accessible bathrooms (in 100% of the apartments) that cut the
actual usable apartment space by about 30%....

Thu Nov 8 18:24:50 2001
Can Stanford build more on-campus housing? It does not have to be luxurious.
(On-campus 1BR apartment with double occ., by all means, is sufficiently good
for me.) I guess many students worry more about finding a convenient place to
live, where on-campus housing clearly has a lot of advantages.

Mon Nov 12 17:15:30 2001
I hope the university could build more graduate housings in the form of
studios. Even though it is more than $700 per month, comparing with off campus
housing market and considering the conveniences of living on campus, that is
still acceptable.

Mon Nov 12 17:22:41 2001
please don't make graduate students live in dorms anymore. That just isn't

Thu Nov 8 07:31:14 2001
I wish there were more 4 bedroom units in family housing!

Thu Nov 8 14:40:21 2001
I strongly feel that they should build more graduate housing
on campus. Living off-campus I think takes away a very
important part of the gradaute experience.

Sat Nov 10 23:48:58 2001
I think the university should build more housing units on campus so more
people can live on campus the whole period of their education.

Thu Nov 8 19:49:03 2001
I don't know if this is relevant, but I wonder why Ev houses are all gray,
like military houses. I wish they were more colorful :)

Mon Nov 12 22:04:23 2001
There should be more on campus housing for graduate students, especially for


                         Chapter 5: On-Campus Housing Policy

Fri Nov 9 17:30:19 2001
I think Stanford has better increase the number of on campus housing..
Stanford has enough area to build more houses, I think...

Thu Nov 8 08:35:54 2001
Personally i like the 4 bedroom appartments and it is a pity that the
University is not considering these as an option.

Thu Nov 8 08:39:49 2001
it would be great if we could have more on-campus residence space.

Tue Nov 13 12:39:50 2001
More on campus housing is necessary. Please stop this inefficient madness with
studio singles and provide for the needs of the whole community, not just the
few lucky enough to win the lottery.

Tue Nov 13 12:52:39 2001
I am extremely happy with the studios except for the small living space.

Wed Nov 7 21:01:33 2001
I would rather live in inferior on-campus housing rather than be forced to
move off campus. Please continue to push for the construction of more on-
campus housing of any sort.

Thu Nov 8 15:59:09 2001
The studios are impressive in their layout, cleanliness, accessibility,
affordible-ness, etc. A little extra storage space would be helpful.

Sun Nov 11 15:05:58 2001
Increased availability of studios is very important.

Mon Nov 12 14:07:53 2001
build more on-campus housing for graduate students,
especially couple without children...............

Sat Nov 17 02:13:07   2001
I do feel that more   apartment building should be constructed in stanford, to
accommodate most of   the people. Also, I think the kitchen space in Rains is
rather small. Other   than that , I'm happy with Rains.

Thu Nov 8 02:50:34 2001
Rains is an awesome place to live. Kudos to whoever came up with the
floorplan, gardening, and general concept. Grad housing doesn't get better
than this, too bad it's so limited.

                       Chapter 5: On-Campus Housing Policy

Thu Nov 8 01:29:51 2001
It's pretty obvious - the demand for on-campus housing is way more than the

Thu Nov 8 08:19:05 2001
There are not enough studio apartments on campus. This is the only type of
housing that I would be truly happy with.

Thu Nov 8 08:53:17 2001
The University should consider building more studios.

Thu Nov 8 09:55:55 2001
Can we have a common storage space for Studio?

Thu Nov 8 10:01:34 2001
Only wish they had more housing units on campus

Thu Nov 8 11:49:43 2001
I hope graduate students can get more chances to live on campus. We all feel
very inconvenience to live off campus.

Thu Nov 8 12:11:25 2001
When building on campus apartments, use Rains as a model.

Thu Nov 8 15:31:48 2001
Things have improved from previous years, but there's still not nearly enough
on-campus housing available.

Thu Nov 8 17:36:25 2001
Living on campus is the best option. Not only is it cheaper, it is nicer than
the off-campus apts I have lived in. Also, the added cost of commuting,
utilities, cable, phone, computer connections make it much, much more
expensive than living on campus.Plus, it is harder for off-campus students to
work long hours/weekends when they have a longer commute.

Fri Nov 9 09:58:08 2001
I prefer to live on campus.

Fri Nov 9 15:08:18 2001
I highly appreciate living on campus because it gives me more time by not
having to commute.


                       Chapter 5: On-Campus Housing Policy

Fri Nov 9 16:14:16 2001
If there are more housing development plans, please make sure that any commons
room has a sprung wood floor (good for dancing, aerobics, etc.) rather than
concrete/tile (good for inducing injuries).

Fri Nov 9 17:17:14 2001
The on-campus living is much convenient.

Fri Nov 9 19:43:19 2001
The studio works very well for on campus housing. My main fear is that I will
not be able to get similar housing next year. Further, I'm sure there are many
other people like myself who work best WITHOUT any roommates. For me to
continue to do my research it is quite important that I am able to live by
myself.... So I say build more studios.

Sat Nov 10 01:34:21 2001
Single housing for graduate students is key. I've had the opportunity to live
in a studio for the last 2 years and it is perfect for a student - autonomy,
independence, ability to study but still on campus.

Sun Nov 11 00:41:48 2001
As far as housing is concerned, it would be wiser to build more shared spaces
(2 bedrooms / 3 bedrooms) than studios: they are too expensive for most of us
to live in, and don't really represent a good use of campus housing space!

Mon Nov 12 17:59:18 2001
Rains beats undergraduate housing!

Tue Nov 13 19:56:02 2001
I think that the opportunity to stay on campus for housing is very, very
important for PhD students that spend 70-80 hours per week using Stanford
libraries and other facilities. There is simply no time to compute and living
off campus creates many other hassles.

Thu Nov 15 14:52:38 2001
More on-campus housing is the only solution

Fri Nov 16 01:20:58 2001
No surprise--on campus housing is a gigantic premium among graduate students.
It's very affordable, exteremely convenient, and overall a good, quality
As an EV bungalower with a very small room, I have probably one of the less
nice options in graduate housing, and I think it's wonderful. We have a
furnished apartment, are close to campus, get phone, cable, and ethernet for a
very afforable price--you just can't beat it.And it's good for the environment
too--we all bike to school.

                       Chapter 5: On-Campus Housing Policy

Point is--if at all possible, create more on-campus housing. Studios are
particularly nice for graduate students, but anything is better than needing
to go off-campus. And everybody knows that there is a much higher demand than
there is availability. I realize that perhaps Stanford is limited in what it
is able to build, but if anything is possible, we love being on campus!

Thu Nov 15 13:15:07 2001
I have a housing allowance and furniture, so would have loved an option on
campus for a larger place I could furnish, obviously I'd be willing to pay
m0ore if that option were available. I realize I have a rather unique

Wed Nov 14 09:41:45 2001
I lived in Abrams and I have to say that those apartments are great. We had a
lot of privacy, the balcony was big and even though the apartment was not as
big as the one bedroom apartment where we are now, the architects of Abrams
really knew how to get advantage of all the space available, very good.

Tue Nov 13 13:26:44 2001
To be able to offer on-campus housing (in 2/2 bedroom/occupancy apartments, or
4/4) should be one of Stanford's top priorities in near future!! The quality
of student life depends immensely on being able to live on-campus!

Sat Nov 10 03:00:30 2001
The apartments on campus, especially the bedrooms, are just too small; there's
just not enough room to live comfortably.Who designs those things? We also
need many more single apartments on campus.

Fri Nov 9 09:00:08 2001
More studios seem to be definitely a good idea for graduate students like me,
in their late 20's early 30's, who somewhat find it hard to share a space with
someone they do not know, at least as long as we are fulfilling our course
requirements and need to be on campus every day.

Thu Nov 8 11:30:50 2001
Moral of the story is:
More money should be spent on improving on-campus housing, or should be spent
on reimbursing inconvenienced off campus students.

                       Chapter 5: On-Campus Housing Policy

A5.2. General Satisfaction Comments
Wed Nov 7 19:08:30 2001
Almost every morning around 9 am, there are some trucks(dump trash) passing by
my window. So noisy and I can not sleep!
Every year, lots of ants appear once or twice periodically in the living room.
I live on 1st floor. I have to open my window, otherwise the air is bad. But
then it is easy to get dust. I guess it is because the ground outside of my
window is not grassland.
The window in the bedroom is too small.

Wed Nov 7 23:07:32 2001
I would also like to suggest that students in EV have the option of having a
double bed. I have friends in Rains who have them, and I know they were
installed in the studios, and it's just a bit ridiculous that we have to
squeeze in with our significant others on tiny twins.

Thu Nov 8 01:30:24 2001
Well, actually, the biggest single factor in my future plans is how much my
rent costs. The $1000 range there is a little misleading because I split rent
with my two roommates (who are working fulltime) and they carry a large
portion of the rent so that I can afford to live in this apartment.   I LOVE
my current apartment. I like on-campus housing, but most of my friends are
male, and I was very tired of having random female roommates (I was in Rains
last year). I was also tired of having to move year after year and a bit
frightened of losing the housing lottery (and thus having to scramble for
housing on my own). I would love to live on campus (closer to my office,
cheaper), if I could be guaranteed reasonable housing conditions and I had
more flexibility in choosing a roommate.

Thu Nov 8 02:36:03 2001
On campus housing seems to be much quieter (at least on my schedule), and that
is my major gripe of the off-campus housing. Since most of these complexes
have poor sound insulation and many children. I would be happier in a
slightly older and smaller complex that caters more to singles.

Thu Nov 8 06:49:39 2001
The landscaping in EV is less than desirable. I feel like we are at summer
camp. Other graduate residences seem much more kept up and maintained

Thu Nov 8 07:48:22 2001
The Crothers and Crothers Memorial facilities are in desperate need of
repairs. Also, not having a person in the office every day can be
particularly disruptive for people receiving packages, etc. If the office
will not receive packages, the Post Office needs to find an EFFICIENT way to
keep those for the students to pick up. They have lock boxes by the mailbox
but they are not used.


                         Chapter 5: On-Campus Housing Policy

Thu   Nov 8 07:56:41 2001
The   best thing about on-campus graduate housing (1) proximity to campus (2)
low   rent. The top reason why I want to move off-campus next year (1) space is
too   small. Can't have people over because it is so small.

Thu Nov 8 08:02:02 2001
The single-sex graduate housing policy is anachronistic and very artificial.
We're big boys and girls now, and since many of us have come to Stanford from
mixed apartments elsewhere, I think we should have the opportunity of choosing
to live with opposite sex room-mates who are not partners.

Thu Nov 8 08:05:14 2001
As a single person over the past few years, I have been interested in living
alone. Now that I am in a couple situation, we are interested in living in a
two-bedroom apartment. Neither option is possible through Stanford Housing

Thu Nov 8 08:51:54 2001
I am interested in applying for couples housing for next year, but only 1
bedroom apartments are available for couples. This isn't much space when you
consider that you have two working individuals who probably have desks and
computers that need to go somewhere, preferably in an office which is separate
from the bedroom.

Thu Nov 8 08:22:17 2001
Quiet and cleanliness is important to me. If you have to take whatever
roommate someone else randomly assigns, you risk the chance of getting
screwed. I want to choose my home...and whom I want to have in it. My home is
my refuge and my peace. This frame of mind is a luxury, but as long as I can
manage to afford it, somehow...even if I am eating peanut butter and jelly
sandwiches every day for lunch and dinner...I intend to maintain it. Graduate
school can be hell enough without also having to feel like you have no control
over your environment. But then, of course, it would be nice to not feel like
you exist in poverty. I believe that if you feel like you have some control
over your environment and can be assured that your basic needs will always be
met, then you can function better on the level at which you are asked to
perform. If I can be assured housing/roommate that is quiet, clean, well-kept,
affordable, and offers adequate storage space...that's pretty good. If I can
keep my furniture, in case I get kicked out by a future lottery, that's
better. If I can be assured that I won't have to uproot and move without it
being my choice, that may be enough for me to entangle myself in the
University housing system. There was a time in my life where being shuffled
around amongst random dorms and random roommates was tolerable. I guess I'm
just too old for that.

Thu Nov 8 09:02:11 2001
There are two main issues with on campus housing: the lack of flexibility in
determining who your roommates are -I am a female who has no female friend I'd
like to room with, but many male friends i would prefer to room with over a
random female-, the lack of ability to differentiate between option in the
lottery (sorry, not all rains rooms or ev 2 bedroom apartments are created

                       Chapter 5: On-Campus Housing Policy

equal) and the fact that nothing is offered unfurnished - and since I lost in
the lottery once already and now have a house full of furniture i like and
don't want to sell or store, this is a BIG problem. Additionally the spaces
are very small. To some extent that is reasonable, because of space limits on
campus, but on the other hand even the new studios are poorly planned in that
regard - why such a large kitchen and bathroom at the expense of living
space? it makes little sense. The move in dates issue is also annoying - I
lived in Schwab for two years, and the hassle of having to move for the
summer, sometimes twice during the summer, was absolutely horrible. That said,
if I didn't have all the furniture and belongings, I'd happily move back on
campus, because the cost of living off of it is ridiculous.

Thu Nov 8 08:23:09 2001
Graduate student at Hopkins Marin Station…we don't appear to be eligible for
any subsidies and get nothing from the university with regards to housing.

Thu Nov 8 09:20:23 2001
Let me say what the biggest problem with on-campus housing is: FURNITURE.
When I got kicked out of Rains after my first year, I had to buy a complete
set of furniture for my new (subsidized) apartment, in addition to paying the
additional $125/month + utilities. This put me in financial trouble for the
rest of the year. Once you've made that investment in furniture, it's hard to
apply for the lottery again. If you win, you'll have to sell or store all that
furniture, knowing that you may have to get it all back at the next year's
lottery. It's a huge expense, and it makes the hassle of moving much more
significant for students.
If the university could provide more unfurnished housing or subsidize
furniture storage (and maybe give residents the choice of storing their
personal furniture, or the Stanford furniture), it would make life MUCH easier
for the graduate student population.

Thu Nov 8 09:31:51 2001
I am very happy with my housing situation this year, since I am a first-year
medical student who was guaranteed housing. However, I am very worried about
subsequent years. Where will I find affordable housing in the area? Will I be
able to maintain the level of privacy I have now? How will I afford the
parking permit if I live off-campus? How much will Internet access cost if I'm
not on-campus? I truly wish Stanford had enough housing for its graduate
students, particularly medical and PhD students (excluding business and law)
who do not have high-paying summer internships to help them out.

Thu Nov 8 09:31:47 2001
In Rains, improvements have been made that only benefit housing services
(locks on bedroom doors, new mailboxes) without any consideration for things
that students might actually care about, such as more privacy (more solid
doors) and more storage space. Maybe a survey of student housing issues would
be in order. (I seem to recall one a couple of years ago, but I guess it was

Thu Nov 8 09:55:55 2001
Can we have a common storage space for Studio?

                       Chapter 5: On-Campus Housing Policy

Thu Nov 8 10:11:17 2001
Road facilities inside EV are poor and they need to send in some shuttles
close to the Studios. It is mighty painful for me to walk to the closest
shuttle boarding point.

Thu Nov 8 10:13:07 2001
The only problem I have with Schwab is the lack of heat- its cold in the

Thu Nov 8 10:22:48 2001
The construction in EV is terrible.   I can't believe I'm paying top dollar to
live in such wretched conditions.

Thu Nov 8 10:47:11 2001
The noise levels in Lyman are one of my main concerns. It is difficult, even
while wearing earplugs, to sleep when someone is walking or closing drawers in
the room above yours. Also, the east side of building 1 gets a lot of noise
from garbage and delivery trucks, especially in the 7am-10am hours, which are
important sleeping hours for the typical graduate student. In addition, the
refrigerators seem to vibrate at a resonant frequency for the rooms, and this
can be intolerable at times. It would be very helpful if this was
investigated and corrective action taken.

Thu Nov 8 11:11:17 2001
It is somewhat inconvenient for couples who are both Stanford students to live
in one bedroom apartment, one had to buy an additional desk and chair to
study, and one occupying the bedroom has less space to study because the bed
is rather big....etc.

Thu Nov 8 11:12:05 2001
The only reason the privacy option was not given a higher rating was that the
Rains building has very poor insulation between the rooms - anything said or
done in one bedroom can be heard _clearly_ in the adjacent bedroom.

Thu Nov 8 11:20:17 2001
I am especially upset at the fact that Stanford does not offer an option for
unfurnished rooms or partially furnished rooms. I can accept the fact that if
I want a larger bed in a small room, I have to deal with the space issue.
However, I don't see why Stanford cannot take the bed that they furnished and
store it somewhere.

Thu Nov 8 11:29:21 2001
The furniture in the Rains apartments is terrible. the bookshelves in the
bedrooms are not earthquake safe, and the huge ugly table lamp in the living-
room is almost bad enough that I have considered starting a trend of throwing
the hideous things out the window into the courtyard. (I say a trend because I

                       Chapter 5: On-Campus Housing Policy

am sure that I am not the only one who feels this way about the lamp.) also,
considering the TININESS of the living room, you would think that a
rectangular dining table would be better than a round one, or at least a round
one with a drop-leaf so that it could be pushed up against a wall. not to
mention the color-scheme of the excessively sturdy sofa-chair set. mauve is
NO ONE's favorite color. need I say more?

Thu Nov 8 11:38:12 2001
I have found that mail delivery is problematic in the on-campus housing due to
the locked doors preventing UPS/FedEx from delivering.

Thu Nov 8 12:51:16 2001
The graduate housing situation at Stanford is shameful. I applied for on-
campus housing AND subsidized housing each of my three years at the law school
and was turned down for each. I have lived in off-campus nonsubsidized
housing for three years. I am not happy about it and I do not intend on
donating any money to this University or the law school in the future.

Thu Nov 8 12:52:15 2001
Studio 2 is an amazing place to live.   I feel very fortunate to have such
luxurious housing!

Thu Nov 8 13:02:02 2001
housing at stanford sucks...

Thu Nov 8 13:29:27 2001
Also, I feel the law dorm Crothers is very poor housing, and I did not enjoy
living there last year. The university community owes graduate students more
than a falling-apart dorm and I think the scarcity of housing resources for
grad students will eventually hurt the university's ability to attract new
students and will affect alumni donations.
I am, however, very happy with the 2 bedroom I am currently living in
Escondido Village which I consider an ideal living situation.

Thu Nov 8 14:37:40 2001
I would like to live ALONE on campus in a QUIET environment
as long as I am a registered student without having to MOVE
regardless of how many years it takes to get my degree.
Since Stanford does not offer that, I prefer off-campus
housing very close to Stanford.

Thu Nov 8 14:40:34 2001
Housing has been a very serious problem for all of the 5 years I have been
When I look back at this "Stanford Experience", it will not be
a very fond memory, mainly because of the many many housing problems
I have had throughout my time here. I have applied for housing every
lottery and have been on campus a total of 3 quarters.

                       Chapter 5: On-Campus Housing Policy

Thu Nov 8 15:12:45 2001
I cannot complain much because housing is much cheaper on campus compared to
off-campus. So long as my family can study, it is fine. The situation is
temporary for my family and I.

Thu Nov 8 15:17:49 2001
The community unfortunately is dominated by a car culture... not everything is
accessible by foot or bike ... the Marguerite functions every 30 minutes if on
time and buses are not reliable w. time schedules. San Francisco is readily
available via Cal Train but getting groceries and small item shopping within
neighboring towns is really tricky.

Thu Nov 8 15:27:06 2001
Reasons I am not living on campus: On campus apartments quite small. Had we
not found this duplex, we were going to try for off campus subsidized housing
in hopes of getting more room than EV. Other universities let couples without
children have two bedroom apartments.
I do miss being close to campus and on campus activities.
I find the current stipend program a joke - If I make over about $27000 a
year, I am ineligible. My tuition for one year is $ if I make enough
to pay my tuition, I'm not eligible for a stipend.

Thu Nov 8 15:51:04 2001
Cleaning Practices in dorm are substandard. Light mopping with a rag mop does
not clean a shower floor.
Kitchen facilities substandard and unhealthy ... relying on students to keep
pots and pans clean after using them just means other students have to clean
them again before use.
Other dining options for grad students SEVERELY lacking
For the last two questions, my answer was swayed by the assumption that I
could live in a one-bedroom apartment off-campus.

Thu Nov 8 16:49:36 2001
I will refrain from most of what I would like to say out of manners and
appreciation that maybe somebody at Stanford has discovered the novel idea
that Grad students are people too. Please remember that most of us are just
scraping by so any help is appreciated.

Thu Nov 8 17:15:32 2001
Not having a yard in which to garden is another major reason we want to move
out of housing. The EV community garden is too small and the waiting list is
forever. Clearly there is enough demand to add garden space for those who want
it, particularly in view of the increased number of people moving into EV.

Thu Nov 8 17:47:02 2001
these apartments are waaaaay to small.    I can hear my neighbors breathe.

                       Chapter 5: On-Campus Housing Policy

Thu Nov 8 17:53:56 2001
One more of my biggest problems with Stanford Housing (besides the
fact that there just isn't enough!!) is the lack of choice. I am an adult, and
I have been an adult for a long time. At some point, it's nice to be able to
live with one's own furniture and without a roommate. I would be willing to
pay extra for these options. The studios are great for people used to living
in dorm rooms and who have no furniture, but where are the one bedroom
apartments for people who want to live alone? Is this so much to ask? If for
some unforseeable reason Stanford were unable to fill these one bedroom, one
or two person units, there is a huge postdoc population that would be more
than willing to live there. I think it's time Stanford stopped viewing all
graduate students as 22 year old coterms and built in some options for
independent living.

Thu Nov 8 22:17:52 2001
There is a need for an "older students" segregated space for the 30+/mature
students which presently does not appear to exist

Fri Nov 9 00:25:12 2001
Crothers Hall is abominable.

Fri Nov 9 11:14:59 2001
A couple of comments:
Rains needs storage space. It is rediculous that there is no extra storage
available. Rains also needs new furniture.

Fri Nov 9 13:57:13 2001
the kitchens are not provided with dish washers and they are pretty costly to
buy. it would be great if every kitchen was equipped with a dishwasher to make
the life of students easy.

Fri Nov 9 15:03:16 2001
I've chosen to live off campus because I like living in San Francisco. I don't
have any real complaints about campus housing, EXCEPT that to expect graduate
students to live in "squeeze" apartments (e.g., 2 people in a one-bedroom,
excluding couples) is utterly ridiculuous.

Sat Nov 10 00:13:24 2001
Our kitchen is tiny. It is about 1/3 the size of other units in the complex
that have the same rent.

Sun Nov 11 18:44:59 2001
Poor sound proof in apartments, VERY VERY slow internet connection speed and
computer services (including RCC) are NOT helpful at all, expensive cable
options, unreliable marguerite schedule.


                       Chapter 5: On-Campus Housing Policy

Mon Nov 12 14:23:14 2001
I wish that there were more options for those of us who are married and have a
family. The system is not very condusive to our needs.

Mon Nov 12 14:46:38 2001
The idea of not allowing an opposite sex roommate is not from this generation.

Mon Nov 12 17:34:06 2001
One of the biggest drawbacks of Rains4BR is the lack of privacy. Noise
travels very easily through the thin walls, ceilings, and floors. Not only can
your neighbors hear you, but you are forced to hear them. It is very
distracting - especially if you live below people with heavy footsteps. This
is something I would have envisioned in the "projects" (having to put up with
listening to people having sex or yelling or banging. etc etc.)

Mon Nov 12 23:46:50 2001
EV is great. Crothers was horrible last year.

Wed Nov 14 09:42:00 2001
1. Floor is creaking a lot!
2. Too noise along Escondido road

Wed Nov 14 11:53:39 2001
Some junior one-bedrooms of subsidized off campus housing are too tiny for a
couple who both want to study at home some time.

Wed Nov 14 13:45:09 2001
The only problem with living in CroMem is not having my own kithcen.

Thu Nov 15 13:33:31 2001
There was no question about how big the rats are in my current housing.

Thu Nov 15 18:41:54 2001
My only complaint about campus housing is that the walls are very thin. I
wake up to my roommate's alarm clock and hear every word of her phone
conversations through the walls. I shouldn't have to wear earplugs to study
when my bedroom door is shut.

Fri Nov 16 14:58:51 2001
All the bed rooms should have same floor space:)

Sat Nov 17 07:35:20 2001
*Noise from neighboring apartments continues to be a     problem, sometimes in
the middle of the night.
*Kitchen facilities are woefully inadequate.

                       Chapter 5: On-Campus Housing Policy

*Last June and again next June we are being forced to move out early so our
building can be retrofitted (Hoskins, McFarland). Besides being
inconveniently timed, the Hoskins move out was extremely stressful and
disorganized. We do not look forward to doing it again.

Fri Nov 16 10:30:22 2001
On-campus housing has a lot of nice features, but couples get kind of screwed.
My boyfriend and I are both students, but because we're opposite sexes, we
have vastly fewer lottery options than two students of the same sex. We can't
apply together to a co-op, to the multicultural house, to the west campus
apartments (which are nearer to our school), to a four-bedroom with other
friends, or even to any apartments that offer the same quality of facilities
as much of the single student housing has. For example, our bathroom is half
the size of those in Lyman--no place at all to store a hairdryer or box of
tampons--and our kitchen has only three burners on the stove, a tiny oven, and
a sink that's much smaller than standard. Why does the university provide
such relatively poor facilities to couples? And why can't they just make the
lottery gender-blind, and let two students who happen to be an opposite-sex
couple or opposite-sex friends have the same choices as two students who are
same-sex friends or a same-sex couple? I might not even be living as a couple
if the lottery gave me the option of living with male friends, but since I
know almost no female grad students, I didn't have any other choices this year
for living with someone I knew, and I didn't trust my lottery luck to get me
into a studio.

Thu Nov 15 00:34:48 2001
I am really disappointed that students are pushed off campus. The on campus
apartments could easily house more people with less comfort. As long as there
are students who are willing to take low-end housing, it should be available.
Stanford should be able to guarantee housing to people who are willing to live

Wed Nov 14 09:44:28 2001
The one-bedroom low-rise couples apartment I live in is tiny but very nice. I
love having all the trees around me. It's worth it to live in a small place
to be so close to campus. The biggest problem with on-campus housing is the
uncertainty - there is a good chance of getting kicked off and having to move.

Tue Nov 13 01:55:15 2001
we should have more options for the apt we are applying rather than just
furnished vs unfurnished, since people have different living habits, for
example, I am very noise sentive, I would choose to live in a highrise, but
some people may have some difficulties that they prefer lowrise. By giving
more options, students will be more satisfied with little cost to the
Lottery system, I don't like the lottery system since moving is such a
headeache. I will be in school just for two years, I will have to worry about
moving out at the end of year, it impose lot of stress on students, and costs
poor students a lot, for example, I have a car, if I can stay on campus for
the two years, I will choose to sell my car, but now I can't, since I might be
kicked off my apartment, in order to keep my car, I have to pay parking,
insurance, maintanance, etc.and I have to worry about finding another place.

                       Chapter 5: On-Campus Housing Policy

Sun Nov 11 22:04:45 2001
1. There should always be a CHOICE OF IF YOU WANT FURNISHED/UNFURNISHED or if
   you want SOME OF THE FURNITURE STORED. ESPECIALLY if we are moved between
   furnished then unfurnished and back to furnished (which I was).
2. There should be a place to store a reasonable amount of
   furniture/possessions. It is ridiculously costly to rent storage space.
   Some of the hig-rise buildings have such storage space (Blackwelder, for
   example). The new studios, ridiculously, do not have ANY storage space for
3. Changes to the apartment space should be discussed with the tenants prior
   to being done. e.g. the coverings on the windows drastically reduced the
   amount of light coming in. I wish that I could have opted NOT to have
   these coverings (which I have been told were put in place because some
   people complained of heat, which to me has never been a problem).

Sun Nov 11 17:51:11 2001
Lyman is a great residence, but most people live far away. It would be very
very nice is additional housing was built nearby, to increase the population
living in the area, and the interactions between students. Our CAs do a gtreat
job in organizing activities, please thank them!

Sat Nov 10 03:00:30 2001
The apartments on campus, especially the bedrooms, are just too small; there's
just not enough room to live comfortably. Who designs those things?

Wed Nov 7 18:14:06 2001
Things I like about Lyman:
-Excellent service provided by staff at the office and janitor.
-CAs are great and they prepare fantastic parties.
Some things I don't like about Lyman:
-It is extremely noisy, specially due to the trucks -and the beep when they
back up.
-The kitchen doesn't have a proper smoke extractor -there is no way out for
the smoke! Very inconvenient for someone who cooks frequently.
-Rent very expensive, specially as an International student from a country
where everything is cheaper.

                       Chapter 5: On-Campus Housing Policy

A5.3. Pets Comments
Thu Nov 8 09:24:54 2001
It would be very nice to have pet accomadations.    Although we don't have
children, our pets are sort of like kids:)

Thu Nov 8 07:46:01 2001
It is wonderful that Stanford guarantees first year housing which is
reasonably nice and comfortable. It is a shame the lottery is such a scare
afterwards. Also, I think it would make sense to offer some housing for
students with pets. For some of us, our small pets are like familly. Having a
friend take care of them is somewhat painfull.

Thu Nov 8 08:10:22 2001
I would really like to live on campus but since I have a dog it is not
possible. I wouldn't mind paying an extra deposit and being responsible for
having things cleaned etc. Once you are attached to a pet you can't just 'get
rid of them' as I was advised by someone i spoke with at stanford housing.
Also, I am not sure if i qualify for the housing check some people are
receiving but I never knew anything about that.

Thu Nov 8 08:42:30 2001
The no pets on campus factor is a major issue for me.
I have a cat, and I have no intention of giving it up,
so on-campus housing is basically off-limits to me as
things currently stand. The housing stipend program
has been very beneficial, since it's the only housing
program Stanford offers that I can take part in.

Thu Nov 8 08:59:09 2001
But in the end, I will never be able to live on campus so long as there is a
prohibition on pets. I would never give up my dog to live in a dorm room.
thanks for doing this survey - hope someone in the University actually pays
attention to it though I doubt it.

Thu Nov 8 09:48:44 2001
It is unfortunate that pets are not allowed in the on-campus or subsidized
housing, and that you must "lose the lottery" to get a stipend check for

Thu Nov 8 09:54:03 2001
The issue with the pets is a big deal. Many of us when we arrive have pets,
and the word from the school is that we are no longer important enough to

Thu Nov 8 10:29:07 2001
What about the pet policy?   We need some cat friendly on-campus housing!

                       Chapter 5: On-Campus Housing Policy

Thu Nov 8 10:40:58 2001
The biggest problem I have had is that it was not clear to me that my
situation allowed me to apply to the off campus stipend check as I had never
lived on campus and the necessary requirements for the stipend were not clear
In addition, I do not even have the option of on campus housing or off campus
subsidized housing because I had a pet when I moved to Stanford which I needed
to keep with me!

Thu Nov 8 10:52:52 2001
I do find it a bit annoying that people house their entire families in the
graduate housing, yet I am not llowed to have so much as a goldfish. Perhaps
a deposit could be instituted for people who want to have pets.

Thu Nov 8 11:29:52 2001
I think it's great that pets aren't allowed in on-campus housing.   This makes
it much nicer for the people who don't have pets.

Thu Nov 8 11:47:16 2001
I will apply for on-campus space due to the convenience- but I really wish
that they allowed pets! At some point, this may be a deciding factor.

Thu Nov 8 13:36:24 2001
The Housing office is run like a dictatorship, with no flexibility in the
rules (furnishings and pets), and it is a ripoff.

Thu Nov 8 15:09:48 2001
I love my off-campus subsidized housing (Avalon at Creekside). It is the 5th
place I have lived in CA, and is by far the best. The greatest benefit is that
PETS are allowed. You MUST allow a pet option on campus, or allow pet owners
to bypass the on-campus lottery and go straight for subsidized housing. This
will assist many students and prevent the number of illegal pets on-campus.

Thu Nov 8 17:42:10 2001
It would be so great if Stanford just set aside one or part of one of the new
studios for pet owners. That way there wouldn't be conflicts with roommates
who didn't want to live with animals. Another option would be to allow singles
in off campus subsidized housing to have pets in the complexes that allow
them. Couples can have them - why can't we singles? HAS asks us all those
questions for roommate matching purposes anyway - couldn't they ask 1) do you
have a pet and 2) would you be willing to live with someone who has a pet?

Fri Nov 9 09:20:22 2001
I wish there were some options on campus for individuals will small pets. I
had to leave my cat behind this first year, but will have it next year, which
allows for very few housing options. My cat lived in numerous apartments and
never created any problems.


                       Chapter 5: On-Campus Housing Policy

Fri Nov 9 10:01:47 2001
I have had a special situation all along because I had a dog. I think that
Stanford has been very narrow-minded about this so living on campus was never
an option for me. You want well-rounded adult people to come to this school
and nearly 50% of America has pets. Put the responsibility on me the pet owner
- if I foul up, make me pay big, very big! But give us a chance. My
undergraduate institution allowed one pet per household in their adult student
housing. That was realistic. I never ever had any options with Stanford and I
never ever received any assistance whatsoever. Thanks.

Fri Nov 9 10:10:34 2001
I think the housing Stanford provides is pretty good -- especially the off
campus subsidized apartments. I know there isn't enough of it but it does
seem like the University is trying to provide more. Unfortunately for us, we
have a pet cat and so couldn't apply for on-campus housing in my first year.
Fortunately, we got lucky and found a nice and reasonably priced apartment in
SF. The commute hasn't been too bad, and since I'm going to campus less and
less, we'll probably stay in this apartment since we like living in SF.
However, we're thinking about having a baby soon, and then might need to look
for a different apartment, possibly closer to campus.

Fri Nov 9 11:15:22 2001
I would prefer to stay on campus in all situations if I was allowed to own a
pet and were docked a fee for having a pet. I do not want to furnish an
apartment, and I really enjoy the benefits of being on campus: not paying a
monthly rent or utility fee, having a garden, ethernet service, bikable to
lab, furniture and I don't mind the small size of the one-bedroom midrise
apartment (although the kitchen is too small). I just really wish we could
have a pet. I wouldn't want to risk losing housing over having an illegal pet
in the dorms, but it does make me favor living in subsidized space if having a
pet there would be an option.

Fri Nov 9 14:37:52 2001
Overall I have been very pleased with everything. I love it here. One issue
which should be addressed is keeping of pets (especially cats and dogs) in
Escondido Village apartments. I know of one couple in a high rise who keep a
golden retriever. I spoke with a nurse at Packard Hospital who said that
feces, especially from cats, in sand is DEFINITELY A DISEASE VECTOR. I have a
one-year old boy who loves to eat sand, in spite of my and my wife's best
efforts to stop him. After eating some recently, he had a sick stomach for a
week. I specifically request that housing services enforce their existing
rule of NO PETS. Thanks!

Fri Nov 9 14:47:26 2001
The lack of apartments which allow pets in this area, while understandable, is
extremely frustrating. We are very lucky to have found a place which allows
pets and which is also a good value (compared to the market in this area). My
wife and I have a dog, and I can understand why Stanford would not want to
allow dogs in an on campus apartment. It would be nice. However, most other
pets hardly make a mess, and I really don't see why they are not allowed. Even
a little bird or a mouse or something would have really been fun to have while
we lived on campus during my first year.

                        Chapter 5: On-Campus Housing Policy

Sun Nov 11 14:36:26 2001
It seems an unfortunate bias that those of us with pets (adopted prior to
beginning studies at Stanford)are discluded from housing considerations.
Perhaps a single-unit of subsidized apartments could be allocated for students
with pet "family-members".

Sun Nov 11 21:41:53 2001
I think the blanket prohibition of all pets is
ridiculous and draconian.

Mon Nov 12 15:26:41 2001
Grad students who arrive with pets should be provided with either housing or

Tue Nov 13 23:46:31 2001
I moved to California with my girlfriend (soon to be fiance) and our dog.   Had
Stanford offered any housing options that allowed for pets, we would have
lived on campus. The housing stipend idea is terrific.

Wed Nov 14 17:01:34 2001
My main reason for never applying for on-campus residence was that no pets are
allowed. That made moving to the U.S. a lot more stressful because I would not
give my cat away. Finding off-campus housing in this area around the time I
moved in (Fall 1998), in a student budget and with a pet was not an easy
task. I consider myself lucky to have found a reasonably decent place that
took pets and was not too far from campus, but life for me and other students
in the same situation would be a lot easier if they relaxed this rigid
constraint. Why not require a pet deposit to cover for potential damage
instead of simply forbidding them? And I've heard that not even fish are
allowed, I wonder what damage fish would do to an apartment?

Wed Nov 14 10:29:40 2001
I am getting married in the summer and my wife is a veterinarian and has two
pets. Consequently, there is no place for us to live within Stanford housing.
That is my only real complaint as I have otherwise been pretty impressed with
the living arrangement provided here.

Sat Nov 17 10:03:18 2001
On questions 4 and 5 in the housing section, the main question would be
whether the off-campus subsidized housing would allow pets. If not, I would
much prefer the stipend check.

Fri Nov 16 11:30:56 2001
I am the owner of two cats. I was therefore unable to live on campus. I hope
that in the future Stanford will attempt to provide for students who have
animal commitments that cannot be resolved by finding other homes for them.

Fri Nov   9 18:12:09 2001

                       Chapter 5: On-Campus Housing Policy

I could not live on campus because I had a cat. As a graduate student, I
did't want to deal with having a roommate. I would strongly like to see one
bedroom apartments available that would allow a cat!!
My rent right now is too expensive for me.

A5.4 Safety Comments
Wed Nov 7 23:07:32 2001
The lighting in EV is so poor, and I know nothing was done to alleviate the
problem after a survey came out a few years back, so one thing I think that
would make me feel safer is knowing that a potential burglar had as much of a
barrier coming in through the back door as he does through my front door. It
really doesn't make any sense that only the front door has that bolt.

Thu Nov 8 11:29:21 2001
The furniture in the Rains apartments is terrible.    the bookshelves in the
bedrooms are not earthquake safe

Thu Nov 8 13:29:27 2001
I am very happy with the 2 bedroom I am currently living in Escondido Village
which I consider an ideal living situation.
However, I also think the campus needs more outdoor lighting for safety
reasons. EV is very dark at night, and it is dangerous with bikers, cars, and
pedestrians all risking accidents as well as the possibility of a threat to
women's safety when walking home from classes. Better lighting is an essential
part of having a safe campus, and I am continually astonished by how dark
areas of the campus are at night. Student housing areas should be a priority
for better lighting (specifically Rains, Ev area). Thanks!

Thu Nov 8 20:46:34 2001
When I lived on campus, I used to lose at least a week a year in direct moving
time, adjusting to new living space, finding things lost in the move, etc.
It's more expensive, less convenient, and less safe off campus, but at least
someone doesn't make me play musical-chair apartments every year.

Fri Nov 9 10:16:45 2001
I like on campus because it is convenient, safe.
And the price is acceptable.

Fri Nov 16 19:02:06 2001
We are very happy with the community in EV and feel very safe in our home but
continue to be frustrated with people not shutting the gates and are concerned
about young kids running into the streets and parking lots. Cars and the
shuttle bus tend to drive too fast. Are speed bumps an option?


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