This case follows students at Red Mountain State University (RMSU), located in rural Colorado. RMSU is known for its College of Arts, with a well-known network of alumni artists. A few years ago they accepted the largest donation in the university’s history to update their studios, supplies, and course offerings. Currently, RMSU serves 15,000 undergraduate students, one-fourth of whom enroll in the College of Arts. In this scenario a graduate student must navigate complexities when the relationship status between students changes with implications for a student organization and their residence hall.

Keywords: Conflict Mediation and Resolution, Organizational Ethics/Values, Residence Life, Student Organizations

Characters

Vanessa (she/her): 3rd year Ceramics Student, Ceramics Club President, out of state student, came to RMSU for arts program

Riley (he/him): 3rd year Ceramics Student, Resident Advisor, out of state student, came to RMSU for arts program

Cameron (they/them): 1st year Student Affairs Graduate Student, Graduate Hall Director

The Case: Conflict Arises

Vanessa is a few weeks into the start of her third year at Red Mountain State University. Her major is Ceramics, and she has been a member of the RMSU Ceramics Club since her first semester. Vanessa is a high achieving, well known, very involved student. She is in the Ceramics Club, Undergraduate Student Government, and RMSU’s Art’s Honors Society. While Vanessa maintains a busy schedule, her main priority this semester is taking on the role of Ceramics Club President.

Shortly after joining Ceramics Club, Vanessa met Riley, another Ceramics first year student. Vanessa. Riley and Vanessa started dating in their first semester. Ever since, Riley and Vanessa have been active members of the Ceramics Club, scheduled their classes together, and plan to open a pottery studio together after graduation.

Riley is also a Resident Advisor (RA) in Clay Hall, the building he and Vanessa live in. Riley attends Ceramics Club meetings as a general member, but that and being an RA are the extent of his involvement on campus. After a busy week and still not totally rested up from staff training and the residence halls opening, Riley skips the first Ceramics Club meeting of the semester. Coming off of a rough summer with inconsistent communication with Riley, Vanessa is devastated that her own partner would miss her first meeting as president.

Cameron is a first-year graduate student and a Graduate Hall Director. While on duty, an RA contacts Cameron saying that Riley is in a verbal altercation outside of his room. The argument is intense, so the RA asks Cameron to come assess the situation. Upon arrival, Cameron sees that the verbal altercation is between their supervisee Riley, and Riley’s long term partner, Vanessa.

Vanessa is yelling, “I don’t care. You know how important this was to me. I can’t believe you let me down again! Do you even care about me?!”

“It’s ONE MEETING,” Riley responds. “ONE MEETING! Who cares? People miss those meetings all the time. I needed an evening without a bunch of stuff to do. What do you want from me?!”

“I expect you to BE. THERE. FOR. ME!” Vanessa nearly screams.

A loud, verbal altercation is out of character for both students. Both Riley and Vanessa are visibly emotional. Cameron decides to respond by separating Riley and Vanessa to hear both of their perspectives in an attempt to resolve the conflict. They ask the students to go to their rooms.

Cameron goes to Vanessa’s room first to chat with her. Vanessa tells Cameron “I just don’t want him at club meetings anymore. It’s going to be so awkward now. It’s not like he contributes anything to the club anyways. The exec board agrees with me, he’s lazy. We don’t want him there.” Vanessa is clearly still upset as she is sobbing while telling Cameron her side of the story.  When she calms down a bit, Cameron thanks her for sharing her perspective and leaves to see Riley.

Riley is teary eyed when he answers the door after Cameron knocks. They both take seats in Riley’s room and Riley shares his worries. “None of my friends are going to talk to me after this. They’ve always been Vanessa’s friends and I’m just there. My profs already like her better than me. They aren’t going to want to work with me anymore. AND to make this situation even worse, I know everyone in the club is taking Vanessa’s side. I can’t show my face at those meetings again. I’m about to lose all my friends. I don’t even want to go to class tomorrow. All my friends are in this club, I don’t know what to do.”

Discussion Questions: Conflict

1. What are some initial questions Cameron should ask the students to assess their current emotional/mental states? How can Cameron support both Riley and Vanessa through this conflict? What services could Cameron refer them to on campus?
2. How can Cameron ensure neutrality in resolving this conflict, even though they know Riley better?
3. What conflict resolution strategies could Cameron utilize?
4. How might this situation inform supervisory meetings between Cameron and Riley (if at all)?

The Case: Ceramics Club Implications

RMSU has two student organization coordinators within their student engagement office. Cameron understands their main role is to support organizations in their success as groups. Cameron has not had the chance to interact with these two coordinators yet. The Office of Student Engagement minimally collaborates with the Office of Residence Life due to RMSU’s organizational structure. Cameron is unsure if this conflict is something they are supposed to diffuse individually, or if this incident is supposed to be reported to the student organization coordinators to address.

Cameron knows from these conversations that Ceramics Club is both students’ primary place of belonging on campus and needs to think about what to do next.

Discussion Questions: Ceramics Club Implications

1. Is it appropriate for Cameron to reach out to these professionals? Why or why not?
2. If appropriate, how might Cameron connect and collaborate with the student organization coordinators around this situation?
3. What types of educational materials and leadership resources would benefit Vanessa and the executive team of Ceramics Club in interpersonal conflict mediation, leadership development, campus policies relating to club membership, and organizational ethics?
4. What are further considerations for housing and the student organization related to the situation between Vanessa and Riley? How might the dynamics across campus be impacted if Vanessa and Riley end their relationship?

Author Biographies 

Audrey Costanzo (she/her) – Audrey is a second-year graduate student in the College Student Personnel program at Bowling Green State University. She is currently a graduate assistant in the Office of Student Engagement and Residence Life for student organizations.

Faith Vermilyea (she/her) – Faith is a second-year graduate student in the College Student Personnel program at Bowling Green State University. She is currently working in the Office of the Dean of Students as a graduate assistant.