Académique Documents
Professionnel Documents
Culture Documents
EDL 706
Jenn Islam
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Miami University is a large public institution. It is often referred to as the “public ivy.”
Miami has regional locations including: Oxford - main campus, Hamilton, Middletown, and
West Chester (all in Ohio) and the European campus in Luxembourg. On the main campus, there
are about 17,000 undergraduate students and about 2,300 graduate students (Miami University).
Miami is well known for its highly selective business program. Miami is also a predominantly
white institution, and this is depicted through the student, staff, and faculty populations.
The following is the mission of Miami University’s Office of Residence Life (ORL):
“Residence Life strives to provide a safe and supportive environment promoting academic
issues. We support the University's commitment to build citizen leaders for the future” (Office of
Residence Life). ORL covers the basis of all things related to housing, including but not limited
management and beyond. The staff of ORL consists of one director, three associate directors, six
assistant directors, 48 hall directors, including a mix of full-time personnel and graduate
students. There are three combinations of leaderships in buildings within ORL. Some are run by
a full-time Resident Director (RD), some are run by a Graduate RD, and some are run by both a
full-time RD and Assistant RD, who is also a graduate student. Graduate students are considered
professional staff. Compensation for all professional staff include an apartment within the
On-campus living is mandatory for first-year and second year students. Some halls have
only first-year students, some have only second-year students, and some have a mixture. A huge
component of ORL is working with living learning communities, or LLCs. The purpose of these
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clusters of students is to group students in the same residence hall with other students who have
similar interests in order to build community and promote a common goal (e.x. educational,
leadership, personal development, etc.). RA/Building programming is tailored to the LLC. Some
residence halls have multiple LLCs while others have only one.
Case Study
are still constant internal issues and microaggressions set towards employees with marginalized
identities, creating an exhausting experience for those that hold marginalized identities. Staff are
paired due to similar interests in LLCs as opposed to similar leadership styles or personalities.
Particularly between ARD and RD pairings, a mismatch in pairing can be problematic because
both will have to work together incessantly for the success of the building.
This case study will focus on my experience as a womxn of color ARD with a white
womxn supervisor who both have different leadership styles, and how that has affected the
department as an organization. This case study also uses pseudonyms throughout the paper as
opposed to real names to protect the privacy of those involved. I work in Hepburn Hall, which is
located in North Quad. The building serves 253 residents, about 70 of whom are sophomores.
The affiliated LLC is entrepreneurship. The department of entrepreneurship is housed within the
womxn. Klementine works full-time and this is her first time working with a graduate student. I
supervisory position. For the purposes of this case study, I will focus on these identities
mentioned as opposed to listing others that we both hold. In order to show how a lack of
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understanding around various identities have lead to problems within the department ORL, I will
department at the business school. Klementine and I had been in communication via email with
the department and individuals that would be in this meeting. One of the administrators, a white
male, walked into the room and immediately shook Klementine’s hand and introduced himself as
Tommy. He then sat down quickly. I got up to shake his hand and introduced myself. When he
noticed me, he stared for a moment before he stood up to shake my hand and announce his name.
Being the only womxn of color at the table and having faced countless microaggressions already,
my initial thought was that that was a play on my identity as a womxn of color. He was not
expecting me to be at the table and was surprised that I was there, let alone one to stand up and
shake his hand. At the time, I saw Klementine as a mentor and looked to her for support and
guidance. When I brought up the situation with Klementine, she claimed that it was more so
probably because I was wearing jeans and looked like a student which could have caught him off
single room. Each building was to call out the name of a returning RA that they would like to
have on their staff for the upcoming academic year. Klementine, myself, and a colleague,
Kristine, called out the same name of an individual. When this happens, both parties and a
mediator, which would be one of the Assistant Directors, would leave the room to talk about
which staff the RA should be in. Kristine is also a womxn of color. I mentioned that one of the
reasons that Klementine was interested in this particular RA was because because they shared a
marginalized identity that Klementine would like to mentor him through in the workplace.
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Kristine asked what the identity was, and Klementine went on to explain. A few days later,
Klementine told me that she did not appreciate Kristine’s question and told Kristine’s AD so that
her AD would talk to Kristine, as opposed to respecting Kristine enough to have the conversation
with her. The issue was not the fact that Klementine felt bothered by the question and felt that
her voice needed to be heard, but rather her reaction and how she went about maneuvering
Earlier in the semester, I did not sleep in my apartment Hepburn for several days out of
the week. Klementine brought up to me that is not appropriate. However, the professional staff,
manual provided by ORL, merely states that time away from campus should be requested; the
manual does not state anything about spending time away from one’s building. Klementine was
not willing to accept this fact or understand the other interpretations that this vague policy may
hold. She asked me what I would do if one of my RAs was not sleeping in the building every
night of the week. My immediate thought was to ask the RA if there is anything in the building
that is making them uncomfortable in living there. To that, Klementine shook her head as I
finished my thought. It wasn’t the first time that I had experienced this, and every time hurt
because I felt silenced. I felt as if there was no point in me talking because I won’t be heard. She
claimed that I need to request to be away from the building, when I was told that I need to only
do so when leaving campus. In fact, that is also what the professional staff manual states:
focusing on off-campus as opposed to on-campus time away. She also wrote a letter about this
situation in my employment file. On the other hand my partner, who lives in another residence
hall named Elliott Hall, did not receive the same treatment as I did. When I asked my partner’s
supervisor on why this is so, he said that it was because this deserved a conversation and nothing
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dependent upon which supervisory line one is under, which is unfair but my reality.
Metaphor/Lenses
The case I will analyze through this paper is the work relationship between Klementine
and I going awry because of differences in leadership approaches and personalities. I will
examine this case using three different lenses: political, feminist, and domination. The political
lens will focus on conflict of interest and the use of formal authority. The feminist lens will
discuss the differences in gendered leadership styles, specifically between collaboration and
competition. The domination lens will reintroduce the idea of formal authority and the
Political Lens
The first lens I will examine this case through is the Political Systems Lens. The
definition of this lens is: “loose networks of people with divergent interests who gather together
for the sake of expediency (e.g. making a living, developing a career, pursuing a desired goal).
Organizations are coalitions and coalition building is a key part of organizational life” (Morgan,
2006, p. 161). This means that every individual in an organization has different motives for what
they do and why they do what they do in the organization. People have interdependent systems
of task, career and extramural interests which they use to position themselves in organizations.
There are three main attributes to this frame: interest, conflict, and power. Interest is
comprised of career, task and extramural interests. Klementine’s interests include making sure
that the building is intact and that all students are following the rules. There have been many
times that Klementine has expressed her disappointment in students to students themselves when
they break a rule like smoke on campus or park their car in a no-parking area. I am more people-
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oriented. The brief aforementioned examples do not bother me nearly as much as other issues
like bullying, acts of microaggressions or racism. When President Trump was elected,
Klementine took the time to practice self-care and grieve in her apartment. However, I utilized
this time to reach out to students that I knew held a marginalized identity and listened to their
Conflict occurs when various interests collide. I also value my self-care over my job,
where as Klementine is the opposite, and this is another instance in which we differ. Klementine
identifies as an extrovert whereas I identify as an ambivert, but one who leans closer to the
introvert side of the spectrum. When Klementine is bored, she roams the halls to chat with
students and check for building damages. However, when I am bored, I need time to myself so I
will knit or watch a movie in my apartment. Our interests greatly differ, which is why we run
into many conflicts. I am under the impression that Klementine is a workaholic and does not see
the value of self-care. Contrarily, Klementine is under the impression that I do not care about my
job or work hard enough. In reality, we have different ways of going about our jobs and we are
Through the political metaphor, conflicts of interests are resolved through the use of
power. Power holds great influence because others are dependent on it. The source of power
influences who gets what, when, and how. For our situation, we relied on Susan as our source of
power. Susan holds formal authority, which is the first and most obvious source of power,
because she is an Assistant Director and Klementine’s direct supervisor. One who holds formal
authority also holds legitimized power, which is highly respected from a societal view, and this
power is acknowledged by those who interact with them. Because Susan holds formal authority,
Susan can control decision processes because she has the ability to influence outcomes. Also,
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because of her position, Susan is also in control of more knowledge and information than both
Klementine and I, and those with more knowledge and information also hold more power. The
leader in the political model assesses individual interests and maintains power dynamics to
maintain organizational harmony. They view conflict as normal and seek to create and maintain
coalitions. The leader negotiates between dissenting groups to find common ground. They are a
realist who sees “mediated progress” as the appropriate outcome, and one who “serves” rather
than rules (Birnbaum, 1988). Susan usually tries to fit this definition of a leader within the
political lens by understanding different sides to a situation and placing judgement from there.
However, this definition was not practiced fairly in this scenario. Susan and Klementine share
leadership styles, and are also good friends outside of work. Because of their similar mindset and
personal relationship, Susan supported Klementine in her remarks regarding the nights I spent
away from Hepburn Hall as well as her decision to leave a letter in my file. In fact, Susan also
stated that if I did not change my behavior, then she will not continue to give me a position in
ORL.
Of the five styles of conflict management, Susan used competitive this time. The five
accommodating, depending on the situation. Collaborating is when both parties learn from the
situation and the outcome is a win-win, leading to integration of resolutions and relationship-
building. Compromising is a give and take from both parties. Accommodating is when one
submits or complies to a request. Klementine tends to lean towards competing, where there is a
win-lose scenario and the conflict should be either avoided or judicially solved. As
aforementioned, Susan used competition as the resolution in this scenario. She listed scenarios
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and instances that Klementine had provided her with regarding my work performance, and
utilized that and the professional staff manual to threaten my assistantship position.
I knew that racism, among other systems of oppression, was normal and expected in
many systems, including within higher education (Manning 2013). However, I didn’t believe it
until I experienced it myself. At this point, I did not have an assistantship lined up for next year.
Therefore, I accommodated her request and did my job on both Susan’s and Klementine’s terms.
I knew that an experience in ORL is completely subjective and highly dependent on one’s direct
supervisor and overall supervisory chain. I knew that in order to keep my job, I had to comply to
their requests, especially since it was not possible for me to change my supervisory chain at that
time. However, I also resisted and advocated for myself by utilizing a system that wasn’t meant
for me. I went to the Office of Ethics and Equal Opportunity, or OEEO, to report instances of
chain would rather I do my job, but I also resisted Susan and Klementine by supporting myself in
Some strengths of this case includes that it helps to overcome limitations of the idea that
organizations are functionally integrated systems. The political lens helps us recognize different
kinds of organizations & roles they play in society. It politicizes our understanding of human
reconcile their differences through consultation and negotiation in order to secure goals.
Unfortunately, this was not well practiced in this case. However, there are also limitations to our
case. Seeing cases through the political lens is difficult because politics of the general distaste
people have towards politics. Additionally, an increased understanding of this lens allows us to
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see an increased politicization of any or all organizations. Reacting to situations, in which we see
Another part of this lens that I could not find within my case is the concept of coalitions.
“Organizations are coalitions and are made up of coalitions, and coalition building is an
important dimension of almost all organizational life” (Morgan, 2006, p. 162). Coalitions are
groups of people with similar interests or goals. Dominant coalition or power elites are the group
with the power to influence organizational goals and direction. In this case, parties involved were
Feminist Lens
The second lens I will examine this case through is the Feminist Lens. It is also known as
communication and leadership mark this approach. I believe that gender is socially constructed.
This lens states that all social processes, including power relations, are gendered. The lens also
distinguishes the difference between sex and gender, by clarifying that the sex of a person does
not signify what kind of leadership style they may uphold, though it may also be closely related
as it has been in most cases throughout history (Manning, 2013). Some characteristics of the
feminist lens include being adaptable, open, responsive, inclusive, collaborative, connected,
sharing of power, and utilizing the value of communication. Traditionally masculine traits
include emphasis on power & control, individual based action, and competition (Manning 2013).
Another aspect of the feminist style of leadership is that of the web. The metaphor of the
web fits womxn-centered, feminist oriented organizations. The web model varies greatly from
that of a hierarchy. Authority flows from the center of the web (Manning, 2013). There is an
emphasis on the connection between the authority and the people around it as opposed to the
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traditional top-down approach. “The strategy of the web concentrates on drawing closer to that
center by drawing others closer, and by strengthening the lines and orbs that knit the fabric
together” (Manning, 2013). The web model emphasizes interrelationships and works to tighten
them. Group affiliation is placed in a higher regard than individual achievement. Communication
in webs of inclusion emanates from all directions and across all levels. Web leadership is
collaborative, consultative and non-elitist, aiming to have everyone included and active, which is
I identify greatly with the feminist lens of leadership. I am drawn to the collaborative
form of leadership style. For instance, with my RAs, I often ask them for their feedback on my
supervision style. However, Klementine does not do the same. At the end of the year, we were
expected to give the RAs our final evaluation letter of them and have a meeting with them
discussing their performance. In these meetings, I also requested the RAs to give me feedback on
my performance and how I had improved from last semester to now, and the year overall. I find
it important to receive critique from those who I supervise about my supervisory skills. I am
more interested in receiving input and reaching a consensus than in issuing orders, unlike
Klementine. Needless to say, Klementine did not do the same. Klementine does not value input
from those below her in the hierarchy. Klementine gains appraisal through observances and
Additionally, when hiring RAs for the upcoming school year, I took a collaborative
approach and greatly took into account everyone’s feedback, including whichever RA I did the
interview with in the interviews I conducted myself along with the input that other ORL
professional staff members and RAs provided on other applicants in the online system. If there
was an RA that was enthused by an applicant but the professional staff member was not, based
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on their words on the interview form in the online system, then I took both voices into great
consideration. I recognize that a professional staff member will be assembling the team of RAs
and has experience of what is necessary for a team because of their experience in supervising a
staff of RAs throughout the year. However, I also recognize that an RA may know what they
need in a team member more so than the supervisor because the RA will be the one directly
working with that individual, the RA applicant, in various projects. Additionally, the RA
understands the role of an RA in a more comprehensive manner than a supervisor because the
RA is living that experience currently. I value what needs to be done over who has the authority
to do so.
Klementine only paid attention to what the professional staff member had to say in the
applicant’s records because she did not give as much value to what the RAs had to say since they
are students and lower in the hierarchy of the ORL staff pyramid. Klementine reinforced the
hierarchy within ORL by not paying heed to what the RAs have to say. Klementine did not even
take my input into account. Her individual-based action and interest in power & control over the
Another aspect of the feminist style of leadership that is not applicable to my case is the
concept of thinking roles. (Bensimon & Neumann, 1993). Though both Klementine & I took
diversity of experiences into account in selecting the RA staff, we did not take into account
diversity of thought. For myself, I was not aware of the concept of thinking roles at the time. For
Klementine, I suspect the same. Teams make up an organization. Teams perform and think
thinking role is when one is playing out one specific type of thinking with one specific result.
There are eight types of thinking roles. The five core roles include the definer, who views reality
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and originates the issue; the analyst, who examines, takes apart, and views reality, and probes the
issue; the interpreter, who looks at reality and does not question it, but explains the issue in
different ways so that different people will understand; the critic, who provides counter
arguments and raises issues others take for granted or prefer not to acknowledge so that the team
can recognize differences; and the synthesizer, who listens to and participates in processes,
builds summative picture as reality, and encourages team to recognize differences. The three
supporting core roles include the disparity monitor, which is similar to the interpreter in that they
help work through scenarios in what one might do and what might be best, and seeks
perspectives; the task monitor who works with what the definer gave brings attention to group
work processes while also reminding the team of their goal; and the emotional monitor who
relates teamwork to human feeling and emotions, and adheres work to relational issues
(Bensimon & Neumann, 1993). An individual could inhibit a multiple of these roles at once,
Domination Lens
The final lens I will examine this case through is the Domination Lens. Through this
model, organizations are seen as a tool of domination where the elite exploit those who work for
them. The outcome through this model is to achieve organizational goals at whatever cost.
People in organizations are expendable and/or need to be controlled to further the selfish
interests of the elites who benefit from the organization’s success (Morgan, 2006). Individuals
and groups find ways of imposing their will on others. In this case, I am who is being controlled
at the whim of Klementine, who is representing the elite. Organizations are often instruments of
domination and there is an element of domination in all organizations. Modes of domination vary
but include bureaucracy as a social mode of domination; industrialization that develops and
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extends the class system; occupational hazards including pollutants that cause illnesses and
domination metaphor is the ultimate command and control leader who puts the needs of the
organization above the needs of people impacted by the organization in order to achieve success.
Max Weber describes two ways that domination occurs: (a) people are coerced by force
or threat, or (b) the ruler is perceived as having the right to impose will on others (Morgan,
2006). The ruler may be perceived this way because of patterns of formal authority, where the
ruler is viewed as having the right to rule and the subjects have the duty to obey. When
discussing occupational hazards, there is a discussion on whether or not graduate students are
considered to be exploited because they are in need of an assistantship, both for the purpose of
making a living as well as building their resumes as they enter the workforce after receiving their
Master’s Degree. With that mentality, it is possible for graduate students to be used and
exploited for the benefit of their employer. In order for the system of domination to be in play,
Klementine was used to working independently. She had never had a leadership position
to share with anyone prior to. Additionally, She also hadn’t had a roommate since her first year
of undergraduate study, which was about ten years ago. She does not have much experience
working with people. With that said, the addition of an ARD, and the concept of working with a
graduate student, who would be a co-supervisor, definitely threw Klementine off guard as she
was unprepared for this situation. She did not know how to separate the concept between
working with someone on a co-supervisory level and supervising someone. Though ORL claims
that all professional staff members are treated as such, including graduate staff, this is not always
the case, especially in ARD & RD pairings. Instead, especially in my scenario, the “assistant” in
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“Assistant Resident Director” was heavily emphasized as Klementine took the lead in many
have a question about protocol and asked Jeremy, then Jeremy would redirect them to their
supervisor. When asked why he prefers this approach, Jeremy stated that he didn’t want to take
the responsibility away from another’s job. Klementine also follows the top-down approach. For
instance, Klementine will often ask for updates from me, but will not always communicate
updates to me unless I ask her. She reinforces the hierarchy between us by showing that she has
more formal authority because she holds more knowledge than I do. Therefore, she is asserting
One of the aspects of our job is to handle upperclassmen room selection. I was not aware
of this. I thought that that would be completed between students and an online system, because
this was the case at my undergraduate institution. However, instead, I later realized that the hall
director of each building is in charge of handling the initial swoop of room selection for
upperclassmen. I did not know this until a few days before room selection because I did not have
anything communicated to me regarding such. Klementine did not involve me in the process.
Additionally, because she expects me to update her on everything but does not reciprocate this
act, she is reinforcing the hierarchy between an RD and an ARD while reinforcing her formal
authority and dominance. She achieved the goal of a successful room selection process for
When Klementine put the letter in my file, she also wrote a list of tasks for me to follow
and if I did not comply, then I would be at the risk of losing my assistantship for both the
remainder of the year as well as for next year. She listed items such as hold office hours in the
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evening, spend at least three office hours a day every day in the hall, among other duties
assigned. She knew that I was in need of this assistantship and exploited me and my time,
especially when she knew that my schedule was hectic. She controlled my work performance
and schedule by putting my job at risk because she wanted what she deemed as success of the
hall, by ensuring that there is incessant visibility from both myself and her.
One aspect of this theory that did not apply to my case is the idea of primary and
secondary labor markets. The primary and secondary labor markets preserve the status quo in
regards to race, class and gender in society. Another aspect is Multicultural Leadership.
Multicultural Leadership, with the emphasis on equity and structural and procedural openness to
to socially just & diverse systems through questioning and assessing every day beliefs, values, &
practices. The process includes an assessment plan, an intervention plan, implementation, and
evaluation.
One limitation of this lens is that some might see this as crude conspiracy theory, looking
for domination where none exists – at least intentionally. There is danger in equating domination
with all organizations because we blind ourselves to the idea that non-dominating orgs are
possible. Some of the strengths of this lens include that it draws attentions to double edged
nature of rational action. This model helps us appreciate issues that fuel this radical frame. The
domination metaphor also helps us recognize & deal with perceived & actual exploitation in the
Storyline Analysis
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Given the information in this case and the respective lenses through which it was viewed,
the most prominent lens that this case relates to is the feminist lens. If Klementine and I had the
same leadership style and approach in accordance with the feminist lens, then the political lens
and domination lens would not have complimented the feminist lens. I feel like the political lens
and domination lens are more closely associated with traditionally masculine traits, such as
competition. I also believe that if Klementine and I both took collaborative approaches in our
leadership styles, then a lot of our issues would not have surfaced. The following resolutions are
Particularly between ARD & RD pairings, though this can be applicable for any type of
supervisory or co-supervisory pairing, the two parties should discuss their leadership styles.
There is no right or wrong way to lead, but there are different methods of leading that can lead to
conflict because of unexpected clashing ideals. They should discuss what values they hold and
which are most salient to them, when they prefer getting work done, how they choose to go
about their work, how they prioritize tasks, how they like to be communicated with, and other
Through the feminist style of leadership, transformation & social justice are always goals
for the organization and system (Manning, 2013). In order to achieve these goals, we need to
uphold the values of diversity that we preach. All staff need to learn and practice listening and
hearing skills. Workshops would be helpful with this, especially during training for all staff
Additionally, in accordance with the domination lens, we can implement the MCOD. The
MCOD seeks to alter organizations to promote and implement a more socially just mindset by
questioning and assessing underlying beliefs and traditions. The first step would be to create an
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internal change team who would be responsible for all aspects of the MCOD process. The second
step is to assess the situation and formulate an intervention plan in order to increase awareness
and openness to multicultural change within the organization. The third step is to implement the
intervention proposal. The fourth step is to evaluate how effective the team, plan, proposal, and
process as a whole was. The MCOD would be helpful with assessment, strategic planning, and
curricular transformation. THE MCOD aims to educate the people within an organization in
multicultural perspectives.
In order to increase the success of an organization, we need to greatly take into account
Bensimon & Neumann’s concept of the eight thinking roles and what to consider when hiring
someone and shaping a team. As a reminder, the eight roles include: definer, analyst, interpreter,
critic, synthesizer, disparity monitor, task monitor, and emotional monitor. The use of these eight
roles will assist in making a better team and organization because this will help employers be
aware of team’s roles, notice patterns within the team, and select different people who have
different skillsets and thought processes (Bensimon & Neumann, 1993). Different people who
are good at different types of specialties are great together for an excellent team.
Conclusion
I was in an ARD & RD pairing with Klementine. Our relationship went awry due to a
had suffered, also played a part. The three lens that I viewed this case through were the political,
feminist, and domination metaphors. Of the three, the feminist lens was most aligned with the
case. Klementine identified with the more traditionally masculine traits, such as competition,
whereas I identified with the more feminine traits, such as collaboration. This was the foundation
of many of our issues, as we did not understand the other’s perspective. A number of solutions
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were suggested, the most important of which is to listen to one another and hear the other’s
perspective. Communication is truly the key to success, meaning that it is important to advocate
for oneself, but also equally important to understand the other perspective.
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Works Cited
Bensimon, E. & Neumann, A. (l993). Redesigning collegiate leadership. Baltimore, MD: Johns
Birnbaum, R. (1988). How colleges work. San Francisco: Jossey-Bass, pp. 145-150.
facts/
Office of Residence Life (n.d.). About the Office of Residence Life. Retrieved from
http://miamioh.edu/student-life/residence-life/about/index.html