This class will include lecture, discussions, role plays, and other classroom activity. Classes meet on Monday and fFriday, with attendance expected. A few graded activities will be completed online. In addition to this site, content is also included in the cjcampus site designed for this course. We will NOT be using Blackboard for this course.

A survey of the conceptual and theoretical bases of conflict and conflict management, the institutional framework and dynamics of alternative dispute resolution, and the use of negotiation, mediation, arbitration, and other hybrid approaches for achieving conflict settlement or resolution. Specific emphasis is on the use of applied diagnostic and analytical tools, and interactive learning approaches.

Learning Objectives

Upon completion of this course, the student should be able to:

• Understand the nature of conflict
• Describe how ADR processes are both similar to and different from litigation.
• Evaluate and apply alternate dispute resolution methods to define and develop strategies for resolving disputes in a variety of settings.
• Develop and apply individual and group strategies to minimize the destructive consequences of conflict.
• Understand and apply multi-step problem solving strategies.
• Engage in reflective thought processes and to develop the individual skills and constructive affective state necessary to be an effective problem-solver.
• Understand how dispute resolution practices may be applied to political and personal disputes.
• Assess the applicability of different alternative dispute resolution processes to a variety of conflicts.
• Explore various contexts where mediation and other conflict management approaches have been effectively utilized.
• Describe the legal, professional, and ethical issues in the field of mediation.
• Draft effective mediation and arbitration agreements.
• Develop a process for analyzing multi-party, multy-issue disputes.
• Define an intervention process intended to lead to resolution of complex disputes.

Readings

Evaluation Criteria

• Conflict Management Journals (40%)
• Online Assignments (30%)
• Class Activity (30%)
• Class Participation (up to 10 points will be deducted)
  
  A = 90% - 100%
  B = 80% - 89.99%
  C = 70% - 79.99%
  D = 60% - 69.99%
  F = 59.99% or below

Ten journal entries are required, one at the end of each unit. Journals are intended to be your own words. Cut-and-paste from web sites is not acceptable, although you are expected to complete additional research. Use this journal to provide comments on the readings, discussions, web sites, and other experiences. The total amount of writing should be 3 to 5 pages for each journal.

After you complete the assigned readings, sit back and think about what it all meant. Once you have an idea of what you want to say, start typing the "Reading Content" section of your journal, much of it off the top of your head. While I expect a certain amount of organization, the journals are not expected to be "term paper quality." You are also expected to apply the concepts learned in class and the readings. The "Application" section of your journals should refer to conflict situations in life or the news in which you have applied, or see the potential to apply, these concepts.

Organized your journal by labeling each of these parts:

The second section of your journal should include a 1 to 2 page summary in which you integrate the readings, class discussions and acticities, current events, other classes, and any other experiences. This should be labeled the "Application" section.

My grading criteria is fairly simple. While reading the journal entries I ask three questions:

These journals are submitted in the cjcampus classroom. Remember that the cjcampus calendar and clock is ruthless and will not allow you to submit late assignments. Missed assignments are recorded as a zero. Please keep up with your assignments. Pace yourself. Do not wait till the last day of the week to complete your assignments.

Online Assignments: (30%)

Five online assignments, each requiring the submission of an essay or other work product, will be completed during the class. The difficulty of these assignments varies, with different point values for each. Questions, and instructions for submission, are posted in the cjcampus online classroom. Essays should have sufficient breadth and depth to indicate more than a passing awareness of the issues raised in the questions. Grading will be determined based on the thoroughness of response and the ability to properly apply knowledge gained through readings and other class experiences. Essays should be "term paper quality." Pay attention to spelling, sentence and paragraph structure, organization, and citations. Your papers should use APA style, which is described in the Publication Manual of the American Psychological Association.

Class Activity: (30%)

This class includes a variety of in-class activities. Active participation in role plays, negotiations, mediation exercises, and other activities is expected. Your grade will depend on active participation in these activities throughout the semester. Of course, it will be difficult for you to participate if you are not in attendance.

Participation and Engagement: (up to 10 points will be deducted)

This course will be better if you talk more and I talk less. I prefer not to dominate the discussion, so each of you will need to remain active throughout the course. You all have interesting ideas and viewpoints and we learn more by sharing and trying to understand various views. The assumption is that you will participate and remain engaged throughout the class. Failure to do so will result in a deduction of up to 10 points from the final grade.

Note that this criteria includes participation and engagement. While we may be able to assess participation through a simple count of posts, we are also interested in active engagement throughout the course. Engagement is demonstrated by remaining active each week, submitting assignments on time, joining discussions at the beginning of each week, and helping each other create a vibrant learning environment.

Course Policies

Learning Strategies

This course has been designed as a "learning environment." You are all familiar with the dynamic of the classroom - the professor may lecture while students listen and occasionally interact. Most classrooms are designed as "teaching environments." Students may not be an integral part of a teaching environment and in some cases the class could be held even if no students were in attendance.

In contrast, learning environments require student engagement. Like the story of "leading a horse to water," this course environment is the water. To make it work, you must each "take a drink."

You are all expected to help each other. Your professor has a great deal of knowledge about the subject matter. Each student in this class also has knowledge that can help us learn. Help each other understand this material as we make our way through the semester.

Deadlines

Class Withdrawal

Academic Misconduct

Classroom Climate

Final Grades

Course Outline and Schedule