National Conference on Current Trends in Conflict Resolution Graduate Programs-Details

The National Conference on Current Trends in
Conflict Resolution in Higher Education

Concurrent Workshops 1 - (Day 1: morning session)
Concurrent Workshops 2 - (Day 1: afternoon session)
Concurrent Workshops 3 - (Day 1: second afternoon session)
Concurrent Workshops 4 - (Day 2: morning session)
Concurrent Workshops 5 - (Day 2: second morning session)

Concurrent Workshops I

Applying Dispute Resolution Processes and Skills on Campus

As Dispute Resolution programs increase their presence on college campuses, there are opportunities to apply processes, practices, and skills in a wide range of contexts. Some of these are well known such as mediating conflict situations and conducting training for faculty, staff and students. There are other contexts that can benefit immensely from the work of dispute resolution programs. This workshop will focus on how monthly town meetings on the John Jay College of Criminal Justice campus have drawn on general mediation principles for over a decade. The presenters will also provide insights about the process, promises and challenges of these large scale public forums.

Workshop Presenters

Maria R Volpe, Ph.D. is a Professor of Sociology and Director of the Dispute Resolution Program at John Jay College of Criminal Justice at the City University of New York, and serves as the Convener of the CUNY Dispute Resolution Consortium, a University-wide project funded by the William and Flora Hewlett Foundation. An internationally know scholar, Dr. Volpe has lectured and written extensively about dispute resolution processes, particularly mediation, and has been widely recognized for her distinguished career in the field of dispute resolution. She teaches dispute resolution courses at the undergraduate and graduate level, mediates conflicts in educational setting; conducts dispute resolution skills training and facilitates for a wide range of groups, and administers grant-funded projects. She is and Editorial Board Member of Conflict Resolution Quarterly, Negotiation Journal, and Practical Dispute Resolution; Past-President of the Society of Professionals in Dispute Resolution (SPIDR); Member of Dispute Resolution Advisory Committee of the NYS Unified Court System, Former Board Member of the National Conference on Peacemaking and Conflict Resolution (NCPCR); Ex-President of the New York City Chapter of SPIDR; Board Member of the Association for Conflict Resolution of Greater New York. Her current research focuses on police use of mediation, dispute resolution in educational settings, and ADR Responses to 9/11. Dr. Volpe received her Ph.D. from New York University where she was and NIMH Fellows.

Roger Witherspoon completed his undergraduate studies at North Carolina Agricultural and Technical State University. He is a graduate of Adelphi University’s Graduate School of Social Work in Garden City Massachusetts. His doctorate degree is from the University of Massachusetts, Amherst. Dr. Witherspoon was previously the Associate Dean of Student Affairs at Lehman College of the City University of New York. He is currently the Vice President of Student Development at John Jay College of Criminal Justice, also City University of New York. Prior to his appointment as Vice President, he taught both graduate and undergraduate courses in education and social work. Dr. Witherspoon has lectured at Columbia University, St. John’s University, San Francisco State, Smith College, Fordham University and others. His publications on urban education have appeared in local and national journals. Dr. Witherspoon’s recent publications on urban education have appeared in local and national journals. Dr. Witherspoon’s recent publications include: “Black Perspectives of Education” in The Negro Almanac: A Reference Work on the Afro-American, 5th Edition and “Mediation and Diversity on College Campuses” in Mediation Quarterly. He has also served on many boards that include child care, teen pregnancy, community mental health and was a member of the Board of Children’s Psychiatric Center. Dr. Witherspoon has been involved in national and local consultant work in urban education and social work, with a major focus on urban minorities.

Workshop Notes

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War and Peace, or Conflict and Its Transformation? An Evolving Field of Study

The field to which we belong has had various monikers, denoting its relative youthfulness, its trans-disciplinary subject matter, its diversity in methods and orientation, and its evolving nature. These names include: peace studies, world order studies, peace and conflict studies, conflict resolution, conflict management, conflict transformation, and still others. The names of the academic degrees available to our students vary much more widely still, and for a much broader set of reasons. This presentation will survey and analyze significant aspects of this history from both a macro and a micro perspective, using the changing nature of the Kent State University degree program (now 30 years old) as a concrete example.

Workshop Presenter

Patrick Coy is Associate Professor at the Center for Applied Conflict Management and the Department of Political Science at Kent State University. He is the editor of the annual volume, Research in Social Movements, Conflicts and Change (Elsevier Sciences/JAI Press), and the co-editor of Social Conflicts and Collective Identities, Rowman and Littlefield, 2000, and editor of A Revolution of the Heart: Essays on the Catholic Worker, Temple University Press, 1988. At Kent State he regularly teaches such courses as Mediation: Theory and Training; Reconciliation vs. Revenge: Searching for Transitional Justice; Public Sector Dispute Resolution; Nonviolence: Theory and Practice; and Introduction to Conflict Management. His research on community mediation has appeared recently in Mediation Quarterly, on peace movements during the Gulf War in Sociological Spectrum, on the Catholic Workers’ movement in Peace and Change, on Peace Brigades International in the Journal of Contemporary Ethnography, and on peace movement responses to September 11 in Peace Review.

Workshop Notes

What Disciplines Does ADR Involve?

1926- Quincy Wright, Analysis of War at University of Chicago

WWII +- Luis Richardson applied mathematics to War

WWII- Bolling; Problems with Peace and Conflicts.

After WWI we created a power vacuum and watched what filled it instead of planning to fill it.

1972- Colgate University; Program for peace studies in response to Vietnam

1972- Bradford University; Adam Curl (Quaker), First Grad Program

Yohan G- Peace is more than the absence of War

The ADR field evolved to prescriptive theories instead of normative theories

Foundations focused on less adversarial Conflict Resolution methods

MICRO- 4 Kent State students shot at anti-war demonstration

1970, May 5^th-8^th- Major campus demonstrations

536 university campuses shut down temporarily

1,350 universities affected

5 million students involved

1971- Center for Peaceful Change created as a living memorial

Created a Peaceful Change Studies Degree Program

Ombudsman emerged from Kent State Incident

The term “Peaceful” in the title was controversial and the title was changed to “Center for Integrative Change”

The early program focused on experiential learning (field trips, on site learning and case studies)

Mid 1980’s- Response to Reagan’s increase of the military budget.

Universities questioned why it was necessary.

1987- Kent State created a degree program

See attached Curriculum (Sample #1)

Added Independent Study Internship

Late ‘80’s-1990- What do we mean by Conflict Resolution; Management, Mediation and Facilitation

1991- Center for Peaceful Change to Center for Applied Conflict Management

Question- In ADR, do we want a quick solution or Continued Relationship Building?

2004- Added Gender Studies, Cross Culture and Reconciliation v. Revenge Courses

Diversity is essential in subject matter of methodology.

Evolution of the field is due to human response to human horrors (war), which ultimately stimulates research.

The first beginning of peace programs had religious affiliations.

In the 60s, the curriculum in the first institutional programs focused on peace studies.

There began to be feminist influences on framework of analyzation.

In the 80s, the term conflict analysis was born. It referred to mediation, negotiation, and arbitration. There was now a decrease in focus on war and peace, which shifted the curriculum. “Context sensitive focus”

Skills in resolution process now became important.

Kent State Tragedy- (as case study)

During the four days following the tragedy, there were about 100 demonstrations a day.

The “Center for Peaceful Change” was created as a memorial to those killed. Its purpose was to provide constructive ways to handle concerns on campus.

A major was formed at Kent State, but the title of the major was an issue. Because peace was a threatening word, the major was titled “Major in Integrative Change.” This may have been a response to the Peace Movement.

Coy asserted that an attractive intro. Course is essential to recruit majors!! Perhaps the Department should consider this!!

Coy was trying to show the changes at Kent State as representative as changes in the field.

Question & Answer

Q-Instead of encouraging change there is a fear of stifling change in order to keep peace, how does this affect the field?

A-Keep away from set rigid programs and encourage change and liberalism in teaching Conflict Resolution.

Q-What is the difference between Graduate and Undergrad programs or is there one?

A-Wide variety of undergrad majors go to Conflict Resolution Graduate Programs so there are many similarities in the programs, the difference is the type of work and the intensity.

Q- Does where a Conflict Resolution program is based in a University (What Department) affect the curriculum and is it good or bad?

A- The Program may be influenced by other fields or take away students from other fields though I can’t say if that is good or bad.

Q- What type of final requirement should Graduate Study students have to complete?

A- Many options such as exams, dissertations and papers are available, but it is important to keep away from rigid unchangeable requirements.

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Developing Effective Methods to Gather Student Feedback of
Graduate Conflict Resolution Programs

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Workshop Presenter

Amy Rebecca Gay is the Assistant Director of the Graduate Programs in Dispute Resolution at the University of Massachusetts Boston. Her research focuses on community and court-connected mediation, institutionalization, and volunteer mediators. Her other on-going projects include surveying alumni of graduate conflict studies’ programs, biennial Conflict Studies Conference, and the Dispute Resolution newsletter. She earned a Ph.D. in social science from the Maxwell School in Citizenship and Public Affairs and was an affiliate of the program on the Analysis and Resolution of Conflict at Syracuse University.

Workshop Notes

Dispute Resolution Career Survey

Surveys post Graduate Students of Dispute resolution at the University of Massachusetts Boston

2 Graduate programs being studied are an 18-credit certificate program and a 36-credit Masters program

The purpose of this survey is to establish exactly

240 Surveys where sent out to Graduated Masters and Certificate students

98 Surveys where returned, 29 from Masters and 69 from Certificate Students

This was a pilot survey in future surveys there will be an increase in size

All surveys where kept strictly confidential

The survey showed that students who all ready held degrees preferred the certificate program

The survey shows that many graduates of the certificate programs apply for the Masters program

The survey showed greater career mobility (especially for those interested in working for a corporation)

Masters Graduates found more jobs than Certificate Graduates did

The mid career Program is receiving younger students each year

Mid Career Students are less likely to move to pursue job opportunities than younger Graduates are

After completing the program Graduate’s salaries usually increased or remained the same

Trends show an increase in various domains such as job satisfaction

This survey is not applicable for changing the curriculum

New careers pursuing this training are Flight Attendants and Nurses

For more information on the Dispute Resolution Career Survey contact
Amy Rebecca Gay, Ph.D.
Graduate programs in Dispute Resolution
100 Morissey Blvd.
UMass Boston
Boston, MA 02125-3393
(617) 287-7415
amy.gay@umb.edu
www.disres.umb.edu

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Concurrent Workshops II

Using a University Ombuds Office as a Catalyst for a Conflict
Management System: Going from Reactive to Proactive

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Workshop Presenter

Camillo Azcarte is a professional Ombudsman, mediator, facilitator and trainer working at the Ombuds Officer of Princeton University. Previously, he was the Ombuds Officer at Florida Gulf Coast University where he also acted as the Director of the Conflict Resolution Institute and a Faculty member at the College of Business. Earlier, Camillo was Government Programs Coordinator for the Massachusetts Office of Dispute Resolution. Camilo holds a Juris Doctor from Xaverian University, a Master in corporate and labor law and a Master in Dispute Resolution from the University of Massachusetts. He is a member of the Association of Conflict Resolution, the Ombudsman Association and an affiliate of the Program on International Conflict Analysis and Resolution at Harvard University and has received several awards for his work in dispute resolution, including the “Award for Outstanding Achievement in dispute resolution” and the “Don Paulson Award for excellence in dispute resolution.”

Howard Gadlin has been Ombudsman and Director of the Center for Cooperative Resolution, at the National Institutes of Health since the beginning of 1999. Before that, from 1992, through 1998, he was University Ombudsperson and Adjunct Professor of Education at UCLA. He was also director of the UCLA Conflict Mediation Program and co-director of the Center for the Study and Resolution of Interethnic/Interracial Conflict. While in Los Angeles, he served as well as Consulting Ombudsman to the Los Angeles County Museum of Art. Prior to moving to Los Angeles, Dr. Gadlin was Ombudsperson and Professor of Psychology at the University of Massachusetts, Amherst. He currently serves as Chair of the Coalition of Federal Ombudsmen. Dr. Gadlin is past President of the University and College Ombuds Association and of The Ombudsman Association (TOA). An experienced mediator, trainer and consultant, he has years of experience working with conflicts related to race, ethnicity and gender, including sexual harassment. At present he is developing new approaches to addressing conflicts among scientists. He is often called in as a consultant/mediator in “intractable” disputes. He has designed and conducted training programs internationally in dispute resolution, sexual harassment and multicultural conflict. He is the author, among other writings, of “Conflict, Cultural Differences, and the Culture of Racism,” and “Mediating Sexual Harassment.” He is the co-author of “On Neutrality: What an Organizational Ombudsman Might Want to Know.” Recently he was Guest Editor of a Negotiation Journal section entitled “The Many, Different and Complex Roles Played by Ombudsman in Dispute Resolution.”

Workshop Notes

Chaos Theory

First office at NIH

Half of the people at NIH are involved in research

The other half are involved in support functions

Need for an Ombuds office arose from overuse of formal Grievance system

NIH needed a better process so they decided on an Ombuds program

They hoped the Ombuds program would handle the responsibility to stop systemic problems in NIH

They got top leadership to buy in to the Program

They established limits to Conflict Resolution principals

The process was adapted to the culture of the students

Design systems run the risk of management

The Ombudsman insures people of different Status are treated fairly

Be careful not to maintain the power structure of an organization

Become aware of the regularities of conflicts

A harassed person usually blames himself or herself

Ombudsman helps create a program to empower harassed people

Address regular reoccurring problems

Much conflict comes from most powerful people

Because they have the ability to ruin your career

The ombudsman works back from the conflict to discover the root of the problem

Once the problems are discovered money has been set aside to solve them by oversight

It is important to promote the process early on and create a partnering agreement

Use a template for a model for the partnership agreement

Be proactive

Give them the tool to avoid difficulties

Then go back to where the problem started

Develop a mid-stream partnership Agreement

Tailor the process to the scientific community

Training in collaborative mediation techniques

Partnering workshop

Power study (Depression to surplus)

Developed governing structure (public research committee)

Collaboration financial, administration 9 schools

Power discrepancies

Identify issues not Names, Separately interview each party

Find a method to equalize power

Find a way to address potential conflicts

Process of dialogue

Tailor Structure to organization

Creating power discrepancies is a risk of intervention

Define terms of reference for the office to assist to Ombudsman

Ombudsman must be tuff and uncompromising

Must understand internal structure of the organization

Must be completely neutral

Independent support outside of management

Must be able to live with structural tension

Ombudsperson deals a lot with having to get people to work together. ‘Big’ Question is how an Ombudsperson can do this.

Ombudsperson needs to be respected, to identify issues and make recommendations.

Putting appropriate systems into place (depending on culture and context)

Able to coach people, not just saying here is the process but to walk them though it.

And to facilitate, not just mediation

Designing Conflict Management

To be able to see the fear and risk that is potential in every department. The Ombudsperson needs to be part of the management department and the justice dept. but to be able to maintain power and balance of the system as a whole.

As and Ombudsperson you will see recurring problems/symptoms of a particular problem/case (ex... sexual harassment). ???? With those symptoms in mind the Ombudsperson can put a new or useful process into place.

work backward from the conflict and see the common problems

Ask yourself; are all the parties’ communication beforehand their relationship, the rules, conflict procedures when necessary…? etc.

Development – (Handout; the Q: How can these Q’s give you a process that is proactive and useful? Perhaps give a model and tweak it a bit…)

An example he used was where equipment is located in a building. Does the location of the equipment enhance communication between the different groups that make up the Federal people and the researchers? This is an easy thing to do but will help give everyone a chance to communicate.

Power discrepancies allow big players to have too much power and too much say in where the equipment should be placed.

Proactive – Ombudsperson should interview all bosses of each party separately, not have a meeting but ‘change the rules’; this is intended to equalize the power.

Give the information you have collected from the bosses anonymously!

Or have them create a vision for all the parties to see (create a bond and a goal)

*Everything must be particular the context of the companies/parties

Question and Answer segment:

Q: Putting the homeland Security offices into place; there are a lot of different backgrounds and departments coming together, should there be an Ombudsperson and if so what should their role be?

A: Yes there should be an Ombudsperson, but it must be seen as independent regardless if they are in-house. No one should have power over them (to an extent) b/c they need to be impartial regardless of pressures (Especially in Gov. Projects/programs).

Terms of Reference: Ombudsperson needs rules and restrictions but not to be able to be fired if they “piss off” the boss

Also there should be an advisory committee to the Ombudsman for evaluation.

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Bridging the Gap Between the University and the Real World
Through Conflict Resolution Services

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Workshop Presenters

    E. Frank Dukes, Director of the Institute for Environmental Negotiation since 2000, mediates and facilitates, teaches and trains, and conducts research. His book Resolving Public Conflict: Transforming Community and Governance describes how public conflict resolution can help vitalize democracy. He is co-communities can address conflict with integrity, vision, and creativity. He co-founded the Virginia Natural Resources Leadership Institute and initiated the "Community-Based Collaborative Research Consortium" (cbcrc.org). IEN has been part of the Department of Urban and Environmental Planning at the University of Virginia since 1981.

    Michele Ennis-Benn is the Director and Trainer for the Community Mediation Initiative at the Center for Conflict Resolution. She has maintained a longstanding relationship with the center. As a student at Salisbury University she helped to establish the Conflict Resolution minor, a course of academic study that has gone on to become a major in Conflict Analysis Dispute Resolution. The Center for Conflict Resolution was born out of the program in an effort to provide opportunity for practical application of Wicomico County with support from the Maryland Judiciary through the offices of the Maryland Mediation and Conflict Resolution Office (MACRO) and the Maryland Association of Community Mediation Centers (MACMC). She has developed referral systems with police, courts, grassroots organizations, city and state agencies experiencing interdepartmental conflict. Michele served on the Maryland Alternative Dispute Resolution Commission Regional Advisory Board which established MACRO. She continues to serve on the Regional Advisory Board for MACRO. She co-founded MACMC and serves as a board member currently. Additionally, Michele practices her conflict resolution skills as participant and teacher in her role as mother of four young children.

    Lorig Charkoudian, Ph.D. is the Director of Research and Training for the Maryland Association of Community Mediation Centers (MACMC). Lorig founded and served for seven years as the Executive Director and lead trainer for the Community Mediation Program in Baltimore City. She also trained hundreds of mediators all over Maryland as well as police, judges, and social workers. Lorig served on the Maryland Office. Lorig co-founded MACMC and served as Board Chair. Lorig received her Ph.D. in Economics from The John Hopkins University. The focus of her research was on the public cost of conflict and the cost savings of mediation to the Baltimore City Police Department. Lorig serves as an adjunct professor at the University of Baltimore in Neg.

Workshop Notes

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A Dialogue on the Development of Graduate Academic
Programs in Conflict Resolution

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Workshop Presenters

    Daniel Druckman is the Vernon M. and Minnie I. Lynch Professor of Conflict Resolution at George Mason University in Fairfax, Virginia where he has also coordinated the doctoral program at the Institute for Conflict Analysis and Resolution. He received a Ph.D. from Northwestern University and was awarded a best-in-field prize from the American Institutes for Research for his doctoral dissertation. He has published widely (11 books and more than 125 articles and chapters) on such topics as negotiating behavior, nationalism and methodology, including simulation. He is a board member or associate editor of seven Journals. He received the 1995 Otto Klineberg award of Intercultural and International Relations from the Society for the Psychological Analysis of Social Issues for his work on nationalism, a Teaching Excellence award in 1998 from George Mason University, and an award for the outstanding article of 2001 from the International Association for Conflict Management. He is the recipient of the 2003 Lifetime Achievement award from the International Association for Conflict Management.

    Dean G. Pruitt is SUNY Distinguished Professor Emeritus in the Department of Psychology at the University at Buffalo: State University of New York and Visiting Scholar at the Institute for Conflict Analysis and resolution at George Mason University. He received his Ph.D. in psychology from Yale University and did postdoctoral work in psychology at the University of Michigan and in international relations at Northwestern University. His specialties are social conflict, negotiation, and mediation. He is a fellow of the American Psychology and the American Psychological Society and has received the Harold D. Lasswell Award for Distinguished Scientific Contribution to Political Psychology from the International Society of Political Psychology and the Lifetime Achievement Award from the International Association for Conflict Management. He is the author or co-author of five books: Theory and research on the Causes of War; Negotiation Behavior; social conflict: Escalation, Stalemate, and settlement ( now in its 3rd edition); Mediation Research; and Negotiation in Social Conflict.

    Dennis J.D. Sandole is a Professor of Conflict Resolution and International Relations at the Institute for Conflict Analysis and Resolution (ICAR), at George Mason University. A founding member of ICAR, he worked closely with Dr. Bryant Wedge, ICAR's first director, as well as with conflict resolution pioneer Dr. John Burton at ICAR and earlier at the University of London (University College). He received his Ph.D. in Politics at Richard Rose. Recently, Dennis has been awarded a Fulbright to teach in the postgraduate programs in International Students at the Diplomatic Academy in Vienna, Austria, during spring 2004. He has been a William C. Foster Fellow as Visiting Scholar with the U.S. Arms Control and Disarmament Agency (ACDA), where he worked on the Conventional Armed Forces in Europe (CFE) negations and the negotiations in Vienna, Austria. Dennis has also been a NATO research Fellow, a Fulbright OSCE Regional delegation to the CSCR/OSCE in Vienna, distilling from them their wisdom on peace and security in post-Cold War Europe. These surveys are part of the CSCE/OSCE project dealing with the development of peace and security systems relevant to preventing the kinds of ethno-religious conflicts that brought genocide back to Europe during the 1990’s. His publications are in the areas of, among others, generic theory of conflict and conflict resolution, the use of simulation in the analysis of international conflict, applications of conflict resolution theory and practice to the ethno-religious conflicts of Eastern Europe and the former Soviet Union, and conflict resolution program design.

    Louis Kriesberg (Ph.D. 1953, the University of Chicago) is Professor Emeritus of Sociology, Maxwell Professor Emeritus of Social Conflict Studies and founding director of the Program on the Analysis and Resolution of Conflicts (1086-1994), at Syracuse University. His most recent book is Constructive Conflicts: From Escalation to Resolution (2nd ed., 2003, 1st ed. 1998). In addition to over 150 book chapters and articles, his other books include: The U.S.-USSR and Middle East Cases (1992). He is currently doing research on American foreign policy and on reconciliation and changing accommodations between ethnic, religious, and other communal groups. He lectures and consults regarding Middle East issues, conflict resolution, peace studies, and national security.

Workshop Notes

Daniel Druckman, George Mason University- ICAR (founded in 1984)

Balance between general and specific curriculums and required courses

2 theories courses, 1 micro level, 1 macro level

Most theories came from other fields (POSC, SOCI, PSYCH)

ADR tried to get away from quantitative and qualitative research and teaching methods

Instead tried to use case studies, language analysis, cultural analysis, etc.

More emphasis on philosophy and methodology

Attached methodology and theory to applied practice

Came to a conceptual practice to merge research with lab practice

1 year of theory, 1 year of research and 1 year of practice

Electives- Culture & ethnicity; Conflict Resolution in organizations and “ism’s”; Conflict Resolution and Roles.

Qualifications and Requirements:

Qualifying Exam (Comprehensive)

Dissertation

The new program (ICAR) lets student’s talk with professors.

Issues and Observations-

Issues; Respect for Practice and Roles

Standards for professionals

How to qualify

Fundraising for ADR programs

Where are the jobs

Observations; Diversity and Integration

Diverse faculties are good but make integration hard

Very hard for students to do individual research

Research methods- Students prefer qualitative instead of quantitative methods

Working Students- Most students work outside the program

Want to encourage paid work within the program

Dissertations and Later Research- Many student view their dissertation as the end of their education though the field is constantly changing

Practice- Confusion between academic and professional degrees and where does ADR fit in?

Dean Pruitt

Techniques have drastically changed

Track II diplomacy

Peace keeping and Peace Building

Technological growth is high

Fundamental Research has not grown

Look to practice of medicine in Conflict Resolution (early stage)

Look to what we have and try to make it better

Look to reach a contingent theory

Mediation to Arbitration

Mediator becomes and arbitrator if mediation doesn’t work

Pos.-encourages people to solve their problems

Neg.-gives mediator too much control and may appear pushy

OK for mediators to have control but they must be trained to use it correctly.

Dennis Sandole; ICAR

5 Needs for ADR Programs:

Need for University wide support

Funding, books

Access to an interdisciplinary array of professors to teach ADR

Know how broad the program needs to be

Environment, business, International community, family, etc.

Need to select relevant theories

Search for the best practice methods

Integrate Theory and Practice

Short term trainings (20, 30, 60 minute courses)

Change from preaching practice to studying and analyzing theory in undergrad and masters programs

Include Research Methods (1 for masters 2 for PhD)

Put research between theory and practice

Additional Funding

To sustain research and practice

Overseas effort is very expensive

Funding from Hewlit Foundation, local citizens, US Institute of Peace and the US government

Luis Kreisberg- Chicago, PARK program

Many models for Conflict Resolution

PARK is not a Degree granting Program-

No set faculty

Started by Hewlit funding for training in CR and ADR

Students very interested so they created a PhD. Program and additional certification

No curriculum so students develop their own method of research

Relation with Masters Program –certification given to accompany a degree

Students make their own program to fit their own needs

Expanding the Field- Diffuse; language skills, listening skills, CR techniques, Negotiation, specialized writing

High need for diverse array of professors.

There is too much emphasis on the intermediary in Conflict Resolution teaching when it should be on the parties and their actions in mediation and negotiation and how they further or destroy the chance of resolution.

“We need to pay attention a helluva lot more to what the parties are doing.”

With growth in the field there has been emphasis on making conflict nice maybe when it not always ought to be.

If we can not mediate between lions and lambs we are pointless

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Concurrent Workshops III

The Interdisciplinary Nature of Graduate Conflict
Resolution Programs: A Lasting Strength

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Workshop Presenters

    Thomas E. Boudreau, Ph.D. has lived and taught in Europe and the United States. He is author of Sheathing the Sword and Universities. He has been a visiting professor in the Political Science departments at Syracuse University and the University of Pennsylvania. Currently, he is Assistant Professor in the International Peace and Conflict Resolution Program at the School for International Service at American University.

    Adbul Karim Bangura holds a B.A. in International Studies, an M.A. in International Affairs, a Graduate Diploma in the Social Sciences (Stockholms University), an M.S. in Linguistics, a Ph.D. in Political Science, a Ph.D. in Development Economics, a Ph.D. in Linguistics, and a Ph.D. in Computer Science. He is currently a researcher-in-residence at the Center for Global Peace, an assistant professor of International Relations, the coordinator of the B.A. in International Studies—International Peace and Conflict Resolution (IPCR) focus, the coordinator of the Islamic Lecture Series, the coordinator of the National Conference on Undergraduate Research (NCUR), and the faculty advisor of the American University Undergraduate Research Association (AUURA), the International Peace and Conflict Resolution Association (IPCRA), the Student Organization for African Studies (SOFAS), and the Muslim Student Association (MSA) at American University, the United Nations Ambassador of the Association of Third World Studies (ATWS), and the Director of The African Institution in Washington, D.C. From 1993 to 2000, Bangura taught Political Science and International Studies, served as Special Assistant to the President and Provost, and founded and directed The Center for Success at Bowie State University of the University of Maryland System. He has also taught at Georgetown University, Howard University and Sojourner-Douglass College. Bangura is the author and/or editor of 35 books and more than 250 scholarly articles.

    Muhammed Abu-Nimer, PhD, School of International Service, International Peace and Conflict Resolution, AU

Workshop Notes

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How to Make Conflict Intervention practicum Experiences Work! Closing the Loop Between Classroom Preparation and Practical Learning Experience. And Effectively Teaching Conflict Resolution Skill Building in an Online Environment

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Workshop Presenters

Judith McKay, J.D., Ph.D. is the Interim Director of the Department of Conflict Analysis and Resolution (DCAR) at NSU, a member of the faculty, and the Director of Practicum & Community Resolution Services (CRS), the Department's own practicum site and clinic. She has been professionally involved in conflict resolution for over 20 years as a mediator, arbitrator, attorney, negotiator, facilitator, grievance hearing officers, trainer, dispute systems designer, researcher and professor. She has consulted for private, civic, religious and community organizations, engaged in civil litigation and contract negotiations, and assisted in writing constitutions, bylaws, and grievance procedures for unions and other organizations. Dr. McKay's research interests include: Strategic community planning, conflict and crisis management, organizational conflict, public policy, mediation models, family and community violence, health care conflict resolution, distance learning & graduate experiential learning.

Jerry C. Dyer, Ohio Valley College, Jerry Dyer holds a Master of Dispute Resolution from the Pepperdine University School of Law and is a Ph.D. candidate in Dispute Resolution at Nova Southeastern University. Dyer has mediated over 300 disputes and has conducted numerous seminars in the area of Alternate Dispute Resolution.

Workshop Notes

Academic World and “The Real World”

Practicum – Internships/Externships/Practicum

Underpinnings are about theory

Practicum is not lecture; it is early fieldwork under an integrated system to promote experiential learning and knowledge.

Where does faculty fit in to practicum?

Build off pre-practicum lab experience.

3 levels of student graduate certificate, masters of Science and PhD.

Practicum is experience with a net

4 Practicum opportunities:

Practicum I + II

Second year sequence

After students have had career development program (Specialized)

Informal discussion with professors and practitioners

Further study of a specific field for students

Student Driven- Students decide their field and are helped by those in that field

Sites offered locally, regionally and globally

Practicum III

Elective- Take a job description and checklist your experiences and resume.

Practicum IV

Advanced Practicum

Faculty Driven – Students are selected

Teaching and Training Practicum

Students driven as teachers assistants

Practicum as a Class Experience

Students go to field and bring it back to class

ID Theory and Knowledge- Theory applies to experience

Examine dissonance

How does the text/ theory fail to deal with experience

What happens if theory fails to explain….

Articulate Learning- Does the student enjoy their experience or not?

Use of journals, activity logs, SOAP notes.

Offer seminars, portfolios and presentations

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Applying Your Conflict Resolution Skills in Higher Education Conflicts:
An Interactive Case Study

This workshop will consider an actual (and ongoing) case in an academic department of about twenty faculty at a research university. We will discuss ways conflict resolution skills are used at the stages of entry, data collection, data analysis, and intervention design. Participants will work in small groups to determine what they would do at each stage. A model for conflict analysis in the academy will be provided. We will conclude with a discussion of what actually took place and recommendations for follow-up.

Workshop Presenter

Sandra Cheldelin, Ed.D., has been a faculty member and or administrator in the academy since 1971: Columbus State College, Ohio University, California School of Professional Psychology-Berkeley, Antioch, and currently at George Mason. She has applied her psychological and organizational conflict resolution skills to more than one hundred fifty organizations – colleges and universities, medical schools, associations, religious and community organizations and corporations. She is a frequent keynote speaker and invited lecturer on such workplace issues as violence, change and diversity. She is coauthor of the Jossey Bass Academic Administrators Guide Series, Conflict Resolution (in press, 2004) and co-editor of Conflict: from Analysis to Intervention (2003).

Workshop Notes

Conflict Exercise (Gender Case) "ism"

The new school President needed to replace the sociology department head immediately

So he decided to replace him with the English head in receivership a Shakespearean scholar because it would be the most convenient

This polarized the Sociology department

Coalitions formed due to lack of knowledge as to what’s is actually going on in choosing a new head

Half of the department felt left out of the process

The president failed to interview most of the department in order to get the information necessary to make an appropriate choice

12 Women made up the qualitative research group

14 Men made up the quantitative research group

The groups offices where on different floors of the same building further isolating the groups

The men’s department gets the most grants

The department head was a marine sergeant

The women kept all examples of all e-mails that they felt where sexist or dismissive

The men also felt the new head was problematic but they had to admit he got the job done

In interviews with different members of the department threats of tenure denial from the head where exposed

Head exercised power over members by threatening them if they did not teach

Terms of engagement where identified

Communication issues developed and lead to a failure to coordinate an orientation for new students in their major

Interpersonal and group conflicts erupted

Members of the department had a high concern for themselves and no concern for others

The system was broken but not the individuals

2 people exchanged rooms on different levels

They changed the structure of the office space to promote teamwork

The whole group drafted a letter

Organizational consulting vs. mediation

Organizational consulting is biased but no sides are taken

Mediation limits options but it focuses on learning not teaching

A hierarchy controls the department making it tuff to have a voice

The dean changed receivership

Sometime conflict must be escalated (new head) in order to get to heart of the conflict so it can be solved

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Tuesday, November 11, 2003

Concurrent Session IV

Providing Conflict Management within the Academy:
Current Resources, Challenges, and Strategies

From a resource and design perspective at both the institution and system level, the presenters will discuss challenges and strategies in developing and implementing services for resolving campus conflict. Participants become aware of available resources, implementation options, and methods for overcoming obstacles to the university environment.

Workshop Presenters

Bill Warters, former Co-chair of the Association for Conflict Resolution's Education Section, is Editor of the Conflict Management in Higher Education Report and Director of the Conflict Management in Higher Education Resource Center (http://campus-adr.org) funded by the Department of Education's Fund for the Improvement of Post Secondary Education (FIPSE). He is the author of Mediation in the Campus Community (Jossey-Bass, 1999), and an instructor within the Masters of Arts in Dispute Resolution Program at Wayne State University. He holds a B.A. in Conflict Resolution from UCSC and an Interdisciplinary Social Science Ph.D. from the Program on the Analysis and Resolution of Conflicts at Syracuse University’s Maxwell School of Citizenship and Public Affairs.

Lin Inlow, is the Director of Conflict Resolution Education and Training at the Consortium on Negotiation and Conflict Resolution (CNCR), Georgia State University's College of Law. In her role as Director with CNCR, she manages the System-wide Mediation Program that serves 34 institutions with the University System of Georgia; coordinates CNCR’s outreach activities in both public and private sector; and directs and teaches at CNCR’s Summer Institute on Conflict Management in Higher Education.

Workshop Notes

coming soon (please check back later)

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Exploring Models of Curriculum Delivery in Various Conflict Resolution Programs

This discussion focuses on the variety of delivery systems that are currently in use by graduate CR programs. Panelist and participants will discuss the strengths, weaknesses and new challenges we face in the delivery of carious types of Conflict Resolution/Management curriculum. The discussion will examine the range of delivery systems from traditional classroom, on-line assisted classrooms, night courses, weekend formats, mini-mesters, executive format, summer institutes, distance with limited residency, remote locations/distance (faculty going to or already in remote locations), and complete on-line curriculum delivery. Based on their varied teaching experiences the panelists will also examine what types of curriculum well suited for particular methods of delivery. Finally, the group will discuss how programs can choose a mixed system that matches various curriculum content to specific delivery methods while maintaining the quality and integrity of the program and creating more flexibility for students.

Workshop Presenters

    Timothy Hedeen is Assistant Professor of Conflict Management at Kennesaw State University and past chair of the Board of Directors on the National Association for Community Mediation. He serves on the editorial board of Conflict Resolution Quarterly, as chair of the American Bar Association Section of Dispute Resolution’s Community-based and Peer Mediation Committee, and as the Community section editor for Mediate.com. He has served as a mediator since 1989 and has directed community mediation programs in New York and Minnesota. He is an active member of the Association for Conflict Resolution, the Law and Society Association, the American Sociological Association, and the Peace and Justice Association.

    Sean Byrne, Professor & Director of the Arthur Mauro Centre for Peace and Justice St. Paul's College, University of Manitoba, is a native of Ireland. He received a BA degree in European Studies from the University of Limerick (1985), an MSSC in Irish Political Studies form the Queen’s University Belfast (1987) Northern Ireland, and an MA (1990), and a Ph.D. (1993) in International Relations from the Maxwell School, Syracuse University. He has done conflict resolution intervention work in communities in Bosnia, Israel, South Africa, Northern Ireland as well as Ft. Lauderdale. He was the 1994-1995 Theodore Lentz International Peace and Conflict Resolution research fellow at the University of Missouri-St. Louis and a 91997 co-recipient of a United States Institute of Peace research grant with Dr. Cynthia Irvin to explore the role of external economic aid in the Peacebuilding process in Northern Ireland. He was Director of Doctoral Programs in the Department of Conflict Analysis and Resolution (DCAR) at Nova Southeastern University, Ft. Lauderdale before he moved to Winnepeg. He had published a number of book chapters, as well as scholarly articles in the areas of third party intervention, ethnic conflict, and children and conflict. Dr. Byrne is former vice-president of the International Sector of the Society for Professionals in Dispute Resolution (SPIDR). He is also co-chair and board member of the Network in Community Peacemaking and Conflict Resolution (NCPCR), and with Dr., Jessica Senehi, co-newsletter editor of the Peace Studies section of the International Studies Association (ISA). He was also the Editor-in-Chief of the Journal Peace and Conflict Studies.

    Brian Polkinghorn is a Professor of Conflict Resolution and Executive Director of the Center for Conflict Resolution at Salisbury University. He is has been in the field of conflict resolution since 1991 practicing as a professional negotiator, mediator, arbitrator, ombudsman, hearing officer, dispute systems designer, facilitator, trainer and professor. Brian has authored over 25 articles almost exclusively in the area of applied research applications in a variety of conflict settings. He has also co-edited or contributed to over 10 books. Brian is also a member of four journal editorial boards and is active in PSJA, ACR, NAFCM and the GSA. His practice is mostly concentrated on large-scale long-term conflict intervention projects at in places such as Colombia, Bosnia, Croatia, Kazakhstan, Bulgaria, Israel, Guyana, Chile, South Africa and Ireland. He has also consulted with numerous governments, roughly 50 state agencies and businesses. He holds a BA from the University of Maryland (1985) an MS in conflict resolution from the Institute for Conflict Analysis and Resolution (ICAR) George Mason University (1988), MA, M.Phil and Ph.D. through the Program on the Analysis and Resolution of Conflicts (PARC), the Maxwell School of Citizenship, Syracuse University (1991, 1992, 1994). He was also a visiting scholar at the Program on Negotiation (PON) Harvard University Law School (1991-1992) a Research Fellow with the United States Environmental Protection Agency (1990-1993) and a Presidential Management Fellow (1991). From 1994-2000 he lead the development of the MA and Ph.D. programs in the Department of Conflict Analysis and Resolution (DCAR) especially in regard to the practicum sequence, research and environmental studies. Since 2000 he developed and launched a BA program in conflict analysis and dispute resolution (CONFLICT ANALYSIS DISPUTE RESOLUTION) at Salisbury University and substantially restructured the Center for Conflict Resolution (CCR) into a leading international practice and research group that has gone on to receive numerous awards from professional and academic organizations.

Workshop Notes

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Resolving Student Disciplinary Dispute Through Law School Clinical Mediation Programs: An Experiment with Practical Consequences

Insert Description Here

Workshop Presenters

Homer C. La Rue, Professor of Law and Director of the Howard University School of Law ADR Clinical Program and Dr. Barbara Williams, Dean of the Office of the Dean of Special Students Services, will discuss the design, development, and evolution of the relationship between the Law School's ADR Clinic and the judicial hearing process with the Office of the Dean of Special Students Services. Professor La Rue and Dr. Williams will discuss both the theory behind the development of the mediation program as well as some of the challenges and risks associated with such a venture. This workshop is designed for those who are seeking to design campus mediation programs involving student-mediators who help to resolve student/student disputes that may also involve the violation of university student codes of conduct, Professor La Rue and Dr. Williams will share their experiences at Howard University and invite participants in the workshop to come prepared to share their own thinking and experiences with similar ventures at their own colleges and universities.

Workshop Notes

ADR Clinic

The office of the Dean for special student services deals with all student affairs

The Alternative dispute resolution Clinic program is a six-credit class open to students who meet the training requirements

Scope of the Mediation Services

The pilot program in place currently allows students to choose mediation as a alternative to court room proceedings

The program deals with violations of Howard University’s school code

Dose not cover forgery, fraud, sexual assault or academic offenses

Students cannot bring teachers to dispute mediation

Teacher can bring students for mediation

The Adjudicatory System and Mediation

The President of the University is the Ultimate Authority in adjudication

The Mediation Process

First there must be a breach of prohibited behaviors (Violation of code)

The violated party files a complaint with ODSSS

When filing a complaint, it is received by both the Dean of ODSSS and the ADR clinic director

The complaint is filed and a letter is sent to the student accused requiring him or her to write their version of what transpired

All parties involved in the incident are required to do the same

Possible issues for mediation

Cross complaints are common and permitted

The alternative to mediation would be an administrative hearing featuring a full judicial board including students, faculty and administrators

Guilty verdicts are very serious because it is reported on applications for graduate programs, job applications, licensing entities and BAR admission committees

No files kept on innocent Students

With proper authorization from the student involved the ODSSS file may be released

A mediation that has been elected or required still has the right to a hearing if the mediation does not settle the matter

If the matter is settled in mediation no negative files are kept by the ODSSS

ODSSS can order students to mediation after the commencement of a hearing

Pre-Mediation process and procedures

A detailed explanation of the process will be issued to each student and they will be required to sign and return

The Dispute Assessment Questionnaire

Asks students to describe the events that took place?

Asks students what they hope to accomplish from this mediation?

Asks student to identify the issues that are the most important to them?

Asks students how they feel this dispute can best be solved?

Mediation

Student is sole Mediator

Clinic supervisor is present

Mediations last for periods of 60-90 minutes with an option for a second meeting

The student mediator records the agreement and a copy is issued to all of the parties

All parties are bound by the terms of this agreement

Confidentiality

All notes and Questionnaire shredded at the conclusion of the mediation

Confidentiality is required by all parties as stated in the pre-mediation agreement

Future Program Status

The intent is to expand the program and refine it

Code Amendment will be made in 2 years

The program hopes to be able to handle 3-5 cases per week

For additional information concerning this program contact

Homer C. La Rue Professor of Law Howard University School of Law
ADR Clinic, Notre Dame Hall, 2900 Van Ness Street,
NW Washington, D.C., 20008
(202) 806-8259-ph. (202) 806-8436-Fax
Email: hlarue@law.howard.edu

Dr. Barbara Williams, Dean, Office of the Dean for Special Student Services
Howard University, Howard Center, Suit 725,
2225 Georgia Ave., NW Washington, DC 20059
(202) 238-2420-Ph./Fax
Email: bwilliams@howard.edu

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Concurrent Session V

A Comprehensive Overview and Analysis of Graduate Conflict Resolution Programs Trends in the United States

This presentation focuses on the results of ongoing research of every graduate program certificate, masters, and doctoral program in alternative dispute resolution and conflict resolution in the United States. The presentation will provide basic college and university statistics that house these program, a brief set historical trends, the location of ADR and CR institutes, centers, programs, and departments, demographics of the students enrolled in these programs, curriculum content, delivery and specializations, and finally, what program directors and faculty members indicate makes their programs unique.

Workshop Presenters

Brian Polkinghorn (See Concurrent Workshop Sessions IV)

Robert La Chance Jr. is a graduate student in the International Peace and Conflict Resolution Master's program at Arcadia University. For the last two years Rob was the Director of Program Development, Special Projects and Technology for the Center for Conflict Resolution at Salisbury University. Among other things, Rob helped develop programs on and off campus and continues to work with the center on the research being presented here and other projects. Rob is currently in Ireland studying Conflict Resolution. He earned two bachelor degrees in Conflict Analysis and Dispute Resolution as well as in Philosophy from Salisbury University in 2001. Current Developments in International Peace Studies and Conflict Resolution Programs.

Workshop Notes

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Current Developments in International Peace Studies
and Conflict Resolution Programs

Workshop Presenters

Chiharu Okajima is a doctoral candidate at the Institute for Conflict Analysis and Resolution. George Mason University. She received her MA in international affairs with a concentration of peace studies from the American University and her MS in conflict analysis and resolution from the George Mason University. She researched and compiled the Global Directory of Peace Studies and Conflict Resolution Programs (2000 Edition) published by the Consortium on Peace Research, Education, and Development. Her recent paper titled “A Regional Comparison of Current Master’s Programs in Peace Studies and Conflict Resolution” was presented at the 19th general conference of International Peace Research Association.

Al B. Fuertes is a Ph.D. Candidate in Conflict Analysis and Resolution at George Mason University, Fairfax, VA. Al has helped establish peace and conflict resolution programs and initiatives is Southeast Asia particularly in the Philippines such as the Peace Resource Center (PRC) at Silliman University, Dumaguete City, Philippines. His interest in peace education in higher education lies on the interplay between academic learning and grassroots experiential approach to education. Hence, a dynamic integration of theory, practice and reflection as that which embodies the whole learning process. Al is a teacher-facilitator at the Summer Peace building Institute (SPI), Eastern Mennonite University in VA, the Minadano Peace building Institute (MPI) in Davao City, Philippines and at the New Century College (NCC), George Mason University. He has done a lot of consultancy work in areas that are affected by protracted conflict or overt violence. His other main interest is in community-based trauma healing. Al’s title for his doctoral dissertation is “Prospects for Collective Healing and Rebuilding: A Comparative Study of Community-based War Views and Coping Mechanisms between two Refugee Communities (Karen Refugee Camp on the Thailand-Myanmar border and the Lumad People’s Federation in Mindanao, Philippines).”

Workshop Notes

Fuertes places his emphasis on trauma healing in peace agreements.

Global Issues

To reach agreement, both sides must understand the other’s culture and history.

Variable that influence implementation of International Studies:

Funding sources (also shapes beneficiaries of program)

Philosophy and interests of institution (usually have to convince administration)

Current events/trends

Needs and demands/aspirations of students and faculty.

*all factors shape and interact*

Chiharu Okajima, ICAR- What are the differences between US ADR/CR programs and overseas programs?

US and Canadian Programs outnumber overseas programs

Grad Programs are usually 2 or more years

Emphasis on practice and internships

1/3^rd is interpersonal, 1/3^rd are organizational and 1/3^rd are miscellaneous and internationally focused

European Programs:

Grad Programs are usually 1 year programs.

Focus on International issues

Peace and development programs

Al B. Fuertes, ICAR- Saw firsthand guerrilla freedom fighters and street wars with the Police in the Philippines.

Field of study focuses on war trauma healing

How do you get past the anger?

What do we mean by international peace studies?

Culture

History

Language

Norms/ values

Society’s institutions

Peace Studies/ CR / Transformation; 4 issues-

Philosophy/ Stance and orientation of the Academic Institution

Funding

Needs/Demands of students, administration, faculty, staff and Society

Current Events

Socio-economic

Socio-political

Religion-cultural

Southeast Asian Conflict Studies Network (SEACSN)

Network of individuals and institutions to collaborate and research Southeast Asian Conflict Resolution and ADR

Mindanao Peace-building Institute

Sponsored by –Catholic relief services

Mennonite Central Committee

Catholic Agency for Overseas Development (CAFOD)

Semi-academic and experiential approach to learning, training and research

Purpose –Educate and empower communities and institutions

Peace Resource Center

Silliman University Philippines

Academic Based –Ties with the church and community

Summer Peace-building Institute

Institute on Conflict Transformation Program out of East Mennonite University

Business of Hope

Designed to provide specialized intensive training for academic credit or as professional training

Offers workshops, Graduate seminars, Intersession activities, etc

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Creating and Building Peace and Conflict Programs: Problems and Prospects

Over the past two decades a number of new graduate (and also some undergraduate) programs have been created with a number of academic formats and under various names (peace and conflict studies, conflict resolution studies, conflict resolution studies, and conflict transformation studies). Creating, building, and maintaining these freestanding, as well as interdisciplinary, programs have produced different challenges and opportunities depending on how the programs were conceived of and then situated within existing university structures. As a way of introducing an audience discussion and a sharing of knowledge on these matters, the presenters will discuss their individual experiences with creating and building a space for their programs.

Workshop Presenters

Johanness "Jannie" Botes is an Assistant Professor teaching in the Negotiation and Conflict Management Master's Program at the University of Baltimore (UB). His main areas of academic research and writing are communication and conflict (focusing on the role of the media in international conflict and conflict resolution), conflict transformation, informal third party roles, and conflict resolution in Africa. Before joining UB he was a visiting professor at Bryn Mawr College (1997-1998) and at the Institute for Conflict Analysis and Resolution (ICAR) at George Mason University (1998-1999). He holds a Ph.D. from ICAR. His Master’s degree in Communication (Journalism and Public Affairs) was obtained from American University in Washington, D.C.

Linda M. Johnston is an Assistant Professor teaching at the Institute for Conflict Analysis and Resolution at George Mason University. Her main ideas of interest are in health-related conflicts, on line learning, world view, and narrative theory. Before returning to her Alma Mater, George Mason University, Linda taught at Antioch University McGregor for two years in their Conflict Resolution Department. She has a Bachelors and Master’s degree from Michigan State University, in Clinical Nutrition and Administration, respectively.

Workshop Notes

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