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course
Spring 2022 Advanced Programs - Advanced Programs Face to Face or Virtual - Human Relations

[H R 5110] Advanced Seminar-Current Probs - 101

professor
Tamara Roberson

Course Description

Advanced Seminar: International Conflict Resolution


In this course we will study ways to understand conflicts that arise between different cultures (whether nations, individuals, corporate entities, or groups) and how they are resolved. 

Class Dates, Format, Location and Hours


DatesFebruary 4-6 & 11-13, 2022
FormatFace to Face
Location for on-site courses3281 Sheridan, Rd., Fort Sill, Oklahoma
HoursFriday 5:30-9:00 p.m., Saturday 9:00 a.m. – 5:00 p.m.; Sunday 12:00-4:00 p.m.
Last day to enroll or drop without penaltyJanuary 6, 2022

Site Director


NameAnita Bailey
Emailapftsill@ou.edu
DSN and CIV phone580-355-1974

Professor Contact Information


Course Professor: Dr. Tamara Roberson
Mailing Address: Department of Human Relations.
601 Elm Ave
Norman, OK 73019
Telephone Number: (405) 514-5468
Email Address: troberson@ou.edu
Professor availability:The professor will be available via email to students before and after the class sessions. Face to Face office hours are half an hour before and after each class session, by appointment.

Textbook(s) and Instructional Materials

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.


*Additional Materials posted on the OU Canvas learning management system: Access Canvas at https://canvas.ou.edu, enter your OU NetID and password, and select course to access material. If you require assistance with Canvas, please click on the Help icon. You can search the Canvas guides, chat with Canvas support, or contact OU IT.   


Recommended Reference Texts: 

Strunk, William, and White, E.B. (2008). The Elements of Style. Longman. ISBN 9780205632640. (Any edition of the book is recommended.) 


American Psychological Association (2001). Publication manual of the American Psychological Association (7th ed.). Washington, D.D.: Author.  

The Rise and Fall of the Great Powers Economic Change and Military Conflict from 1500 to 2000
The Rise and Fall of the Great Powers Economic Change and Military Conflict from 1500 to 2000
by Paul M. Kennedy
Published by Random House Inc
ISBN: 9780679720195
Required
Publication Manual of the American Psychological Association
Publication Manual of the American Psychological Association
by American Psychological Association
Published by American Psychological Association
ISBN: 9781433832178
Optional

Course Objectives

We will use a multi-disciplinary approach as we look at the roots and explanations of differences between cultures and what these differences mean for working with people from different backgrounds. We will begin by reviewing the origins of cultural differences and what these differences mean for how people of different cultures understand each other, and how conflicts arise from the failure to understand human differences across cultures. We will use a case study method for this course, but we will also use a reference text for general background study. Using the case study method, we will look at a broad variety of different kinds of situations in which conflict occurs so that we can seek to identify the major principles that will allow us to understand why cultural conflict develops, how conflicts are resolved, and alternatives and techniques for constructive resolution of conflicts. 

Assignments, Grading and Due Dates

During the class we will review the concepts of culture and cultural conflict, as well as discussing the assigned readings from the Kennedy book.  

 

Class details will be posted on the website for the class at canvas.ou.edu 

 

Students should monitor their OU email accounts for course news, as well as the course website at canvas.ou.edu 

 

The major student work assignments will consist of two additional parts: 


1.     Each student will select a “case study” topic in international conflict resolution which will be presented to the class as an orally on Saturday and Sunday of the class. 

2.     The case study will also be submitted as a written report that is due no later than three weeks following the last class meeting.  

 

Appropriate conflict topic for the case studies will be selected by the students at the first-class meeting (or may be approved in advance by email); the professor will be happy to assist in the selection of appropriate case study topics. Further details of the written reports will be given at the first-class meeting (and will be posted on the course website in advance of the first-class meeting).

 

 The reports should be at least 3, 250 words which is about ten typed pages in length, (no greater than font size 12 Times New Roman), double-spaced. At least eight sources should be cited, and at least one of the sources should be from scholarly journals or websites, books, or personal interviews. The papers should follow the American Psychological Association manual of style.

 

The paper shall (1) recount the origins (the “why”) of the cultural conflict; (2) explain the conflict and its resolution; and, (3) present alternative resolution possibilities that might have been adopted.  

 

Students will present an oral version of their reports in class and will lead a brief class discussion of the topic so that the entire class can share in the lessons to be gained from the study. The written reports must be submitted through the assignment folders for this class at the canvas.ou.edu website.  

Grading

This is a letter-graded course: A, B, C, D, or F.


Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

Policy on Late Assignments

With advance approval a class paper may be submitted late (subject to OU regulations), but late submissions of papers to the professor may result in a late submission of the student’s grade. 

POLICIES AND NOTICES

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at smo@ou.edu or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/


Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.


Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

INSTRUCTOR VITA

Tamara Roberson

Education

·      2010    Walden University, Ed. D., Specializing in Administrative Leadership for Teaching and Learning

·      1992    University of Central Oklahoma, M.Ed., School Administration

·      1986    University of Central Oklahoma, B.S., Elementary Education


Current Positions

·      2014 – Present       Adjunct Professor, University of Oklahoma, Norman, OK.

·      1994 - Present        School Administrator (Principal) Midwest City-Del City Schools, Midwest City, OK.


Frequently Taught Extended Campus (Advanced Programs) Courses

·      Multicultural Issues in Human Relations

·      Cultural Diversity in Human Relations

·      International Intercultural Relations

·      International Training and Development

·      Conflict Resolutions

·      Issues in Human Relations Training


Major Areas of Teaching and Research Interest

·      Adult & Informal Learning

·      Quantitative Research

·      Civic Engagement

·      Community & Organizational Change


Representative Publications

·      Roberson, Tamara S. (March, 2018). Grant Writing: Grant writing resources and advice on writing school and classroom grants. Midwest City, Oklahoma.

·      Dyer, Kari B. & Roberson, Tamara S. (November, 2017). Working Together: 

Building a positive school culture. Oklahoma School Counselors Association Annual Conference, Broken Arrow, OK.

·      Roberson, Tamara S. (January, 2014). PreK – 5th Writing for the Common Core, Professional Development Workshop for Educational Reform, Midwest City – Del City Schools.

·      Roberson, Tamara S. (September, 2013). PreK – 5th Response to Interventions (RTI), Professional Development Workshop for Educational Reform, Midwest City – Del City Schools.

·      Roberson, Tamara S. (2012). Riley’s Race. Philadelphia, PA: Xlibris Corporation

·      Roberson, Tamara S. (2010). The relationship between principal personality type and elementary school student achievement. MI: UMI

Representative Presentations

·      Dyer, Kari B. & Roberson, Tamara. (February 2021) Utilizing the zones of regulation within the classroom: A refresher. Pleasant Hill Elementary Professional Development. Forest Park, OK.

·      Dyer, Kari B. & Roberson, Tamara. (August 2020). Social emotional learning: A crash course. Pleasant Hill Elementary Professional Development, Forest Park, OK.

·      Dyer, Kari B. & Roberson, Tamara. (January 2020). Student dysregulation: Recognizing triggers of students and of ourselves as practitioners. Pleasant Hill Elementary Professional Development, Forest Park, OK.

·      Dyer, Kari B. & Roberson, Tamara. (September 2019). Practical classroom management. Pleasant Hill Elementary Professional Development, Forest Park, OK.

·      Dyer, Kari B. & Roberson, Tamara. (September 2019). Utilizing the Zones of Regulation within the classroom/help recognizing student dysregulation. Pleasant Hill Elementary Professional Development, Forest Park, OK.

·       Dyer, Kari B. & Roberson, Tamara (November 2017). Working together: Building a positive school culture, Oklahoma School Counselor Association Annual Conference, Northeastern State University – Broken Arrow, OK.

·       Dyer, Kari B. & Roberson, Tamara. (January 2018). The effects of trauma on students and adults. Pleasant Hill Elementary Professional Development Day, Forest Park, OK.

·      Roberson, Tamara S. (September, 2019). Mentoring: Career teachers mentoring new to teaching teachers. Midwest City, Oklahoma.

·      Roberson, Tamara S. (October 2018- May, 2019). Facilitator /Trainer – Preparing the assistant principal: Are you ready for your building assignment? Professional Development, Midwest City – Del City Schools Administration, Oklahoma.

·      Dyer, Kari B. & Roberson, Tamara (November 2017). Working together: Building a positive school culture, Oklahoma School Counselor Association Annual Conference, Northeastern State University – Broken Arrow, OK.

·      Roberson, Tamara S. (September, 2010). Presenter - Learning from the ineffective teacher. Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (September, 2010). Presenter - The importance of lesson planning and student achievement: introduction part 1. Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (September, 2010). Presenter - The importance of lesson planning and student achievement, part 2: Setting the stage for learning: anticipatory set. Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (September, 2010). Presenter - Are we accomplishing our mission? progress monitoring, assessments and accountability. Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (September, 2010). Presenter - Lead and learn presentation to mid-del association of elementary principals: Coaching cycle: Diagnose – teach objectives, assess, gather results, adjust instruction; start over. Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (April, 2009). Presenter - Quality time analysis. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (February, 2009). Presenter - How to help children build better language skills. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (February, 2009). Presenter - Testing preparation for state testing. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (January, 2009). Presenter - How to use data to enhance classroom instruction. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (December, 2008). Presenter - Differentiated instruction in the classroom part 2. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (October, 2008). Presenter - Differentiated instruction in the classroom part 1. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (September, 2008). Presenter - Climate of high expectations for all students in the classroom. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (September, 2008). Presenter - Review of academic performance index (API). Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (August, 2008). Presenter - Intergrading math and children’s literature in the classroom. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (August, 2008). Presenter - Implementing policies and procedures: ensuring quality time on task (QTA) Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (March, 2008). Presenter - School improvement: make and take ideas for using differentiated instruction in the classroom. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (February, 2008). Presenter - Strategies for enhancing reading for students with English as a second language. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (January, 2008). Presenter - Differentiated reading instruction. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (January, 2008). Presenter - Differentiated classroom instruction to enhance learning across the curriculum. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (November, 2007). Presenter - School improvement strategies for improving AYP scores on state testing. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (October, 2007). Presenter - School improvement: mapping grade levels curriculum. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (September, 2007). Presenter - School improvement: surveying the daily classroom schedule. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (September, 2007). Presenter - School improvement: date driven decision making. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (September, 2007). Presenter - Using benchmark data to drive instruction. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (August, 2007). Presenter - Strategies for teacher using data driven instruction to re-teach PASS skills not mastered on benchmarks. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (March, 2007). Presenter - No child left behind: expectations of 2014 and strategies to achieve the demands mandated. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (March, 2007). Presenter - Edusoft training for teachers to use computerized data for benchmarks. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (March, 2007). Presenter - Using vertical team meetings with special teachers to collect data. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (December, 2006). Presenter - Modified assessments. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (December, 2006). Presenter for in-service for the classroom teachers role in adhering to DHS regulations. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (September, 2006). Presenter - Special education: inclusion. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (September, 2006). Presenter – Academic Performance Index (API) in-service for teachers: using frequent assessment in the classroom. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (August, 2006). Presenter - Using guided reading instruction in the classroom. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (August, 2006). Presenter – Research on effective schools. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (January, 2006). Presenter – A recipe for success: strategies to closing the achievement gap using our school data. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (May, 2006). Presenter - Using discussion and data to assign students to next year’s teachers. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

·      Roberson, Tamara S. (March, 2006). Presenter for follow up on benchmark data: objectives not mastered. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 

·      Roberson, Tamara S. (February, 2006). Presenter for follow up on benchmark data for the higher achieving students. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.


Representative Honors and Awards Received

·      Who’s Who Among American Young Women of America (1997).

·      Midwest City – Del City Schools Service Award (May, 2006).

·      Recognized by Midwest City – Del City Schools for Mastery and Understanding of the Effective School Correlates (2009-2010).

·      Recognized by Midwest City – Del City Schools for the MVP Award (2009-2010).


Major Professional Affiliations & Committees

·      Mid-Del School Foundation Board Ex-Officio Member, 2018-2019

·      Grant Committee Member, Greatest Stories Never Told: Fly with Banning traveling Exhibition, 2017-2018

·      Program Committee Member, Pleasant Hill Elementary Black History Program: The Hallelujah Flight, 2015

·      Council Member, Governor Fallin’s Oklahoma Economic Development Council – 2011-2012

·      Committee Member, Mid-Del Association of Elementary School Principal’s – 2008-2010

·      Chairman, Safe & Healthy School Committee, Mid-Del Schools, 1997 – Present

·      Committee Member, Title I Committee, Mid-Del Schools, 1997 – Present

·      Committee Member, Professional Development Team, Mid-Del Schools, 1997 – Present

·      Committee Member, Staff Development Team, Mid-Del Schools, 1997 – Present

·      Committee Member, Mid-Del Discipline Committee, Mid-Del Schools, 1997 - Present

·      Committee Member, Technology Team, Mid-Del Schools, 1997 – Present

·      Committee Member, Mid-Del School Calendar Committee, 1990 - Present

·      Committee Member, Mid-Del Schools School Improvement Committee 1997 - Present

·      Committee Member, Mid-Del Schools Elementary Curriculum Council 1988 – 1997

·      National Association of Elementary School Principals (NAESP)

·      Mid-Del Association of Elementary School Principals (MDAESP)

·      Association of Supervision and Curriculum Development (ASCD)

·      Cooperative Council for Oklahoma School Administration (CCOSA)

·      Oklahoma Association of School Administrators (OASA)

·      National Association for the Education of Young Children (NAEYC)

·      American Educational Research Association (AERA)