Conflict Resolution

This course will explore the nature and origins of human conflict in modern life. It will emphasize an understanding of conflict and resolution methods useful in professional counseling and other HR settings such as organizational development and interpersonal facilitation.  

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.

The overall purpose of the course is for you to enhance and strengthen your skills when managing conflict. The course examines the dynamics of everyday conflicts across a variety of settings, from personal relationships to the workplace. You will draw on your own experiences and case studies supplied in class to learn the principles of conflict and the techniques for productive management. Both theory and application will be stressed, with an emphasis on their interrelation.  

More specifically, at the end of this course you will be able to:  

• List key elements present in conflict situations 
• Clarify the impact gender and culture have on conflict choices 
• Explain typical conflict reactions in your family of origin and their impact on you 
• Describe the types of goals people try to accomplish during conflicts 
• Conceptually distinguish between different styles of conflict 
• Explain the role of power in conflict situations 
• Make recommendations for different types of interventions into conflict 
• Distinguish between mediation, arbitration and adjudication 
• Discuss the advantages of forgiveness & reconciliation 
• Suggest strategies for preventing destructive conflict

1. Conflict Components 

1. The Nature of Conflict 
2. Perspectives on Conflict 
3. Interests and Goals 
4. Power: The Structure of Conflict 
5. Conflict Styles 
6. Emotions in Conflicts 

2. Special Applications  (Final- Group Presentations)

1. Analyzing Conflict 
2. Interpersonal Negotiation 
3. Third-Party Intervention 
4. The Practice of Forgiveness and Reconciliation 

Consistent with the tradition of a graduate seminar, the course has been designed to be highly-interactive, providing the students with plenty of opportunities for active student learning and participation, which is considered critical to the success of the course. The course will consist of open class discussions, collaborative learning exercises, team presentations, and video/ PowerPoint presentations.

Readings:

Consistent with pre-class expectations, read the required textbook prior to the first day, class session.

Paper: Personal Understanding of Conflict Resolution 

Based on the readings from the textbook and/or your personal knowledge and experience with any form of conflict resolution, write a three to four paged report explaining your personal understanding of the topic (examples:  how do you see or assess your skills in everyday conflicts from personal to workplace, perceptions in conflict, what techniques do you find useful in managing these conflicts). These essays will form the bases for initial discussion about conflict resolution. 

Due: This assignment must be turned in to the professor at the first-class session.

Literature Search:

Search in the literature base for scholarly pieces of work involving theories, concepts, or issues related to your chosen topic of conflict resolution. Literature searches will be used for your group presentation/final. The literature searches should deal with a different aspect of conflict resolution (such as; nature of conflict, perspectives on conflict, interest and goals in conflict, power in conflict, conflict styles, emotions in conflict, analyzing conflict, third party interventions, forgiveness, and reconciliation. These materials may be from refereed and non-referred journals, books, monographs, magazines, or well-circulated newspapers, training documents, and even the internet (use your discretion when using this medium).

Final: Group Presentation

You will work with your assigned group to complete your final/presentations. Your group will be given time at the end of each session to work together on this project/final. Using the results of the literature search, you are required to collaborate within your group and prepare a presentation (PowerPoint) using all of the collected, scholarly pieces. Each presentation should give a brief discussion of the points raised and then analyze the points using the concepts of conflict resolutions discussed in class or covered in the textbook.  For example, explain why these points make or do not make sense to your group, the logic or completeness of their arguments, and the potential implications of these concepts for understanding, managing, improving, or resolving conflict resolution issues in personal relationships and/or the workplace. This exercise is calling for an analysis of the points rather than a journalist reporting of the article or book.  Due: Presentations will be given at the last class session.  This exercise, in essence, serves as your final exam. 

Tentative Schedule:

Day 1 – Monday, Aug. 8: Zoom meeting 6-9 PM to review syllabus, outline the week’s work, turn in Personal Understanding Paper to Canvas,  and start discussions of Chapter 1 Hocker & Wilmot

Day 2 – Tuesday, Aug. 9: Zoom meeting 6-9 PM discussions of Chapter 2 Hocker & Wilmot

Day 3 – Wednesday, Aug. 10 Zoom meeting 6-9 PM to review syllabus, outline the week’s work, and start discussions of Chapter 3 Hocker & Wilmot

Day 4 – Thursday, Aug. 11 Zoom meeting 6-9 PM to review syllabus, outline the week’s work, and start discussions of Chapter 4 Hocker & Wilmot

Day 5 – Friday, Aug. 12  No Zoom meeting – CANVAS Discussion Thread – Directions will be under the “Modules” tab- discussions of Chapter 5 Hocker & Wilmot

Day 6 – Saturday, Aug. 13 8 am – 11 am Zoom meeting to review syllabus, outline the week’s work, and start discussions of Chapter 6 Hocker & Wilmot

Day 7 – Sunday, Aug. 14 8 am – 11 am Group Presentations and wrap-up.

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

Attendance, Dialogue and Participation:

The quality of your class participation is determined by three factors: (1) Presence- being in attendance every day (2) Dialogue: your active participation in open class discussions; (3) Participation – your collaborative work within your teams during break-out sessions, and the quality of your class presentations of the assigned readings each day.

At the end of class, there will be an opportunity for you to offer team evaluations relative to other students’ performances in collaborative activities.  

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.

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.

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.
• 2012 – Present Principal – Pleasant Hill Elementary, Midwest City-Del City Schools, Midwest City, OK.

Frequently Taught Extended Campus Courses

• Multicultural Issues in Human Relations
• Cultural Diversity in Human Relations

Major Areas of Teaching and Research Interest

• Adult & Informal Learning
• Quantitative Research
• Civic Engagement
• Community & Organizational Change

Representative Publications and Presentations

• 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
• Roberson, Tamara S. (September, 2010). Learning from the ineffective teacher. Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2010). The importance of lesson planning and student achievement: introduction part 1. Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2010). 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). Are we accomplishing our mission? progress monitoring, assessments and accountability. Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2010). 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). Quality time analysis. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (February, 2009). How to help children build better language skills. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (February, 2009). Testing preparation for state testing. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
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• Roberson, Tamara S. (January, 2009). How to use data to enhance classroom instruction. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (December, 2008). Differentiated instruction in the classroom part 2. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (October, 2008). Differentiated instruction in the classroom part 1. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2008). 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). Review of academic performance index (API). Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (August, 2008). Intergrading math and children’s literature in the classroom. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (August, 2008). Implementing policies and procedures: ensuring quality time on task. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (March, 2008). 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). 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). Differentiated reading instruction. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (January, 2008). Differentiated classroom instruction to enhance learning across the curriculum. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (November, 2007). 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). School improvement: mapping grade levels curriculum. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2007). School improvement: surveying the daily classroom schedule. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2007). School improvement: date driven decision making. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2007). Using benchmark data to drive instruction. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (August, 2007). 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). No child left behind: expectations of 2014 and strategies to achieve the demands. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (March, 2007). 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). Using vertical team meetings with special teachers to collect data. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
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• Roberson, Tamara S. (December, 2006). Modified assessments. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (December, 2006). 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). Special education: inclusion. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2006). API in-service: using frequent assessment in the classroom. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (August, 2006). Using guided reading instruction in the classroom. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (August, 2006). Seven correlates of effective schools. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (January, 2006). Epperly’s 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). 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). Following up on benchmark data: objectives not mastered. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (February, 2006). 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

• 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)
• National PTA