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Conflict Management in Higher Ed Report
Volume 4, Number 1, Oct 2003

Recently Found
in the Periodicals

Bluehouse, Philmer. Is It "Peacemakers Teaching?" or Is It "Teaching Peacemakers?" Conflict Resolution Quarterly 20 (4) Summer 2003 495-500.

Cohen, Jonathan R. Adversaries? Partners? How About Counterparts? On Metaphors in the Practice and Teaching of Negotiation and Dispute Resolution Conflict Resolution Quarterly 20 (4) Summer 2003 433-440

Metaphors are a powerful linguistic and conceptual tool, much more powerful than conflict managers often acknowledge. This article suggests that dominant metaphors in the field should be reviewed and that innovative metaphors that better capture the complexity of conflict be introduced in the teaching and practice of dispute resolution.

Finley, Laura L. How Can I Teach Peace When the Book Only Covers War? Issue 5.1 (Summer 2003). Online Journal of Peace & Conflict Resolution. (Viewable online in full-text)

In this article the author argues that the content of chool textbooks and the structure of courses focus primarily on warfare at the expense of teaching about peace and peacemakers. This work examines the coverage of peace and war in 17 US History texts. The paper begins with a look at what is already known about students' understanding of war and peace, as well as the sources of this knowledge. This is framed by a discussion of militarism and militaristic ideology. Results of an analysis of US History textbooks at the elementary, middle, and high school levels are also presented. The paper ends with discussion of the significance of research findings and alternatives for teaching peace.

Fogg, Piper. Academic Therapists: Hoping to avoid lawsuits and rancor, more colleges use conflict-resolution experts Chronicle of Higher Education 2003 (March 21 Issue)

This article discusses the growing use of conflict resolution specialists to address campus conflicts. As an example, the story profiles the work of Sandra Cheldelin as she helps a college address a troubled academic department.

Gonzalez, V., & Lopez, E. The Age of Incivility: Countering Disruptive Behavior in the Classroom AAH Bulletin 53(April 2001): 3-6

A study conducted ay a public two-year college identified six categories of uncivil student behaviors: disengaged, disinterested, disrespectful, disruptive, defiant, and disturbed. Every indication is that these behaviors have increased in recent years. Faculty members have been left on their own to deal with incivility, but the installation of a systematic approach to the problem would prove effective. Well-written student codes of conduct, providing faculty members with a list of officers and individuals to whom they could turn, including classroom behavioral standards in syllabi, and enforcing consistent standards of behavior are among the steps that can be taken.

Harre, Rom; Slocum, Nikki. Disputes as Complex Social Events: On the Uses of Positioning Theory. Common Knowledge: 9(1) Winter 2003 100-118.

Examines the usefulness of social psychology, especially positioning theory, as an analytical tool to increase understandings of how conflicts are expressed & promote conflict resolution. It is noted that positioning theory was part of the discursive psychology movement that shifted the focus of research from causes/effects toward meanings & conventions, particularly the creation/management of joint meanings by participants in unfolding episodes. A position is understood as a cluster of rights/duties related to the acts one is able to perform as an occupant of a specific position. The nature of presumed, adopted, or ascribed positions is discussed, along with complementary or antagonistic patterns of rights/duties created by positioning; the cognitive foundations of a position; how positioning theory sheds lights on the expression of conflict; & differences between micro- & macroconflicts. A conflict between Georgetown U & Washington, DC is analyzed to illustrate how conflict theory helps to recognize story lines that offer paths toward conflict resolution.

Honeyman, Christopher; Hughes, Scott H, and Schneider, Andrea K. How Can We Teach So It Takes? Conflict Resolution Quarterly 20 (4) Summer 2003 429-432

The Summer 2003 issue of the Conflict Resolution Quarterly included a series of articles froma recent colloquy entitled "Reflecting on Learning: Models in the Field". This article explains the genesis of the conference from which the articles were drawn. It also overviews the articles and articulates the next directions for several of the projects discussed at the conference.

Jones, Wendell; Hughes, Scott H. Complexity, Conflict Resolution, and How the Mind Works Conflict Resolution Quarterly 20 (4) Summer 2003 485-494.

Revolutions in thinking are challenging long-held assumptions in Western epistemology. They call into question amny of the assumptions we make about what we know and how we know it in our professional practice.

Kaufman, Sandra; McAdoo, Bobbi. Conflict Resolution: If it Weren't for the Client, I'd Have Done a Great Job Conflict Resolution Quarterly 20 (4) Summer 2003 441-454

Most of the teaching and training models in the field are focused on third-party neutrals, not third parties acting as agents within a dispute. Although some of the training for neutrals can be useful to educating agents, it is not ully sufficient. This article discusses the training needs for three specific kinds of agents: lawyers, urban planners, and architects.

McCormack, Nancy. Culture, Gender, Power and Conflict in Melanie Thernstrom's Halfway Heaven: Diary of a Harvard Murder Issue 5.1 (Summer 2003). Online Journal of Peace & Conflict Resolution. (Viewable online in full-text)

In 1995, a murder /suicide took place at the Dunster House Residence at Harvard University on the last day of Spring exams. Sinedu Tadesse, an Ethiopian student, stabbed her roommate of two years, Vietnamese Trang Phuong Ho, 45 times before hanging herself. In 1997 Melanie Thernstrom, a reporter who investiagted the case, published a book entitle "Halfway heaven: Diary of a Harvard Murder". Ms. McCormack's papers examines Thernstrom's account of the Harvard murder/suicide in the context of some of the literature in the dispute resolution field, with particular emphasis on Avruch and Black's "Conflict Resolution in Intercultural Settings." It explores how culture, gender, language, and power can shape conflict in a seemingly endless variety of ways and how it can lead even those most familiar with events to ask, ultimately, "What is the story?"

Millas, Eric; Kleiner, Brian H. New Developments Concerning Academic Grievances 26 (2) 2003 Journal Management Research News 141-147.

Explores some of the causes of conflict in academia, some examples
of conflict, and finally what attempts to deal with conflict are being made. Lists and discusses the main causes of conflict as: faculty-to-student; student-to-student; faculty-to-faculty;and faculty-to-administrator. Gives examples of conflict and ways to handle grievances. Concludes, in a conflict situation, both sides must be prepared to bend a little to enable a satisfactory outcome.

Mikus, Bob, Director of Residence Life, Elizabethtown College. Restorative Practices Come to Campus: Setting the Standards for Community Development. from the ResLife Net web site (Viewable online in full-text)

At Elizabethtown College we've adopted a new philosophy regarding community development through integration of the Restorative Justice philosophy and the Community Standards Program. This article features an overview of both programs, and explains how we've integrated the two.

Philpott, Jeff L. ; Strange, Carney. "On the Road to Cambridge": A Case Study of Faculty and Student Affairs in Collaboration 74(1) (Jan-Feb 2003). Journal of higher Education 18(4): 77-95.

A study examined faculty and student affairs collaboration. Participants were two administrators, two faculty members, and two student affairs staff members and 12 other individuals at a Midwestern university who developed a residential whole learning program for students. Results showed that, during program planning, collaboration followed only a specific charge from administrators who understood both academic and student affairs, collaboration needed the introduction and reacquaintance of faculty and student affairs cultures, key collaborators' values were grounded in their different professional cultures, faculty and student affairs collaborators developed incomplete understandings of each others' cultures, expectations of faculty and of student affairs staff differed qualitatively, and roles assumed by each group were clearly differentiated. Results showed that, during program implementation, student affairs staff members were the missing link between faculty and students, faculty members became apprentices of student affairs staff, collaborators continued to have differing values, ongoing collaboration was time-consuming and exhausting and suffered from the limited proximity and access of collaborators, and academic affairs and student affairs remained somewhat separated by university history and bureaucracy.

Picard, Cheryl A. Learning About Learning: The Value of "Insight" Conflict Resolution Quarterly 20 (4) Summer 2003 477-484

Insight mediation, and similar dispute processes,a re informed by the philosophy of learning proposed by Bernard Lonergan. Lonergan's model of learning and its application to mediation training and mediation process are thoroughly discussed.

Schneider, Andrea K.; Macfarlane, Julie. Having Students Take Responsibility for the Process of Learning Conflict Resolution Quarterly 20 (4) Summer 2003 455-462.

Wouldn't it be valuavle if we structured our dispute resolution courses with the same prinicples and processes that we attempt to teach in those courses? These authors think so and suggest a avriety of techniques and pedagogical processes that enact these changes.

Schindler, John V. Creating a More Peaceful Classroom Community by Assessing Student Participation and Process Issue 5.1 (Summer 2003). Online Journal of Peace & Conflict Resolution. (Viewable online in full-text)

Many teachers incorporate some form of assessment of their students' class participation. It might be called group work, lab process, cooperative group behavior, or class participation, but it comes down to essentially the same thing, that is, assessing the quality of a student's non-academic performance with a subjective criteria. Richard Stiggins (2001) suggests, "In one sense using observations and judgments as the basis for evaluating student dispositions is a practice as old as humankind. In another sense, it is an idea that has barely been tried." This article examines the abundant benefits and substantial cautions related to using a system for assessing student participation and/or process and offers practical steps for the development of a working system for use in the classroom.

Stains, Jr., Robert R. Training on Purpose Conflict Resolution Quarterly 20 (4) Summer 2003 473-476

What is our motivation for learning? This author suggests that we should be more attentive to the purposes that motivate the people we train because that motivation is a key to true learning and focused application.

Verman, A., Andriessen, J., & Kanselaar, G. Collaborative Argumentation in Academic Education Instructional Science 30 (May 2002): 155-186.

Undergraduate students in an electronic technology and computer-based learning course involving collaborative work participated in three studies to explore how argumentation in collaborative learning tasks could be provoked, especially through question asking. The first study found that students failed to ask how the tutor high-level questions and instead asked short questions to find whether their ideas were correct. The students extensively argued in response to the tutor's high-level questions, particularly corrective questions, but questions from the tutor's attempts to infer knowledge did not produce much argumentation among the students. in the second study, the students proved capable of asking high-level questions when they were asked to competitively discuss an assigned claim in the absence of the tutor. yet the students' argumentation in the second study related more to verification and monitoring common ground than to inferring knowledge or causes and consequences. the results of the third study, in which the students were placed in an electronic environment, demonstrated a relationship between open questions and argumentation and between questions intended to infer knowledge and argumentation. The frequency of questions intended to correct knowledge increased and the number of negative arguments reduced when the students were instructed to reach a consensus. In general, the findings suggested that the mode of question asking argumentation depending on the task, instructions, medium, and role of the tutor.

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