Volume 2, Number 3,
Found in the Periodicals
Betty. (2002). Conflict
Amid Community: The Micropolitics of Teacher
Collaboration. Teachers College Record
Tracey. (2001). Identifying
and Negotiating Conflict in the Classroom:
Reflections of Freshman Composition Students.
Teaching English in the Two-Year College
study examined the issue of conflict in
the writing classroom. First-year composition
students' responses to two different self-reflective
questionnaires were analyzed. It was found
that the most immediate conflict for students
involved grades. Conflict in this area arose
when the students set themselves up for
failure or when the students thought that
effort was enough. Conflict also arose when
the students came to writing classes with
a built-in set of notions about writing
that were invalid, when the students misunderstood
the instructor's comments, when the students
set themselves inappropriate or unrealistic
goals, when the students did not want to
revise, and when the students emphasized
grammar, mechanics, and creativity over
content, development, and analysis. An account
of how one writing instructor used the comments
contained in the students' questionnaires
to improve her own composition course is
D.J. (2001). Words against
Weapons. The Times Higher Education Supplement
writer argues that it has become much harder
to teach peace and tolerance in the U.S. since
the terrorist attacks on September 11, 2001,
and the subsequent war on terrorism.. Indeed,
teaching has become more complicated and uncomfortable
and has even become alienating at times for
those who believe that peacemaking, conflict
resolution, and tolerance should be part of
the daily discourse in every classroom. The
writer reflects on his own experiences as an
education professor at the University of South
Florida in Tampa.
Martin N. (2002). Race
Matters -- In the Workplace: UVA Study Taps
into Emerging Research Field. Black
Issues in Higher Education 01/17/2002 edition.
new study is shedding light on the ways
in which Blacks and Whites manage conflict
in the workplace. The bottom line, according
to the author of the study, Dr. Martin N.
Davidson, is that "race matters."
Philip A. (2001). Conditions
of Collaboration: A Dean's List of Dos
and Don'ts. Academe 87(3): 16-21.
The Courts and Academia:
Tenure Discrimination Claims against Colleges
and Universities. Journal of Law &
Education 30(2): 349-356.
article presents relational and structural
conditions necessary to successful collaboration
between college faculty and administrators.
Relational conditions include 'refuse
to play zero-sum games' and 'the most
important power in a college is the
power to persuade'. Structural conditions
include 'clarify the roles of players'
and 'prefer a matrix management model
of decision making whenever possible'.
recent years, an increasing number of professors
have sued universities and colleges on the
grounds that they were denied tenure because
of their gender or race. The number of tenure
discrimination claims against universities
more than tripled between 1992 and 1997.
Universities still typically win appeals
in tenure discrimination cases. This article
examines tenure discrimination issues and
describes the two major obstacles to successful
tenure discrimination claims: the special
deference the courts have shown towards
academic decision-making, and the complex
character of the tenure review process itself.
The author argues that although the courts
should not abandon their deferential attitude,
they should begin to recognize the unique
difficulties faced by plaintiffs in tenure
cases and they should adopt a more flexible
approach in assessing the evidence of discrimination
on the basis of race or gender.
Robert K. (2002). Training
- Northern Composure. Security Management
conflict resolution skills to staff has
markedly decreased aggressive behavior at
the University College of the Fraser Valley.
Tracey I. (2001). Legal
Obligations and Workplace Implications for
Institutions of Higher Education Accommodating
Learning Disabled Students. Journal
of Law & Education 30(1): 85-121.
Melinda G. (2001). Conflict
Resolution Communications. Community
College Journal 72(3): 37-39.
college can set a trend by offering a conflict
resolution communication program. They can
teach the interpersonal communication skills,
mediation processes, and coping strategies
needed for peaceful resolution through the
program and can meet the needs of society
by awarding certificates or associate degrees
in conflict resolution communication. They
can implement the program in order to promote
diversity and equality and to combat school
violence, reduce altercations in the community,
and provide effective coping skills and
productive choices to decrease individuals'
anger and frustration levels.
John. (Winter 2001-2002). When
Push Comes to Shove: Strikes in Higher Education.
Thought & Action: The NEA Higher Education
article addresses how faculty unions should
deal with strikes. To get a better sense
of how academic unions handle a strike situation,
the author examines six unions, including
Wayne State University, Eastern Michigan
University, Ferris State University, Gogebic
Community College, Illinois-Elgin Community
College and Kaskaskia Community Colege.
Each of these colleges/universities has
gone through strikes between 1996 and 2000.
Raletsatsi Ezekiel. (2001). Management
of Change and Conflict Resolution Within Student
Affairs at Historically White Universities.
Dissertation for the University of Pretoria.
John M. (2002). Understanding
Conflict and Climate in a Community College.
Community College Journal of Research and Practice
Judy Wellington. (2001). Leadership
Development: Conflict Management for College Student
Leaders. Dissertation for North Carolina
study explored the use of different kinds
of conflict communication behaviors by different
job groups in a community college and investigated
whether those behaviors were related to
institutional climate. Community college
employees completed a Personal Assessment
of the College Environment survey. Results
indicated that satisfaction with leadership
of organizational structure was associated
with the use of nonconfrontational behaviors,
although the nature of the relationship
varies depending on the tenure of the employee.
The findings also revealed a less frequent
use of control behaviors among employees
of all types who showed more satisfaction
with organizational structure. Moreover,
participants who indicated greater satisfaction
with work design also reported more frequent
use of solution oriented behaviors. The
assumptions and findings of the study suggest
the importance of understanding how climate
may be related to the use of conflict communication
behaviors of individuals and how this understanding
might be used in giving leadership to organizations.
purpose of this study was to determine if statistically
significant differences exist on the pre and
posttest conflict management survey style scores
between the control group, who did not receive
treatment in conflict management, and the experimental
group who did receive the treatment. The participants
were college student organizational presidents
at North Carolina A&T State University.
suggest that conflict management style might
be improved through conflict management skills
intervention. In an effort to aid in student
retention, campus community building, reduction
in campus violence and expulsion, further investigation
of the use of conflict management intervention
with various groups on the campus is suggested.
Gary R. (2001). Resolution
of Disputes in Intercollegiate Athletics.
Valparaiso University Law Review 35(2): 33-38.
Schreier, Lori S. (2001). Assessing
the Use and Impact of Emotional Intelligence in
Mediation and Mediation Training. Dissertation
for Duquesne University
Jeff. (1999). A Campus Climate
Plan Relaxes Racial Tension. San Jose State.
The Education Digest 65(4): 33-38.
new friendly atmosphere has been created on the
campus of San Jose State University thanks to its
Campus Climate Plan. After some disturbing racist
incidents in 1995, the university's president made
moves to reform the campus and make it a friendly,
effective and nurturing environment for students
of all ethnic backgrounds. A committee was formed,
as was a program. Although the program, which was
implemented in 1997, is still in its infancy, administrators
and students agree that there have already been
tangible results. There has been no more racial
conflict on the campus, students communicate more
openly and more people of color now hold management
in the News: Jim Crow on Frat Row.
Tolerance.Org: A Web Project of
the Southern Poverty Law Center.
Pat. (2002). Conflict
Resolution: A Case Study about Academic
Librarians and Faculty Status. College
and Research Libraries 63(1): 25.
University received much national
attention when photos of white
fraternity members dressed in
Klu Klux Klan costumes were
put on the internet. Photos,
some of which simulated a lynching,
were taken at Halloween parties
on October 25 and 27, 2001.
This article has a link to the
photos, addresses the consequences
of the fraternity members' actions
and explains what actions were
taken by Auburn University.
followed-up on the story five
months later; the article has
a link to the follow-up reports.
Crow on Frat Row can be found
Marcellette G. (4/26/2002). Why
a Union for RA's Makes No Sense. The Chronicle
of Higher Education: B24.
University of Oklahoma librarians underwent
a dramatic challenge to their faculty
status in the 1990s. This article chronicles
that challenge and documents the events
that led to the retention of faculty status
by the librarians. The event is analyzed
in the context of conflict resolution
research. Conclusions suggest that a strong
sense of service may help to unify academic
librarians in future conflicts about their
ambiguous status within the broader academic
community. Third-party intervention and
alternative options are also strategies
students who work as resident assistants at the
University of Massachusetts at Amherst recently
voted to become the first union of residence hall
RA's. This article explores the nature of the
student workforce, positive and negative consequences
of the recent vote to unionize at Amherst and
various disputes that led up to and followed the
project of Campus Conflict Resolution
Supported by a FIPSE grant from the US Department of Education
and seed money from the Hewlett Foundation-funded CRInfo
to CMHE Report
(Attn: Bill Warters)
Campus Conflict Resolution Resources Project
Department of Communication
585 Manoogian Hall
Wayne State University
Detroit, MI 48201.
send comments, bug reports, etc. to the Editor.
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