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Integrating Conflict Resolution Theories:
Moving from Theory to Proposed Actions
Fall Term, 2009
Instructors:
Daniel Rainey
Alma Abdul-Hadi Jadallah
Email and Phone:
Drainey500@gmail.com 571-721-9763 (mobile)
alma.jadalla@gmail.com 703-850-4919 (mobile)
Class Sessions: September – 25, 26, 27, and October 9, 10, 11, 2009
Course Workspace
We will set up an online workspace for this course, on which we will post readings, course material, and other information generated during our sessions. Only class members and invited guests will have access to the workspace.
The only way we have to contact class members is through the SMU e-mail address provided to us by the Department – even if you’ve given us a personal e-mail before we will begin by using the SMU e-mail address because we know it is current – PLEASE CHECK YOUR SMU E-MAIL REGULARLY FOR UPDATES TO THIS SYLLABUS AND FOR INFORMATION ABOUT THE CLASS.
This course is designed to help students learn methods of integrating multiple approaches, stakeholders, and methods into practical conflict analysis and resolution work.
The course will begin with a consideration of the nature of the “third party” in conflict intervention, the basic goals involved in conflict intervention, and the basic framework in which conflict system design occurs. Discussions and work in the course will be structured around Roles interveners can play, Goals interveners have for their work, and Proposals for concrete action based on the perceived roles and goals.
Students in the course will self-select into groups, based upon conflict intervention opportunities presented by the instructors. The groups will be responsible for evaluating the conflict situations, devising an intervention, and producing a proposal for funding an intervention that is fully developed, budgeted, and worthy of submitting to a funding agency.
The instructors for this class appreciate the myriad possible approaches to any conflict situation, and the role that our own professional experiences, ethnic backgrounds, religious beliefs, and political orientations play in the way we analyze and act. The members of the class bring in many more experiences and viewpoints, all of which can contribute to our understanding of how conflict intervention develops. In light of this acknowledgement, we invite you to:
a) Respect all points of view regardless of where you are on these issues;
b) Listen to gain insight; reflect on what the other person is trying to communicate;
c) Accept that we are here as a learning community, in which each person is both a teacher and a learner.
Due to the intensive nature of the three-day weekend format, the following expectations will ensure that you get the most rewarding and engaging experience from the class.
Preparation: The success of this class is dependent on our ability to discuss class readings intelligently and to actively participate in class discussions. In the weeks before the first class meeting there will be readings and assignments posted on the class online workspace that must be completed before we get together face to face. We have ambitious goals for the class and they cannot be met if everyone is not ready to work when we get together.
Attendance: Consistent attendance is required. Much of the time in class will be spent in working groups, developing the proposal that is the centerpiece of the course. If you are not in attendance, it is not possible for you to contribute meaningfully to the development of the proposal.
Participation: In order for us to really be a learning community, everyone must participate fully in class discussions and in the group activities. It is the case that if you pursue a career in conflict intervention of any kind, it is very likely that much of your work will be done in conjunction with groups or teams. Being present and being involved is essential for successful team work.
REQUIRED BOOKS:
Costantino, Cathy A., and Christina Sickles Merchant. 1996. Designing Conflict Management Systems. San Francisco: Jossey-Bass.
Bernie Mayer. (2004) Beyond Neutrality. Confronting the Crisis in Conflict Resolution.
San Francisco: Jossey Bass.
Bernie Mayer. (2009) Staying With Conflict. San Francisco: Jossey Bass.
COURSE ASSIGNMENTS & GRADES:
Assignment # 1: (10 percent)
Each student must attend and be active in each of the face to face class meetings.
Assignment # 3: (20 percent) Due: September 27, 2009
On Sunday, September 27, each work group will be responsible for presenting an initial briefing to the class on the progress made toward a conflict intervention proposal. The presentation must outline the conflict environment in which the group will be working, an explanation of the roles and goals inherent in the group’s approach to the conflict, and some indication of how the intervention will be structured.
Assignment # 4: (20 percent) Due: October 11, 2009
On Sunday, October 11, each work group will be responsible for presenting a proposal “pitch” to the class. The pitch should be considered the oral presentation that would be given to a potential funding agency, with full explanations of the conflict to be addressed and the intervention that is proposed. The funding agency that the group chose at the beginning of the class will have requirements that must be addressed by the group in order for the proposal to be considered successful.
Assignment # 5: (30 percent) Due: October, 2009
The following scale, based on the department standard, will be used to calculate final grades:
94-100 = A
90-93 = A-
87-89 = B+
84-86 = B
80-83 = B-
77-79 = C+
74-76 = C
70-73 = C-
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Key Learning Objectives
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How Achieved
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1. Students will learn to apply conflict resolution theory to the analysis of specific conflict environments.
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The major literature in the field addressing third party roles, goals, and actions will be discussed and applied to concrete conflict environments.
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2. Students will learn create and present proposals for conflict intervention.
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Working in teams, the students will engage in analysis, theory application, budgeting, and presentation of concrete proposals for conflict intervention.
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NOTE:
The information below is required content for all SMU syllabi – the language is taken from standard university guidelines.
Disability Accommodations: Students needing academic accommodations for a disability must first contact Ms. Rebecca Marin, Coordinator, Services for Students with Disabilities (214-768-4557) to verify the disability and establish eligibility for accommodations. They should then schedule an appointment with the professor to make appropriate arrangements. ( See University Policy No. 2.4.)
Religious Observance: Religiously observant students wishing to be absent on the holidays that require missing class should notify their professors in writing at the beginning of the semester, and should discuss with them, in advance, acceptable ways of making up any work missed because of absence. ( See University Policy No. 1.9.)
Honor Code: Students are reminded of the SMU Honor Code as referenced in the Student Handbook. Intellectual integrity and academic honesty are both the foundation and the goals for this program. Please reference and review the university policies on the responsibilities, policies, and penalties regarding academic honesty at the URL below:
http://www.smu.edu/studentlife/PCL_05_HC.asp
Class Decorum: Turn off (or set on vibrate) all cell phones or pagers. Do not read newspapers, books for other classes, or other outside reading material during class. Walking into class late is disruptive as is leaving early. If you have to leave early, make arrangements before class begins, and then, when you leave, do so quietly. Professional respect and courtesy for your fellow students is imperative at all times.
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SMU Fall 2009 Emergency Preparedness Syllabus Insert:
As part of the federal government response to the H1N1 (Swine Flu) virus, the Department of Health and Human Services issued a nationwide public health emergency preparedness declaration on April 26th, 2009. The declaration was renewed on July 23, 2009 and is currently in force. For the semester ahead, there is concern that the level and intensity of flu cases could increase substantially.
1) For updates on the campus-wide status of flu conditions at SMU, please visit http://www.smu.edu.
2) If flu conditions require cancellation of a class session or other changes for this course, an email will be sent to all class members.
3) In the event of a major campus emergency at SMU, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control.