Wayland Baptist University, Hawai’i Campus, School of Education
Mission Statement: Wayland Baptist University exists to educate students
in an academically challenging, learning-focused and distinctively
Christian environment for professional success and service to God and humankind.
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EDUC 5384, Conflict Resolution
Winter 2015, Tuesday (November 10, 2015—February 9, 2016)
Dr. Leigh Ann Siaosi
(808) 292-1736—text and voice
leigh.siaosi@wayland.wbu.edu
Immediately before and after class. Schedule with instructor in advance to ensure sufficient
time is provided.
This course is delivered in a Hybrid Format
Tuesday Evenings 5:30 until approximately 7:50, WBU Mililani Campus
Analysis of the nature of conflict; methods to resolve conflict; emphasis on collaborative
problem solving and mediation. Research project.
None
(1) Fisher, R., Ury, W. & Patton, B. (1991). Getting to Yes: Negotiating Agreement Without
Giving In. New York, NY: Houghton Mifflin Company. [ISBN: 0-395-63124-6]
(2) Folger, J.P., Poole, M.S. & Stutman, R.K. (2016). Working Through Conflict: Strategies
for Relationships, Groups, and Organizations (7th Ed.). New York, NY: Routledge.
[ISBN-13: 978-0205078431]
Access to the internet on a regular basis is a requirement for this course; we will use
Blackboard routinely for class discussions via the Discussion board. Class materials may be
posted online.
Highly Recommended:
(1) American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th Ed.). Washington, DC: American Psychological
Association. [ISBN-10: 1-4338-0561-8]
STUDENT LEARNING OUTCOMES:
Upon completion of this course the student should be able to:
• Identify effective patterns of communication when conflict occurs
• Analyze what occurs internally when conflict arises
• Describe what occurs when persons in conflict interact with one another
• Identify conflict styles
• Analyze how conflict and power interact
• Discuss the dimensions of saving face
• Describe organizational climates that are conducive to conflict resolution
• Analyze appropriate methods of managing conflict
• Describe the dynamics involved in third party intervention in the face of conflict
All Wayland students are expected to attend every class meeting; the minimum percentage of
class participation required to avoid receiving a grade of “F” in the class is 75%. Students
who miss the first two class meetings without providing a written explanation to the
instructor will be automatically dropped from the roster as a “no-show.” Students who know
in advance that they will be absent the first two class meetings and who wish to remain in the
class must inform the instructor in order to discuss possible arrangements for making up
absences.
In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of
Statement Wayland Baptist University that no otherwise qualified person with a disability be excluded
from participation in, be denied the benefits of, or be subject to discrimination under any
educational program or activity in the university. The Coordinator of Counseling Services
serves as the coordinator of students with a disability and should be contacted concerning
accommodation requests at (806) 291-3765. Documentation of a disability must accompany
any request for accommodations.
Course Requirements and Grading Criteria:
The University classroom is an environment designed for the free exchange of ideas, therefore demonstrating
respect toward each other is vital to creating rich discussions that draw from research and data to further our
knowledge in this field. We will show respect for one another by exhibiting civility in our exchanges. In the
education field, communicating ideas to colleagues, parents, and administrators with clear and error-free
English is a priority. Your ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse will be assessed through presentations and written assignments.
Integration of information from lectures, readings, and discussions will be taken into consideration as will
correct and appropriate format and construction.
1. Students will complete all assigned readings and assignments by the due date.
2. Students will prepare various presentations to include presentations for chapter readings and research
paper presentations.
3. Students will prepare written assignments to include journal deconstructions and a research paper. All
assignments must be word processed using Times New Roman, 12-point font, and submitted in
accordance with due dates on the course calendar.
4. Online discussion board interactions will allow dialogue among class members and provide
opportunities for discussion among those persons who may exhibit a different perspective from your
own. You are required to consider these perspectives and respond in an appropriate professional
manner with reasoned arguments. Avoid emotional responses such as ‘I feel,’ but rather refer to the
evidence to support your position. Students will post an answer to the question or comment and
respond to at least three (3) other posts. These discussions are meant to broaden our perspectives
and make informed decisions based upon research-based best practices. There will be no tolerance for
inappropriate responses including, but not limited to, vulgar or inappropriate language, name-calling,
or demonstrations of anger. We will learn from each other in a safe and professional environment.
BlackBoard Article Presentations and Interactions
Students will participate in dialogue with colleagues via BlackBoard. You will be expected to post a link to
an article pertaining to the topic of the week and pose a question, reflection, or thought regarding the article
for your colleagues to comment upon. Articles should be posted by Saturday morning of each week,
allowing enough time for colleagues to add their “Two Stars and a Wonder.” Students will reflect upon this
feedback and present this reflection in class. Students will post one article Weeks 2 thru 10 (nine articles in
total).
Each week students will provide feedback to colleagues on the Article Topic assigned each week, utilizing
the “Two Stars and a Wonder” protocol.
• Two Stars: provide positive comments for two features of the article that you appreciate
• Wonder: a question, suggestion, or comment you have regarding the article.
Facilitation of Chapter Reading Discussions
Students will present to colleagues chapter highlights from chapters in the assigned texts, facilitating a class
discussion (face-to-face). Colleagues are expected each week to participate in the discussion in class. Any
presentation items and handouts should be posted on BlackBoard for colleagues prior to the presentation.
Sign ups for chapter presentations will occur at the first class meeting. Presentations are not meant to
“teach” the material as the audience has already read the material, but should highlight key concepts and
engage the class in a discussion/activity around the material in order to deepen everyone’s knowledge.
The philosophy behind chapter presentations is that as Masters of Education students, master’s students
should understand the process of developing a presentation that is interactive, engaging and meets the
desired outcomes. This is similar to what teachers are required to do on a daily basis—engage, teach and
move students toward achieving the desired outcomes. Chapter presentations are not briefs. The timeframe
for the presentation/discussion is 15-30 min per chapter.
Journal Deconstruction
Students will examine and report on one (1) scholarly article relevant to their proposal study. There are three
parts to the deconstruction:
1. Identification of author’s work with APA citation,
2. Summary of the main points of the article, and the majority of the paper is
3. Analysis and evaluation to look at the strengths and weaknesses of the article.
Reports are to be 2-3 pages in length, double-spaced. Accompanying the written critique will be an oral
presentation (using PowerPoint or prezi) between 10-15 minutes in duration.
Research Paper
Students will complete one research paper for this class. The paper should be a minimum of seven (7) pages
of content, excluding coversheet and references, and should utilize at least seven (7) references, four (4) of
those should be peer-reviewed scholar articles. Students will present a summary of this paper to the class.
Papers must utilize APA format. Topics for papers must be pre-approved by the professor. Papers will be
submitted through BlackBoard. Safe Assignment will be built in to the assignment folder. If Safe
Assignment detects more than a 20% match, 10 points will be deducted from the paper grade for every 10%
over the 20% limit.
Student Grade Appeal
Students shall have protection through orderly procedures against prejudices or capricious academic
evaluation. A student who believes that he or she has not been held to realistic academic standards, just
evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the
student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced
placement examinations or course bypass examinations. Appeals are limited to the final course grade, which
may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course
grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals
Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.
Week/Date
Week 1
11/10/15
Week 2
11/17/15
Week 3
12/1/15
Week 4
12/8/15
Week 5
12/15/15
Week 6
1/5/16
Week 7
1/12/16
Week 8
1/19/16
Week 9
1/26/16
Week 10
2/2/16
Week 11
2/9/16
TENTATIVE COURSE OUTLINE
Topic Activities & Discussions
Readings & Assignments
due the following week
Review of Syllabus and Assignments
Read: Chap.1 for Fisher & Folger
Introduction to course and texts
Post on BlackBoard an Article on
“Conflict in Education”
Complete 2 Stars & a Wonder
Presentations & Discussion:
Read: Chap.2 for Fisher & Folger
Ch.1 (Fisher & Folger)
Post on BlackBoard an Article on
Article Discussions:
“Social Context of Conflict”
“Conflict in Education”
Complete 2 Stars & a Wonder
Happy Thanksgiving! No Class 11/25/15
Presentations & Discussion:
Read: Chap.3 for Fisher & Folger
Chap.2 for Fisher & Folger
Post on BlackBoard an Article on
Article Discussions:
“Focus on Interest vs. Positions in
“Social Context of Conflict”
Conflict”
Complete 2 Stars & a Wonder
Presentations & Discussion:
Read: Chap.4 for Fisher & Folger
Chap.3 for Fisher & Folger
Post on BlackBoard an Article on
Article Discussions:
“Conflict Styles”
“Focus on Interest vs. Positions in Conflict”
Complete 2 Stars & a Wonder
Presentations & Discussion:
Chap.4 (Lezotte); Chap.5 (Miles)
Bring 3 Copies of your Journal
Article Discussions:
Deconstruction to class on 1/5/16.
“Conflict Styles”
Merry Christmas and Happy New Year! No Class 12/22 & 12/29
Activity with Journal Deconstructions
Read: Chap.5 for Fisher & Folger
Revise and resubmit the final Journal
Post on BlackBoard an Article on
Deconstruction next week (1/12/16)
“Power and Conflict”
Complete 2 Stars & a Wonder
DUE: Journal Deconstruction
Read: Chap.6 for Fisher & Folger
Presentations & Discussion:
Post on BlackBoard an Article on
Chap.5 for Fisher & Folger
“Saving Face in Conflict”
Article Discussions:
Complete 2 Stars & a Wonder
“Power and Conflict”
Presentations & Discussion:
Read: Chap.7 for Fisher & Folger
Chap.6 for Fisher & Folger
Post on BlackBoard an Article on
Article Discussions:
“Climates that Create Conflict”
“Saving Face in Conflict”
Complete 2 Stars & a Wonder
Presentations & Discussion:
Read: Chap.8 for Fisher & Folger
Chap.7 for Fisher & Folger
Post on BlackBoard an Article on
Article Discussions:
“Managing Conflict”
“Climates that Create Conflict”
Complete 2 Stars & a Wonder
Presentations & Discussion:
Read: Chap.9 for Folger
Chap.8 for Fisher & Folger
Research Paper and Presentation
Article Discussions:
Submit Paper online & bring hard copy to
“Managing Conflict”
class
DUE: Research Paper & Presentations
GRADING CRITERIA
Activity
Possible Points
Participation/Class Discussion (10 pts/Wks 1-10)
100
Weekly article posts/Discussion Board Responses (8 @ 20 pts. Each)
160
Chapter Presentations—2@ 30 pts.each
60
Journal Deconstruction— 2-3 pages
50
Research Paper 7 pages
100
Research Presentation
30
TOTAL POINTS
500
GRADING SCALE:
A
450-500 points
B
400-449 points
C
350-399 points
D
F
300-349 points
Below 300 points
I
W
WP
WF
Incomplete
Approved Withdrawal
Approved Withdrawal Passing
Withdrawal Failing
The syllabus is only a plan. The instructor may modify the plan during the course to alter requirements from
those appearing in the syllabus. Further the syllabus contains criteria to measure the student’s progress and
performance in the course. The instructor may change these criteria at any time.
Other Important Information:
1. Class participation is a very important part of education. This class requires active class participation.
2. Assignments are due on the deadlines given.
3. Late assignments will not be accepted.
4. Written work will be graded according to the rubrics provided.
5. All written assignments should be Times New Roman 12-point font type, double-spaced and using APA
Manuscript Writing Style, unless otherwise noted.
6. Presentations will be graded according to the rubrics provided.
7. Unless noted as a group assignment, all work should be original work of the individual student.
8. Academic honesty is expected of all students. Plagiarism, cheating, and other acts that lack academic
honesty may result in a zero on the particular assignment as well as a referral to the Dean for disciplinary
action.
9. Questions concerning grades received should be resolved within one week after the assignment has been
returned.
10. Students will need to use the Internet to access some assignments.
11. Always contact the professor if you need assistance.
12. May God Bless You