EDUC 131 and PSYCH 152
MEDIATION FOR DISPUTE RESOLUTION
Autumn Quarter 2014
Instructor:
John D. Krumboltz1
Office: Room 319, School of Education
Office Hours: M 1:45-3:15, and by appointment
Phone: 723-2108
E-mail: jdk@stanford.edu
Teaching Assistant:
Maryam Attai
E-mail: maryamlucia@gmail.com
Office hours: by appointment
3 units
Mondays, 3:15-5:05 plus an average of 1 hour per week to be arranged
COURSE DESCRIPTION
The big purpose of the course is that you will learn peaceful conflict resolution
skills that you will use constantly during the rest of your life. Everyone gets involved in
conflicts, e.g, with lovers, friends, roommates, spouses, bosses, coworkers, merchants,
police, neighbors. People from different cultures have beliefs, customs, dress, religions,
political orientations that may be quite different than your own. The goal is to be able to
settle these conflicts peacefully and ideally with mutual understanding and respect.
When two people are in a conflict situation, each tends to see her/his own position
as “right” and the other person’s position as “wrong.” Various methods of settling
disputes are available (e.g., violence, lawsuits, arbitration), but perhaps the most effective
and least expensive is mediation. A mediator brings together the two conflicting parties
to discuss their differences, to hear each other out, and to arrive at a mutually agreeable
solution. The process appears simple when described in the abstract. However, in real
life with real people emotionally involved with real problems, it is extremely complicated
and not always successful. This course will examine the theory and research about ways
in which mediation can be structured to maximize the chances for success. Hands-on
practice in conducting simulated mediation sessions is an essential part of the course.
The skills used in mediation are essentially the same skills that any two disputants
can use to settle their differences without a mediator. This course teaches these skills and
provides practice in dispute resolution both with and without a mediator. An important
part of the course is learning how you can settle your own disputes harmoniously.
1
I want to thank Bea Herrick, Doug Daher, Alejandro Martinez, Katia Petersen and Christina Sabee for
suggestions, case materials and references which facilitated the construction of this syllabus and the course
itself.
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COURSE OBJECTIVES
1) To understand how disputes originate and devolve into “right-wrong”
dichotomies.
2) To learn the ethical guidelines for mediating a conflict.
3) To examine and evaluate alternative theories for managing conflicts.
4) To develop mediation skills which promote mutual respect and understanding
between conflicting parties.
5) To practice increasingly successful methods for helping disputants arrive at
mutually satisfactory agreements.
6) To practice dispute resolution when no mediator is available.
7) To help each other learn methods of dealing with specific types of disputes.
SUMMARY OUTLINE OF TOPICS
The exact topics for discussion each week will vary depending upon our priorities
at the moment. Below you will see some optimistic aspirations, but don’t hold me to this
outline. However, it is sometimes helpful to have an overview of the important topics
about which you might want to learn.
Week 1
Interpersonal conflict
Conflict cycles
Conflict styles
Distinguishing litigation, arbitration and mediation
Potential advantages of mediation
Understanding the reluctance to mediate
Types of mediation
Settlement conferences
History of mediation
Federal and state court system
Co-mediation model
Overview of the mediation process
Role of the mediator
Preparation of the mediation environment
Week 2
Communication skills and tools for mediation
“I” messages
Active listening
Summarizing and clarifying
Practice
Week 3
Additional Communication Skills
Needs vs. positions
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Reframing
Validation
Maintaining neutrality
Acknowledging two points of view
Empathizing
Finding common ground
Using open-ended questions
Avoiding poison words
Week 4
Dealing with angry/difficult people
In educational settings
In family settings
In business settings
Week 5
Conduct of the mediation session
Caucusing
Face saving
Power balancing
Trust building
Week 6
Constructing an agreement
Week 7
The context for mediation
Confidentiality
Mediation in California and the U.S.
Organizations
Dispute Resolution Program Act
Professional standards and ethics
Week 8
Multicultural considerations in dispute resolution
Generalizing to broader contexts
Educational conflicts
Business negotiations
Political negotiations
International negotiations
Weeks 9 and 10
Teaching classmates how people with various types of conflicts can arrive at mutually
satisfactory solutions
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LEARNING ACTIVITIES
Mediation is an educational intervention designed to help people learn how to
resolve their conflicts in a mutually agreeable way. The best way to learn about
mediation is to become actively engaged in doing it. If you want a course where you can
sit back and take lecture notes, this is not the course for you. I want you to become
actively involved in thinking, exchanging ideas and practicing your skills. The most
important elements of the course are your thinking, your willingness to try new
experiences, and your interactions with your instructor and fellow students.
To facilitate this interaction I am asking that all electronic devices be turned off
during the 110 minutes that we meet each week. Your undivided attention is needed, and
your classmates need to be protected from unnecessary distractions. No lectures will be
given, so taking lecture notes will not be possible. Bring paper and pencil in case you do
want to make a note of something.
Learning activities will include reading, observing, practicing and interacting. As
you involve yourself in each activity, you may consider new ideas and try some new
behaviors. A variety of learning activities will be organized in the course to immerse you
in mediation experiences. The activities are intended to develop cultural sensitivity,
stimulate theoretical reflection, make readings relevant, discover additional resources,
and enhance your own interpersonal skills.
1. Mediation Interventions. The best way to learn to do something new is to
begin doing it. Sure, you will make mistakes, but that’s a great way to learn. So
you need disputants on whom to practice. We can practice on each other in role
plays. Everyone will have multiple opportunities to experience both the mediator
and the disputant roles.
2. Your Thoughtful Reactions to the Readings. We will use one textbook by Kenneth
Cloke and Joan Goldsmith. It is entitled Resolving Conflicts at Work (Third edition),
2011. ISBN 978-0-470-92224-8. While it describes some of the most important
mediation skills you will need to master in work settings, the same principles and
techniques can be used with any other type of dispute: love relationships, roommate
disputes, international conflicts, etc. The list price is $22.95 at the Stanford Bookstore. .
You will also be assigned readings that will be placed in Coursework. Each week
you will be given a reading assignment and some "Advance Organizers"
(questions or problems) to stimulate your thinking about the readings. You
should be trying to make sense of the readings and relate them to class discussions
and your practical experiences.
You have a two-stage job:
STAGE 1: Read the assigned material, think about it, and respond to the advance
organizers. By 5:00 PM on each Friday post your thoughtful reactions.
STAGE 2: Between 5:00 PM on Friday and noon on Monday read a reasonable
sample of what your classmates have posted. Reply on Coursework to at least two of
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your classmates by posting your agreements, disagreements, helpful suggestions,
supportive comments, relevant references, additional considerations and/or questions.
3. Use of Coursework. I want you to learn from each other as well as from the
readings, simulated dispute resolution experiences and your instructor. We are
using Coursework software to facilitate our communication. It can only work if
we all use it. You should be automatically enrolled. Make sure you get the first
assignment. You will be returning to Coursework frequently, not only to post
your own thoughtful reactions, but to respond to the ideas expressed by others.
Since all communications will be completely open for all to read, please
assume that nothing you post is confidential. If you want something kept
confidential, do not post it.
4. Demonstrations. One good way of learning about mediation is to observe it
being done. Some of our class time will be devoted to viewing and discussing
examples of mediation sessions.
5. Mediation Role Plays. This is a 3-unit course that meets two hours per week.
The third hour is to be devoted to hands-on practice. You will have a specific role
play assignment. Because real mediation sessions are usually scheduled for a 3hour block of time, ideally we would like to schedule each role play for 3 hours.
However, since these are practice sessions with fellow students, we can be more
efficient and complete the role plays within 2-hour blocks of time during
designated weeks—a total of 8 hours over the Quarter. You will be assigned as a
member of a 3- or 4-person team, and you all will need to find mutually
convenient times and places to conduct these team meetings. The roles to be
played are as follows:
The first disputant (P1) : You will be given a case (from a class
member, the instructor, one of the readings or elsewhere) in which you are to play
the part of the person who first requested mediation. Immerse yourself in the life
of that person and attempt to speak and act like that person. Be as realistic as you
can imagine.
The second disputant (P2): You have agreed reluctantly to come in for
mediation, but your position is completely contrary to the position of the first
disputant. Immerse yourself in the life of that person and attempt to speak and act
like that person. Be as realistic as you can imagine.
The two mediators: You two are to work cooperatively trying to help the
disputants to arrive eventually at a mutually agreeable solution using the best
techniques you have learned so far. You and your co-mediator will work together
and may ask each other for help as you go.
All participants providing feedback: The purpose of feedback is to help
each other become more competent in the mediation process. Usually about 80%
of the time should be devoted to the actual role play and 20% to the feedback, but
each segment need not be continuous. You could complete the entire role play
before giving any feedback, or you could intersperse your feedback as you go
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along. Try to make each session maximally helpful for everyone in your group to
improve their mediation skills.
Each member of the team is asked to post on Blackboard the answer to
each of these four questions immediately following the role play (but no later than
5:00 PM on the Friday before the next class meeting):
1. How would you describe your part in making the mediation as
successful as it was?
2. What was the most significant idea, insight or skill that you
gained from this role play?
3. What would you do differently in future mediation sessions?
4. What puzzles you the most?
6. Class Meetings. Class meeting time is precious. We only have two hours per week to
be together. I don’t want to waste time giving you a lecture. We have this unique time to
interact with each other. You can read faster than I can talk. I want you to learn by
engaging in activities that stimulate you to think, feel and act in new ways. Class
meetings will be a time to consider ideas and questions presented by your instructor and
fellow students, to view and discuss mediation demonstrations, to discuss questions that
may arise from the assigned readings, and to practice mediation skills. Your active
participation in discussions is important. Here is a place where you can try out your
ideas—and even change them if you wish.
7. The Information Scavenger Hunt. Disputants sometimes ask very specific
questions. You are not obligated to find the answers to all their questions, but
you may become curious about the answers and want to see what you can find
out. Massive quantities of information (and misinformation) are now available
on the Internet. You are not expected to know all this information, but you
should know how to find what you need to know when you need to know it.
To give you some practice and experience in searching the Web (and to have
some fun while doing so), some of the weekly advance organizers will launch
you on an Information Scavenger Hunt. You will receive a question that a
disputant might ask, and you are to find a credible answer. Each of you may
find a different answer. Post both your answer and its URL on Blackboard,
and we’ll compare notes in class. Some information sources may contradict
others. The goal of this exercise is not necessarily to remember the answer to
the specific questions but to build your confidence that you can find answers
to many questions and can say "I don't know" or seek help from others when
you are stumped.
8. Self-Improvement Quizzes. Occasionally we may ask you to take some
quizzes. The purpose is to help you improve your own knowledge. We don’t
care who gets the highest scores. Actually we want each one of you to get the
highest score, and we have set up a system to make that possible.
 First you complete the assigned reading.
 Then take the test.
 Get feedback on which questions you answered correctly.
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

If you did not score 100%, take the test a 2nd time and get feedback
again.
You repeat the process until you are able to achieve a 100% score.
8. Surfing the Internet. If you have not yet begun exploring resources on the
Internet, now is a good time to begin. Resources on the Internet change daily.
Each one provides links to others. See what you can find that might be useful for
you. I Googled “mediation” and found about 19,600,000 hits along with this
definition: “An attempt to bring about a peaceful settlement or compromise
between disputants through the objective intervention of a neutral party.” So you
don’t have to worry about a lack of information. Here are just a few possible
starting locations:
Conflict Resolution
An excellent source of information about all types of conflict resolution methods.
http://www.crinfo.org
An Online Coach
The Ombuds Office of Princeton University has a nicely refreshed website. A feature of
special interest is the Online Conflict Management Coach tutorial. The flash-based
tutorial explains some key concepts about conflict (comparing it to fire - both potentially
dangerous and a key resource in life) and then walks the viewer through a series of
questions about a current conflict you may be involved in. Based on your responses, a
recommendation of a strategy is provided, along with some tips on how that strategy
might be carried out effectively. The viewer is introduced to the various conflict
management styles and the potential pros and cons of each. The "online coach" tool
appears to be free for use by folks both on and off campus, providing a great resource to
promote self-reflection or to prepare for a shared conversation about handling a difficult
situation.
Dueling
Dueling was a popular method of resolving disputes in years past, but it is not
recommended in our course.
“The Hamilton-Burr duel was a duel between two prominent United States
politicians, former Treasury Secretary General Alexander Hamilton and sitting
Vice President Aaron Burr, in Weehawken, New Jersey on July 11, 1804, in
which Burr shot and mortally wounded Hamilton who died the next day in
Manhattan.” From the Wikipedia
Office of Special Education Programs, US Department of Education
Includes a conflict resolution curriculum and peer mediation training materials
derived from the Conflict Resolution/Peer Mediation Research Project.
http://www.coe.ufl.edu/CRPM/CRPMhome.html
Job Postings in Dispute Resolution
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From Pepperdine University a new service listing available job openings that
involve dispute resolution skills.
http://lawmedia.pepperdine.edu/webdev/straus/careerpostings/
Mediate.com
Includes training materials, programs of study and a library with pertinent articles.
This is reputed to be the most visited conflict resolution web site in the world.
http://www.mediate.com/
The Victim Offender Mediation Association
Victim Offender Mediation Association (VOMA), an international membership
association, supports and assists people and communities working at restorative
models of justice.
http://www.voma.org/
The International Center for Cooperation and Conflict Resolution
ICCCR is an innovative center committed to developing knowledge and
practice to promote constructive conflict resolution, effective cooperation, and
social justice. We partner with individuals, groups, organizations, and
communities to learn to resolve conflicts constructively so they may develop just
and peaceful relationships. We work with sensitivity to cultural differences and
emphasize the links between theory, research, and practice.
http://www.tc.columbia.edu/icccr/
National Association for Community Mediation
The National Association for Community Mediation (NAFCM) is a membership
organization comprised of community mediation centers, their staff and volunteer
mediators, and other individuals and organizations interested in the community
mediation movement.
http://www.nafcm.org/

9. Educating Your Classmates. One of your big assignments will be to
teach your classmates about the best ways to settle disputes of a type in
which you are interested. Here are a few common disputants and the
topics that divide them:
Parent vs. Child
Bedtime
Food
Money
Hours
Manners
Sibling vs. Sibling
Biggest piece of cake
Who Mom loves most
Roommate vs. Roommate
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Noise
Guests
Hours
Teacher vs. Student
Classroom behavior
Homework
Grading
Merchant vs. Customer
Price
Warranty
Satisfaction
Nation vs. Nation
Borders
Weapons
Human rights
Political practices
Employer vs. Employee
Pay
Hours
Duties
Benefits
Religious Organization vs. Religious Organization
Same sex marriage policy
Authority for truth claims
Husband vs. Wife
Sexual practices
Household chores
Girlfriend vs. Boyfriend
Relationships with others
Sexual limits
Insurance company vs. Policy holder
Damage to be covered
Cost of restitution
Landlord vs. Tenant
Rent
Deposit
Maintenance
Noise
Corporation vs. Corporation
Patent
Takeover price
Don’t let the categories above limit your thinking. Your task is to inform
your classmates about ways they can settle disputes of a particular type using a
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maximum time of 20 minutes Be creative in using role plays, visual and
auditory aids, simulations and discussion questions.
You will be grouped with two or three other classmates with similar
interests to form a team of Dispute Educators. Your team will have the
responsibility of increasing the competence of the whole class in dealing
with a particular kind of dispute.
READING ASSIGNMENTS
The specific advance organizers will be posted in the Assignments section
or the Course Information section of Blackboard shortly after our class meeting
each Monday. The reading assignments for each class meeting will provide a
basis for our discussion. Read each selected article or chapter for the big ideas it
contains. Try to understand the significance of what you are reading. Do not
"memorize" anything. Try to make sense of what you read and relate it to your
own actions. Question authority. If you don't understand something, maybe it
doesn't make sense. Ask.
NON-COMPETITIVE GRADING POLICY
Some of you may already have had considerable dispute resolution training and
experience. Others of you may never have heard of mediation or dispute resolution
before. I want to create an environment that will encourage everyone to learn as
much as possible. Even the most knowledgeable among you can learn still more.
Nobody knows everything. Nobody has all the skills. Everyone can improve. I
cannot evaluate quantitatively exactly how much you improve, but I want you to exert
every reasonable effort to extend your knowledge and competence. I know that you
are taking other courses that also require your time and effort. I know that you have
to eat and sleep and maintain healthy relationships with friends and relatives. I don’t
want you to expend more than an average of six hours per week outside of class and
role-play time, but it will be necessary for you to budget your time during each week
accordingly. Don’t procrastinate until just before each weekly deadline.
This course is offered for your benefit, not mine. You can benefit only if you give
it your full cooperation. You are on your honor to do so.
I want you to attain the course objectives in a way that builds on what you already
know. Everyone in the class need not learn exactly the same things. You may well
learn some things that no one else does. That would be great from my point of view.
I hope you will learn from your interactions with me and our TA, your interactions
with your classmates, your readings, your writings, and your internet explorations.
Study in a way so that your reading makes sense to you.
Under the Stanford system, good time management is essential. Other courses,
activities and relationships compete for your attention. Some courses demand your
full attention only when a midterm or final exam approaches. Our course here is
different. We have 10 class meetings of about 2 hours each. Since this is a 3-unit
course, an additional 10 hours of meeting time is expected during the Quarter and is
to be arranged with fellow students. The normal expectation for a 3-unit course at
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Stanford is that 6 additional hours per week be devoted to that course’s activities such
as reading books and articles, responding to quizzes, doing research on questions of
interest, and posting observations on Blackboard. Each week there will challenging
activities which must be completed by a set deadline. You will need to budget your
time carefully each week. You will not be able to procrastinate until the end of the
Quarter. There will be no midterm exam and no final exam.
I have no interest in making comparative judgments among students about who
knows the most. I want you to improve as much as you can in the time allotted. If
you exert the effort to do your very best to improve your skills and increase your
knowledge, then you deserve the highest grade. As Malcolm Gladwell has pointed
out, highly successful people are those who have devoted 10,000 hours of effort
practicing their skills, not necessarily those who are the “smartest.” An "A" grade
will be earned by each student who devotes effort by
 Arriving by 3:15 PM at every class session and remaining until 5:05 PM,
 Reading thoughtfully and critically every assigned selection,
 Participating meaningfully, dependably and thoughtfully in all team meetings and
class activities,
 Completing every assignment on time,
 Responding on time to every posting on Blackboard,
 Asking for help from instructors and classmates as needed, and
 Sharing information and feedback with classmates.
You may not wish to earn an “A” grade. Other grades may be earned by
the degree to which you work to improve your skills.
You cannot learn from class activities if you are not present. What happens
during a class session cannot be predicted. Sometimes brilliant insights are
discovered and shared—sometimes not. A brilliant insight for one student may
seem a useless platitude for another student. What you learn in class depends on
your advance preparation and the degree to which you actively involve yourself in
the discussions and activities.
If you should miss a class for any reason, there is no way for you to “make
up” what you missed. I could never reproduce that exact class session again. The
notes from some other student could never capture what that class session might
have taught you. I realize that other important events that demand your attention
are going on in the world. If you are sick, please stay home, take care of yourself,
and don’t spread your germs to other class members. If you are on an important
athletic team whose travels take you away, you will want to go. If there is a death
in your family, you would certainly want to be present with your family members.
If your car breaks down or is in an accident just before class starts, you will not be
able to make it to class. I want you to do what seems most important for you to
do. It is not necessary for you to inform me about reasons for your absence
should they occur. However, it would be a desirable courtesy to keep your team
members informed of your availability.
The letter grade simple reflects the degree to which you were able to
devote your full attention and effort to all the class activities. Somewhat lower
grades are awarded for slightly less attention and effort without regard for the
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reason. If you don’t want a letter grade, you may register for the course
requesting a credit/no-credit mark.
OPPORTUNITY TO BECOME A CERTIFIED MEDIATOR
This course offers you an optional additional bonus. If you choose to
invest an additional 8 or more hours, you may qualify as a Certified Mediator
through Santa Clara County. With this certification you may be eligible (upon
determination by the Director of the respective programs) to serve as a mediator
in cases brought to Santa Clara County’s Dispute Resolution Program and also to
serve as a mediator in Stanford University’s Mediation Center. There is no
pressure whatsoever to participate, and your decision has nothing to do with units
or grades earned at Stanford. If you want to qualify, you must complete Steps 1
and 2 (described below) by the end of Autumn Quarter. If necessary, you may
continue to work on your Certification after the Stanford course itself is over.
In Santa Clara County the Dispute Resolution Program is located in the Division
of Human Relations.
The Dispute Resolution Section
of the Office of Human Relations
The County Center at Charcot
2310 North First Street, Suite 104
San Jose, CA 95131
On the corner of North First Street and Charcot Avenue
On light Rail Line, exit at Trimble Avenue & walk one block south.
From 101 North:
1. Take Brokaw Road exit toward N. 1st St. (0.2 miles)
2. Turn Left onto E. Brokaw Rd (0.1 miles)
3. Turn Left onto N. 1st St. (0.4 miles)
4. End at 2310 N. 1st St.
Our building is closest to corner. Our OHR front door faces our ‘sister’ building.
Front parking lot is for visitors 24/7.
Phone: (408) 792-2330. Fax: (408) 297-2463.
Below you will see the agreement that I negotiated with Santa Clara
County and the detailed requirements that you would need to meet if you wanted
to become a Certified Mediator.
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I. BACKGROUND
Whereas the County of Santa Clara’s Dispute Resolution Programs (DRP) have a vested
interest in disseminating the practice of dispute resolution, communication, and
professional neutrality, and in recognition of the need to do so under circumstances of
increased demand and attenuated resources, the Program believes it within its best
interest to develop collaborations and partnerships which can effectively increase the
number of parties served and educated in these methodologies with a relatively low
expenditure of direct resources.
With the aforementioned concept in mind, the Program feels that collaboration with
Professor John Krumboltz, PhD of Stanford University would serve a quid pro quo by
lending County certification under the auspices of the Dispute Resolution Programs Act
to interested students of his Fall 2009 Mediation course of instruction at the above
referenced University. In so doing, the Program can be rightly said to have contributed to
the education of greater numbers of individuals than it otherwise could have given
resource restrictions. Conversely, Professor Krumboltz may offer government
credentialing to students vis-à-vis mediation certification thereby incentivising and
making more advanced his course of instruction.
II.
PROPOSAL
Students embarking in Professor Krumboltz’s course in mediation may elect to
participate concurrently in the extracurricular rigors of the County of Santa Clara
certification process. Such election naturally selects appropriate, interested candidates
who will be working with legally confidential and interpersonally sensitive issues within
the Program and ensures higher degrees of competence and accountability needed for
Program continuity and quality control.
Commensurate with the need for rigid mechanisms to ensure that Program clients receive
expected levels of service and proficiency, the following are required elements of County
of Santa Clara certification.
Step 1: In Office Visitation and Orientation (Dispute Resolution Program)
Students participating should schedule 2 hours of time in the Office of the Dispute
Resolution Program in order to be briefed by Program staff on logistics and operations of
working in the field of dispute resolution. Students may contact the Program’s
Coordinator, Dolores Morales at (408) 792-2321 to arrange times for such appointments.
It would be helpful if 3 or 4 students arranged this orientation concurrently. This
orientation visit must be completed no later than November 6, 2011.
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Step 2: Coached Role-plays at Stanford
Those students who have completed Step 1 will be invited to form groups of 3 or
preferably 4 individuals for the purpose of conducting advanced role-play scenarios.
Staff and/or coaches from the Program will assist students by observing and coaching
such exercises wherein each student will have the opportunity to function as both
mediator and participant. This element is designed in order to encourage more highly
developed mediation skills utilizing individualized feedback and instruction. Students
should contact Dolores Morales at (408) 792-2321 to establish initial contact and
communication vis-à-vis later scheduling.
Step 3: Observation at the Dispute Resolution Program
As mediation instruction and role-play both may have limited practical ability to advance
the student’s knowledge of the field, direct observation and inclusion in actual dispute
resolution processes is vital to comprehensive learning. Students electing to participate
in the certification program are required to observe at least one mediation. The Program
will contact students when mediation observation opportunities arise in order to
synchronize schedules.
Step 4: Practicum at the Dispute Resolution Program
Students will be expected to participate as a fully functioning co-mediator in a case
referred to the County of Santa Clara. Students will be mentored through the details of
the process by a coach or lead mediator, but will be expected to utilize the knowledge and
experience garnered through lecture, role-play, observation, and experience throughout
the course of the quarter. Students will be evaluated at the completion of their mediation
experience by the coach for their own edification.
Step 5: Completion of the Above Elements
Satisfactory completion of the above-described elements will result in
certification from the County of Santa Clara to practice mediation as prescribed
by the California Business and Professions Code and the Dispute Resolution
Program Act Regulations.
HONOR CODE
I served on Stanford’s Judicial Panel for several years. The most common
Honor Code violation was plagiarism and was often committed by students who
did not know what it meant. So, just to clarify, I am interested in YOUR thoughts
and words. If you use the thoughts and ideas of others, it is a courtesy to give
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credit to the source of those ideas. You may quote others as much as you wish,
but whenever you do, you must enclose their exact words in quotation marks and
identify the specific location where you found them (author, title, date, publisher,
page numbers). An idea cannot be copyrighted, but the specific way it is
expressed can be.
You may review the Honor Code at
http://www.stanford.edu/dept/vpsa/judicialaffairs/guiding/pdf/honorcode.pdf
STUDENTS WITH DOCUMENTED DISABILITIES
Students who may need an academic accommodation based on the impact of
a disability must initiate the request with the Student Disability Resource Center
(SDRC) located within the Office of Accessible Education (OAE). SDRC staff will
evaluate the request with required documentation, recommend reasonable
accommodations, and prepare an Accommodation Letter for faculty dated in the
current quarter in which the request is being made. Students should contact the
SDRC as soon as possible since timely notice is needed to coordinate
accommodations. The OAE is located at 563 Salvatierra Walk (phone: 723-1066,
723-1067 TTY).
PRIMARY REFERENCES:
Pont-Brown, M. K., & Krumboltz, J. D. (1999). Countering school violence: The rise of
conflict resolution programs. In Linda R. Forcey and Ian M. Harris (Eds.), Peacebuilding
for adolescents: Strategies for educators and community leaders (pp. 35-55). New York:
Lang.
Wilmot, W. W. & Hocker, J. L. (2001). Interpersonal Conflict, 6th edition. New York:
McGraw Hill.
Cloke, Ken (2001). Mediating dangerously : The frontiers of conflict resolution. San
Francisco : Jossey-Bass.
Cloke, Kenneth (1990). Mediation : revenge and the magic of forgiveness. Santa
Monica, CA (1337 Ocean Ave., Santa Monica 90401) : Center for
Dispute Resolution.
Cloke, K. & Goldsmith, J. (2000). Resolving personal and organizational
conflict: Stories of transformation and forgiveness. San Francisco: Jossey-Bass.
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