Conflict, Power, and Negotiation (COM 440)
Fall 2008, Tuesday/Thursday – 1:00 to 2:15 p.m., Argyros Forum 206B
Instructor:
Office Address:
Office Phone:
Office Hours:
E-mail:
Text/Readings:
(each are required)
Dr. Jennifer Bevan
Moulton Hall 248 (inside Communication Studies Dept. Office in MH241)
714-532-7768
M: 1:45-3:45 pm; T: 2:15-3:15 pm; TH: 11:45-12:45 pm; and by appointment
bevan@chapman.edu - you have the highest chance of reaching me via email
1. Cupach, W. R., & Canary, D. J. (2000). Competence in interpersonal
conflict. Prospect Heights, IL: Waveland.
2. Canary, D. J., Cupach, W. R., & Messman, S. J. (1995). Relationship
conflict. Thousand Oaks, CA: Sage.
3. Required readings: All readings available as PDF files on our course
BlackBoard page under Course Documents
Course Prerequisites: Successful completion of COM 110, COM 210.
Nature/Goals of the Course:
COM 440 stresses how people use communication to manage their conflicts. We will explore the
many factors that affect what happens before, during, and after conflict interactions in a number of contexts.
The course is also experiential and designed to help you develop and apply communication skills useful to
various communication situations. The communication experiences in COM 440 have the potential to
enhance your conflict interactions in a number of ways. You should thus be prepared to explore your feelings
concerning conflict and your behaviors during conflict interactions so that you may better prepare yourself to
engage effectively and appropriately in future conflict episodes.
My goals for your experience in this course are as follows: (1) increased learning and understanding
of the nature of conflict, power, and negotiation (i.e., definitions and elements); (2) increased learning about
how conflict occurs in different relationships and different contexts; (3) improved ability to identify various
forms of conflict and ways to competently manage each; and (4) improved ability to identify and understand
what conflict styles you and those around you adopt to manage conflict.
Class Conduct and Expectations:
In order to create and maintain a supportive communication environment, I require the following:
1. You must refrain from side-conversations, reading non-related materials, and doing anything else
that might make it difficult to hear/pay attention to others in the class.
2. NO CELL-PHONES, PDAs, MP3s, or anything else that would cause distractions will be
permitted in class (please turn your phones/PDAs off or leave them elsewhere when in class).
3. I heavily discourage coming late to class or leaving class early. This type of behavior is rude and
disturbing to me and to your fellow classmates. Excessive lateness or leaving early will result
negatively impact your grade in this course.
4. Because this is an upper-level class, I also expect that you will be prepared to participate in class
discussions and in-class activities when you come to class – this means that you have read and
critically evaluated the assigned chapters and readings before class and are ready to actively engage
the material and each other.
5. Please be respectful of your fellow students and me when participating in class discussions. I will not
tolerate inappropriate outbursts or language.
6. You may use laptops in class ONLY for taking class notes. If I find that you are spending time
online or are working on other things, I will ban laptops in class.
Please note: Human conflict is typically unpleasant; as such, language that captures the unpleasant aspect of
conflict may be used as a necessary part of imparting knowledge in this course. However, I prefer that
students minimize their use of unpleasant language as much as possible. If you are uncomfortable with such
language, I ask that you consider dropping this class.
Ethics:
Chapman University is a community of scholars that emphasizes the mutual responsibility of all
members to seek knowledge honestly and in good faith. Students are responsible for doing their own work,
and academic dishonesty of any kind will be subject to a range of sanctions by the instructor and referral to
the university’s Academic Integrity Committee, which may impose additional sanctions up to and including
dismissal. Using the ideas or words of another person, even a peer, or a Web site, as if it were your own, is
plagiarism. See the Undergraduate Handbook for the full Academic Integrity Policy
(http://www.chapman.edu/catalog/oc/current/ug/). I take this policy extremely seriously and do not
consider your being uninformed about what plagiarism is and is not to be an acceptable or justifiable
excuse!
Students with Disabilities:
If you have a documented disability and are in need of alternate class accommodations, you are
invited to meet with me as soon in the semester as possible to discuss your needs. Please also contact the
Center for Academic Success (130 Cecil B. DeMille Hall, cas@chapman.edu, 714-997-6828) to register and
coordinate arrangements for accommodations and services.
BlackBoard:
BlackBoard is a useful way for me to disseminate information about the course to you. For example,
I use BlackBoard to provide required readings and assignments, post grades, provide exam study
information, and supply PowerPoint notes for class. Please look under “Course Documents” and/or “Course
Information” for these documents.
You are REQUIRED to log on to BlackBoard in this course and I expect that you will check it at
least the morning of each class meeting, if not daily. If there is a change in the class (cancellation, due date or
schedule changes, etc.), email through BlackBoard will be the primary (and sometimes only) way that I
disseminate this information to you. It is thus your responsibility to check the email address that is linked to
your BlackBoard account (which is your chapman.edu email account unless you change it) daily – I will not
send you emails any other way except via BlackBoard. Not checking your email account frequently is not an
excuse for missing important class information disseminated via BlackBoard email. Grades (including final
course grades) will ONLY be posted on BlackBoard’s Gradebook and cannot be given via email due to
security concerns.
Evaluation:
Your grade will be determined in 5 ways:
1. Exams – there will be three exams in this course and each are worth 100 points (300 points total)
and will include a mixture of multiple choice, true/false, matching, and/or short identification items.
The third exam is not cumulative.
2. Conflict Case Study is worth 80 points. With this paper, you will receive a written description of an
interpersonal conflict and be asked to answer a number of questions using what you have learned in
this course. The paper will be 5-7 pages in length. The case study is assigned in class on 10/14 and
is due at the beginning of class on 11/6.
3. Written Summary/Critique of an Empirical Conflict Research Study (80 points). You will select
and analyze a journal article that conducts an original research study on an area of conflict that is of
interest to you. You will end the critique by briefly proposing a study that extends or expands upon
the topic of the journal article you chose. The paper will be 5-7 pages in length. The journal article
must be approved by me by 11/4 and is due on Tuesday, 12/9 (the final exam period) by 2:00
p.m.
4. Group Project (25 points for proposal, 75 points for class presentation, 20 points for peer group
evaluation, 20 points for group presentation evaluations = 140 points total). The goals of this
assignment are: (a) to bring conflict management concepts theory to life by examining a
contemporary conflict situation; (b) to provide opportunities to implement conflict resolution skills
within a group setting, and reflect upon group process; (c) to practice the skill of providing
constructive, critical feedback. Groups will consist of 4-6 students (you will sign up for groups by
selecting presentation dates), with each group focusing on different conflict situations. The conflict
situation must be real (i.e., not part of a fictionalized show, movie, or book), must be ongoing or
have occurred in the past 20 years, and can be interpersonal, organizational, local, national, or
international in nature. As a group, you will be expected to hand in a written proposal, and do a class
presentation. Individually, you will be expected to do (and hand in) evaluations of at least 4 other
group's presentations, as well as detailed peer evaluations of your group members. We will go over
this project in detail in class on Tuesday, Sept. 9.
5. Class Participation/Assignments (20 points for class participation + 40 points for assignments = 60
points total) can be in-class activities, unannounced quizzes on readings, group work/discussion, or
assignments that apply the course material to be completed outside of class. If you miss class on a
day that an assignment is completed in class or do not hand an assignment in on time, you will not
receive any credit for the assignment or be able to make the assignment up. There are no exceptions
to this assignment policy – please do not ask. It is thus expected that you will consistently attend
class to participate in discussion and receive and complete assignments – these assignments are
designed to not only have you apply and better understand course material, but also to encourage
your attendance in class. There will be approximately 4 to 6 assignments over the course of the
semester (worth in range of 8 to 10 points each, depending upon the final number of assignments)
and the lowest assignment grade will be dropped; thus, you can miss one assignment due to absence
without penalty. I DO NOT accept these assignments via email – you must turn in a paper copy to
me in class or to my mailbox in MH241 before the assignment is due. Excessive absences (i.e.,
missing 20% or more of class meetings), tardiness, or leaving class early will result in the inability to
contribute to in-class group discussions and will be taken into account in this portion of the class
grade as well.
660 points are possible in the course.
IMPORTANT NOTE: I am strict about you turning things in on time and taking exams the days they are
scheduled. Exams and papers can only be made up/turned in late if you have a university-sponsored activity
and notify me ahead of time in writing OR if you have a valid and legitimate excuse and you provide me
with acceptable written documentation. Valid and legitimate will be decided on the basis of evidence
provided but never involves non-refundable plane tickets, road trips, concerts, early vacations, outdoor
recreation, or any other random and unverifiable absence. If you are sick when an exam is given or when a
paper is due, you must provide a legitimate doctor’s note that indicates the days that you were unable to
attend class. This must be turned in at the time you take the exam or turn in the paper. Doctor’s notes must be
originals (no photocopies, carbons, faxes, or emails). If an absence is known ahead of time, you must
make arrangements before the exam is to be taken or hand the paper in early. You MUST notify me
within 24 hours before or after the exam or paper due date to discuss a possible make-up or you will not be
allowed to make up the exam or turn in the paper.
2nd IMPORTANT NOTE: Detailed instructions and feedback will be provided in class and/or available on
Blackboard. You are required to keep track of each grade you earn in this class. I use GradeBook on
BlackBoard to calculate final course grades and it is your responsibility to inform me if there is a grading
error by 12/9.
Grading Disputes:
You are welcome to come in during office hours or at another pre-arranged time and review any of
your individual grades or your overall grade in the course. Although I do not anticipate any problems, it is
possible that we may disagree on a particular grade. I am open to discussion about grades; however, there are
some guidelines that are to be followed for such discussions to take place. First, grades are not discussed in
the classroom. Second, grades will not be discussed unless you provide me with your written viewpoint
before our meeting. Third, I will only consider individual written grade change requests for one week after
each grade is posted on BlackBoard. Don’t wait until the last week of class to review your test results!
Grade Distribution:
A
AB+
B
BC+
93%-100%
90%-92%
87%-89%
83%-86%
80%-82%
77%-79%
C 73%-76%
C- 70%-72%
D+ 67%-69%
D 63%-66%
D- 60%-62%
F 0%-59%
TENTATIVE SCHEDULE
Note: Readings and activities must be completed by the dates they are assigned. I reserve the
right to change the schedule as needed.
Note: CC = Cupach and Canary text; CCM = Canary, Cupach, and Messman text
DATE:
8/26 (T)
TOPIC:
Introductions/Description of the Course
ASSIGNMENT:
8/28 (TH)
Lecture 1: Introduction to Conflict and Power
CC, Ch. 1, CCM, Ch. 1
9/2 (T)
Lecture 2: Research Methods for Studying
Conflict
CCM, Ch. 2;
Sillars et al. (just skim)
9/4 (TH)
Lecture 3: Conflict Competence and Goals
CC, Ch. 2
9/9 (T)
Overview of Group Project/Sign Up For Group Presentation Dates
9/11 (TH) & 9/16 (T)
Lecture 4: Conflict Topics and Styles
CC, Ch. 3
9/18 (TH)
Lecture 5: Background Influences
CC, Ch. 4
9/23 (T)
Group Work/Optional Group Meetings
9/25 (TH)
Group Exam 1 Review Assignment
Group Project Proposal Due at the Beginning of Class
9/30 (T)
Exam 1 – includes all assigned readings, lecture, and audiovisual
materials for Lectures 1 to 5
10/2 (TH)
Lecture 6: Proximal Influences
10/7 (T) & 10/9 (TH)
10/7 (T)
Lecture 7: Interpersonal Violence
CC, Ch. 9; TBA
Guest Speaker: Marisa Ciancarulo, Assistant Professor of Law & Director
of Chapman’s Family Violence Clinic – we will meet in our regular
classroom and go as a class to the School of Law (Kennedy Hall) Room 379
to start the guest lecture at 1:15
10/14 (T)
Assignment of Case Study/Group Work
CC, Ch. 5
DATE:
10/16 (TH)
TOPIC:
Lecture 8: Conflict in Families
ASSIGNMENT:
CCM, Ch. 3, Vuchinich
10/21 (T)
Lecture 9: Conflict between Friends
CCM, Ch. 4
Samter & Cupach
10/23 (TH)
Lecture 10: Romantic Conflict
CCM, Ch. 5
Siegert & Stamp
10/28 (T)
Exam 2 – includes all assigned readings, lecture, and audiovisual
materials for Lectures 6 to 10
10/30 (TH)
Lecture 11: Intercultural Conflict Competence
10/31 (Friday)
Last day to drop a class with a final grade of “W”
11/4 (T)
Lecture 12: Conflict in Organizations
CC, Ch. 8
Final Day for Me to Approve Your Journal Article for
Summary/Critique Paper
11/6 (TH)
Lecture 13: Catch-up Day/Serial Arguments
Bevan et al.
Case Study Paper Due by the Beginning of Class
11/11 (T)
Lecture 14: Conflict Mediation
CC, Ch. 10
Guest Speaker: Dani Smith, Director of PEER and Health Education
11/13 (TH)
Lecture 15: Forgiveness and Reconciliation/
Course Wrap Up
11/18 (T)
Exam 3 (NOT CUMULATIVE) – includes all assigned readings,
lecture, and audiovisual materials for Lectures 11 to 15
11/20 (TH)
Group Conflict Presentations (Group 1)
11/25 (T)
Group Conflict Presentations (Groups 2 and 3)
11/27 (TH)
No Class – Have a great Thanksgiving break!
12/2 (T)
Group Conflict Presentations (Groups 4 and 5)
12/4 (TH)
Group Conflict Presentations (Groups 6 and 7)
All Peer Group Member Evaluation Forms Due at the Beginning of
Class
12/9 (T)
Journal Article Summary/Critique Paper Due by 2:00 p.m.
CC, Ch. 7
CC, Ch. 11; Waldron et al.
REQUIRED READING CITATIONS
Note: All readings can be found as PDF files on BlackBoard under Course Documents.
Bevan, J. L., Tidgewell, K. D., Bagley, K. C., Cusanelli, L., Hartstern, M., Holbeck, D., & Hale, J. L. (2007).
Serial argumentation goals and their relationships to perceived resolvability and choice of conflict
tactics. Communication Quarterly, 55, 61-77.
Samter, W., & Cupach. W. R. (1998). “Friendly fire”: Topical variations in conflict among same- and
cross-sex friends. Communication Studies, 49, 121-138.
Siegert, J. R., & Stamp, G. H. (1994). “Our first big fight” as a milestone in the development of close
relationships. Communication Monographs, 61, 345-361.
Sillars, A., Dun, T., & Roberts, L. J. (1999). Interaction cognition coding scheme (ICCS). Unpublished
manuscript, University of Montana.
Vuchinich, S. (1987). Starting and stopping spontaneous family conflicts. Journal of Marriage and the
Family, 49, 591-601.
Waldron, V. R., Kelley, D. L., & Harvey, J. (2008). Forgiving communication and relational consequences.
In M. T. Motley (Ed.), Studies in applied interpersonal communication (pp. 165-183). Los Angeles,
CA: Sage.
COM 440 Journal Summary/Critique Paper
For this paper, you are responsible for selecting, reading, and writing a summary/critique of a journal
article related to the study of conflict management, as well as extending the research examined in the article
by proposing a research study on conflict management. Here are a number of steps and guidelines to follow
when working on this assignment:
1) I MUST approve the journal article that you select by November 4. You are free to select any academic
journal article (preferably one that focuses on the study of human communication) that has a method,
results, and discussion section and is clearly studying an aspect of conflict that interests you (it cannot be
an article that is already required for this class though). To get your journal article approved, you can
send me an e-mail with the title of the article, the article’s author(s), and the journal from which it comes.
Also include a 1-2 sentence description of the article in the email (or the PDF of the article if it is fulltext on-line). You may also bring the article to class for approval. I WILL NOT ACCEPT YOUR
PAPER IF YOU DO NOT GET YOUR JOURNAL ARTICLE APPROVED BY 11/4.
2) The paper should be approximately 5-7 pages of text (I will not read anything after the eighth page of
text or anything that is four pages or less). You should introduce the paper and the article you selected in
a paragraph or two and you should also clearly note here how your article relates to the class topic that
you chose. You should then devote 2-3 paragraphs to each of the major sections of the article (i.e.,
background information/rationale, method, results/discussion of results). Next, tell me YOUR opinion
about the research in 1 to 2 paragraphs. Did you like or dislike it? Did you think it was valuable or
useless? Justify your opinion in this critique portion of the paper. The final part of the paper should be a
1-2 pages and it should propose a study that extends the area of conflict you are examining. In other
words, what questions do you still have about this aspect of conflict, even in light of the research article
you just read, and how would you answer these questions in the study that you propose? Be creative and
detailed about what you would specifically examine and what research methods you might use to
conduct it. Conclude the paper by summarizing why your conflict topic is important to study.
3) The paper is due by 2:00 p.m. on Tuesday, December 9.
Additional guidelines:
 The best place to find a journal article is in one of your books. Look in the back of both books
(specifically, the Reference sections, pp. 143-165 in CCM and 249-273 in CC). Find the chapter that
covers a topic you are interested in and look at the journal article titles that are discussed. Write down a
number of titles that appear interesting and look them up on the Chapman library website. There are also
more recent pieces of research that have been published since our texts were printed so I encourage you
to search online for other articles that might interest you.
 Be clear and concise in your paper. I am a stickler for good writing so be sure that what you say is
understandable and follows basic grammar, spelling, and structure rules (I will take points off for
excessive errors). Use your spelling and grammar checks, but most importantly, read your paper once or
twice before handing it in!!!!
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
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The papers should be stapled, typed, and double-spaced using 11- or 12-point, Times New Roman font.
You do not need a cover page, nor do you need to continually cite the article you select within the paper.
You should include a reference page for the article, and anything else you may cite, such as our texts or
class readings. Please follow APA 5th edition style for the paper and for the reference page.
You may not directly quote from the journal article within the paper – all content must be YOUR
original writing.
I am more than happy to help you decipher the research findings in your article or to answer any other
questions about this paper – please ask for help whenever!