Published on CU Peace and Conflict Studies Program (http://peacestudies.colorado.edu)
Home > PACS3700 / COMM3700 Syllabus and Schedule
PACS3700 / COMM3700 Syllabus and Schedule
Communication and Conflict Management
Peace and Conflict Studies 3700
Communication 3700
This is the fully functional syllabus, course syllabus, class schedule, and online textbook for
Communication and Conflict Management with links to Power Points and audio recordings of
selected class sessions.
| Top | Assignments | Due Dates | Policies | Grades | Weekly Schedule | Jan | Feb | Mar | Apr |
May |
The Basics:
Instructor: Dr. Heidi Burgess
Contact Info: heidi.burgess@colorado.edu; Phone: East Campus 303-492-1635; Norlin: 303492-6708
Class Time and Location: T/Th 11:00 - 12:15 CLRE 209
Office Hours: Norlin: 1:00 - 3:00 T; Other times available by appointment.
Main Campus (Norlin) Office Location Norlin Library Room S423 [1]It is hard to find —
click on the room number to get directions.
East Campus Office: ARCE - room A222. (Second floor, south side of building). It is not that
hard to get to — the Stampede bus stops right just east of the building. See Map [2] [6]. (This is
where I am most of the time M-W-F.)
Class E-mail List: Updates about the class will be sent out by e-mail to your colorado.edu
address. If you do not routinely monitor this address, make sure it forwards to an email you do
get.
Course Description and Objectives:
For better and worse (but often worse) conflict is a dominant factor in our lives. We may not
recognize it...we don't realize that the job we can't get, the lagging economy, the escalating cost
of education, or health care, or the warming climate are caused, at least in part, by our politicians'
and our society's inability to effectively deal with difficult conflicts. Likewise, the uneasiness we
sometimes feel when we go to work, or go home for the weekend, or get together with friends
may be a similar trepidation about unsolved disputes or conflicts from the past, or feared future
disagreements. And then there are the conflicts we know about and stay awake worrying about!
In this course, I am hoping that:




You will come to recognize the role conflicts and disputes play in our everyday lives--at
all social levels from the interpersonal to the international.
You will understand the diverse causes of these conflicts and disputes and what those
causes suggest about optimal ways to prevent, manage and transform conflicts,
You will gain a set of skills enabling you to analyze actual and potential conflict
situations and design communication strategies to either prevent the conflict all together,
or to transform it into a constructive situation if it has already occurred.
You will gain a theoretical understanding of conflict situations and skills which enable
you to understand what approaches to prevention, management, and resolution are best
suited for what situations, and what to do when "plan A" doesn't work as expected.
Texts:

There is no traditional, paper text for this course — all the readings are online. Many of
the readings come from the Beyond Intractability (BI) and CRInfo websites produced by
CU's Conflict Infromation Consortium. This is the same website which was used heavily
in PACS 2500, but most of the readings we will do this semester are different from the
ones used in that class. Since BI and CRInfo are not externally funded at the moment,
the only way we can keep them available is by charging student users a small "online
textbook" fee. Since we use fewer BI readings than are used in PACS 2500, the fee is
half that one: $16.75, and that is the only textbook cost for this course. Still, if this poses
a significant problem, contact me about options. We will work something out. It is
important that everyone have access to this material.
In order to gain access the online textbook, buy a voucher, which is on the shelves at the CU
Bookstore (in the UMC). I'm not sure whether they are putting half on the COMM shelf and half
on the PACS shelf, or all in one place. If you don't find any yellow vouchers on the shelf for
PACS 3700, look for them by COMM 3700 (and vice versa). Do not buy a blue voucher though
(that's for PACS 2500 and costs twice as much!) or a peach voucher--that's for PACS 4500. Once
you buy the voucher, fill it out, CUT OFF AND SAVE the receipt until you get a password and
give the voucher to me. We will then enter you into the computer system and you will receive a
username and initial password (which you should change) by e-mail. This username and
password will give you access to the PACS/COMM 3700 Online Textbook and Course Schedule
Page. The first three weeks' readings are free and are posted here; but you will need access to the
full online textbook by Week 4. If you already did this for PACS 2500, you still need to do
this again. Your earlier access gets you into that online textbook, but not this one. Once you
pay the new fee, however, and we add you to the PACS/COMM 3700 list, you can still use your
original username and password.
Be sure to give me the voucher by the end of week 2, so we can get you in the system by the
end of week 3. Before then, all access is free. After 3 weeks, it is password protected.
In addition to the BI and CRInfo material, we read a number of journal articles, news stories, and
reports. Some of these are direct links to outside sites, but others are pdf that are available in the
"Additional Readings" folder in the Content area of D2L. Notations about what to look for there
is on the Online Textbook and Course Schedule Page (and below for the first three weeks).

Lost Online Text Password: If you lose or forget your password, simply enter your
official University e-mail address (that you used to register your online text) using
the Request New Password link in the upper right-hand corner of the Web site. A new
password will be immediately e-mailed to you. Try this before contacting me with
password problems. It almost always works.
Reading Assignments and Class Activities:

Day-to-day assignments will be posted on the Online Textbook and Course Schedule
page (see link at the top of this page) which will be updated as the course
proceeds. Since plans for the course may occasionally vary significantly from the
original syllabus, you should talk to me before working ahead more than one week.

?Note that each week's information contains study questions. Read these before you
do the weekly readings and they will tell you what to pay most attention to and take notes
about. The midterm and final will be drawn from those questions--a small subset of those
questions will be chosen verbatim for the two tests (and as you'll see below, you are
allowed a "cheat sheet," as this class is about understanding, not meorization. If you
know the answers to the study questions,, you will get an A+! Also note, the study
questions may change if I cover things in class that I didn't originally plan to cover. So
check to make sure you have notes on all the study questions shortly before the test.
Power Points and .MP4 Podcasts

To help you get the most out of lectures and class sessions, I will try to post the
PowerPoints immediately before class and a video with the PowerPoints and
accompanying soundtrack shortly after class. (The course schedule includes links to
these Power Point and QuickTime files. These links will not, however, work until the
files are posted.) The purpose of this is to help you study for the tests and make up for
any classes that you may have to miss. (See attendance policy below.) Students should
also assume that there will be occasions when the Power Points or Podcasts are not
available because of equipment or operator failure or some other reason. There will also
be class sessions that feature materials or activities that cannot be posted online. In these
cases, it is the your responsibility to get the notes from one of your fellow students.

Slides will be posted in .PPT format so that they can be read and edited by Microsoft
Office. If you don't have Office and don't want to pay for Office, you can download
Open Office http://www.openoffice.org/ [3] (Mac, Windows, and Linux versions) for free
to read and edit the files. This free, high-quality software suite includes a spreadsheet,
word processor, PowerPoint-like presentation software.
| Top | Assignments | Due Dates | Policies | Grades | Weekly Schedule | Jan | Feb | Mar | Apr |
May |
Written Assignments:

Journal Entries: In addition to readings, the primary assignments for this class are ten
substantial journal entries. The purpose of these entries is to take the ideas presented
in class lectures, activities, and the readings and apply them to real-life
conflicts. One (often several) suggested topics are included at the end of each weekly
unit, but unless the topic is marked "mandatory," you can do something else instead if
you wish, as long as it fulfills the basic purpose of the journals--to apply class ideas from
each week to "real life."
o In order to enhance your learning, at least five of your journal entries should be
on a "public" conflict, rather than a personal conflict. You can either choose to
focus on one external conflict throughout--becoming something of an "expert" on
the Israeli/Palestinian conflict, for instance; or you can do a different conflict for
each assignment--thereby learning a little bit about several conflicts. Be sure you
do real research about the conflicts you choose to write about--don't just go off
assumed knowledge. Also, be sure to footnote your sources. If you make a
controversial factual statement about a conflict, I want to see your source. You
don't, however, need to footnote obvious facts, such as "The Democrats and
Republicans disagree strongly about the value of the Affordable Care Act." Yep,
we all know that!!! You will be graded on your understanding of the conflict, as
well as on the class concepts being addressed. (See the grading rubric for more
information on how the journal entries will be graded.)
o Class ideas should also be footnoted, though the format is loose. You can simply
put "(lecture, Jan 18)" for ideas that come from lectures. For ideas from assigned
readings, use a simplified version of APA: In the text put author and page
number in parantheses; add the title if we read multiple things by the same author.
(Coleman, 45) or (Spangler, "Competitive Negotiation" 3). If the document
doesn't have page numbers--as BI essays do not, for instance--just put the author
and approximate location [such as (Maiese, Par. 3) or (Maiese, "Benefits" section)
-referring to a section in the essay. The reason I want this much detail is that if
you make an assertion that doesn't ring true to me, I may go back to the original
source to check. For additional, outside sources, use standard APA [4] format.
o Journal entries should be written in Microsoft Word (or open office if you
don't have word) and saved with a filename that shows what it is and who
wrote it. I suggest: Brown-J1.docx which tells me it is Adam Brown's Journal
Entry #1 and it is in word format.
o

Entries should be posted to the appropriate folder in D2L. Note: If you do not
get a confirmation that you posted your file successfully, you probably
didn't! If you post to the wrong folder, I won't find it, and you may get counted
as late.
o Late penalties are assessed unless you get explicit (in writing) permission to be
late. Late penalties are one half letter grade per day. I will usually grant an
extension, but you need to request that by email BEFORE the assignment is
due. Don't make this habit though. I am generally easy going with the first
request, but more stingy with multiple such requests.
o Journal Due Dates: The first journal entry covers material from the first
week of class, and is due the Monday of the second week (Jan 20). (If you are
still on the waitlist though, you can wait until you are admitted to do this.) I will
grade these as quickly as possible--giving you feedback so you know whether or
not you are doing these right. After that, journal entries are due in bunches:
 Entries 2, 3, and 4 are due together (meaning all in one file, distinguished
by headings) on Monday Feb. 17 and
 Entries 5, 6, 7, and 8 are due together on Monday April 7.
 Entries 9 and 10 are due together on Friday May 2.
o Note: just because these get handed in together doesn't mean you should
write them at the same (last minute) time. Each of these entries relates to one
week or one unit. So doing these soon after that week will be easiest for you, and
will maximize your learning from the exercise.
There are a few other "class prep" assignments which are things you need to do to
prepare for an in-class activity. They are also listed in the weekly schedule.
Tests:
There are two tests — a midterm and a final — each worth 15% of your grade. Study questions
for both exams are posted on the weekly schedule. Look at these before you start your
reading--you will know what to pay particular attention to. If you know the answers to these
questions, you should be able to get an A on the test pretty easily.You are allowed to bring one 8
1/2 x 11 double sided "cheat sheet" into the tests, but you must turn in your cheat sheet with the
test.

Studying Together: You certainly may study together, but your "cheat sheet" must be
done alone. Do not "divide and conquer" with one person doing questions 1-5, another 610. If I see cheat sheets with very similar answers for several questions, and similar
answers on the test itself, that will be a strong suggestion of cheating and will be handled
appropriately.
| Top | Assignments | Due Dates | Policies | Grades | Weekly Schedule | Jan | Feb | Mar |
Apr | May |
TEST AND ASSIGNMENT DUE DATES:
Assignment
Personal Introduction
Journal Entry #1
Journal Entries #2, 3,
and 4
Conflict Styles Quiz
Midterm
Email Negotiation
Starts
Journal Entries 5-8
Due Date
5 pm Fri.
Jan 17
Noon
Monday Jan
20
Noon
Monday Feb
17
Thurs Feb
20
Tu Feb 25
Other Info
Put in personal introduction dropbox
Put in J1 Dropbox -- waitlisted students have until 3 days
after they are admitted to do this.
Put in J2-4 Dropbox. Please combine all three entries into
one file and put identifying information in the filename.
(Jones-J2-4.doc, for instance)
Turn in total scores to dropbox before class; bring a paper
copy to class also!
Bring a one-page cheat sheet and a blue book.
Make sure you initiate contact by April 3 class; if you
April 1
haven't, you may not get credit!!!
Put in J5-8 Dropbox; Please combine all three entries into
Noon April
one file and put identifying information in the filename.
7
(Jones-J5-8.doc, for instance)
Labor Conflict Process
April 10
Essay
April 15 &
Email negotiation ends
21
Noon FRI
Journal 9 and 10
May 2
May 5 4:30
Final Exam
-6
Submit to Dropbox Before Class
Finish negotiating by Apr 15; write up is due noon
Monday April 21 in dropbox
Note the Friday due date!!! Put in the dropbox.
Bring a one-page cheat sheet and a blue book.
Course Procedures and Policies:
1. Learning is YOUR responsiblity! I see myself as more of a "learning facilitator" than a
teacher. A teacher implies one-directional knowledge exchange: from the expert (me) to
the non-expert (you). While I do have a lot more life experience (because I'm old!) and
more theoretical knowledge of this topic than most of you probably do, you also know
things that I don't know. So in this class, I encourage lots of interaction, discussion, and
learning/challenging each other. I will also offer you a lot of material and opportunities
to learn. But what you do with those opportunities, and how much you take out of
them, is entirely up to you. If you engage with all the material, you will be able to learn
a lot. If you don't engage — don't do the readings on time or at all, or don't take the group
work seriously — you won't learn much of anything and you may inhibit the learning
of your peers. Your grades will reflect that.
2. Come prepared! You will get MUCH MORE out of class activities if you come to class
prepared. That means I expect you to have done the readings before class. Many of the
class activities involve applying concepts from the readings to real world conflicts. If you
haven't done the readings, you are cheating yourself, as well as the other people in your
small group.
3. Engage! You will also get much more out of this class if you are 100% present in the
class for the full 75 minutes.
o This means I expect you to come ontime, and stay for a full 75 minutes. If this is
impossible for some reason, please come talk to me!
o I also expect you to be present in mind as well as in body. For that reason, I do
not permit the use of any electronics in class--except for notetaking during
lectures. During groups, computers are not allowed unless they are explicitly
needed for the day's activity. (I will tell you if this is the case.) Otherwise, keep
your computers in your packs. The same goes for phones and tablets. Phones
should never be out; tablets only for notetaking during lectures, just like
computers. Violations of this policy will result in the loss of 1/2 to 100% of the
daily activity grade!
o Stay focused on the group activities for the entire time allotted. I design group
activities to fill the time alotted--or more. If I give you something to do for 15
minutes and your group gets done in 5, that is a strong indication that you missed
something!
4. Attendance: Although I do not take attendance regularly, we do small group activities in
most classes which are graded, and also serve as proxys for attendance. It is important,
therefore, that you make sure that your name and class ID# (not your CU ID# but a
special number I will give you just for this class) is on each small group notes sheet
and that that sheet gets turned into me. If I do not have a record of your attendence
and group participation, you will have to do a makeup to get credit. (Information about
makeups is below.) Attendance grades will be calculated on a sliding scale based on the
number of un-made-up absences. Students who have 2 un-made-up absences will receive
an "A" for their attendance grade. Students who had even fewer un-made-up absences
will receive extra credit. Students who have more than two un-made-up absences will
lose one half of a grade (on their attendance grade) for each un-made-up absence.
o Attendance Makeups -- I realize that everyone is likely to have to miss a few
classes. That is one reason why I post .MP4 Video recordings of class
sessions. All that you need to do to get attendance credit for classes that you miss
is listen to the video and send me reasonably detailed notes (at least 450
words). Your write-up should demonstrate that you listened to the recording and
did not simply copy and paste headings from the PowerPoint slides. In the event
that the recording is not available or that much of the class consisted of activities
that were not recorded, you should talk to me about an alternative makeup
assignment. Unless you receive special permission, you need to do this within
two weeks of the class that you missed. Everyone gets 2 automatic makeup
opportunities. If you need more than that, talk to me --or email me if you are
sick-- and explain why you missed the class. I will often allow additional makeups, especially with documentation of reasons (serious illness--which includes the
flu, academic field trips, significant family events (weddings, funerals, etc.) While
I make it easy to make up missed classes, I never completely excuse missed
classes. (This includes religious holidays.) You have to do the makeup within
two weeks of the absence if you want credit.
5. Participation: You get two participation grades in this class--individual participation and
group participation.
o Individual participation is determined by the amount you seem engaged in the
class--which is indicated by the number of days you come, and the amount you
actively participate in full-class discussions and group activities. In order to make
sure you get the highest possible participation score, please make sure I know
your name! I have trouble with names, but I do tend to learn the names of the
people who participate regularly pretty quickly. Be one of those people! Negative
behaviors--violating policies regarding technology use, distractive behaviors, or
simply seeming "absent in mind, though not in body" will hurt your participation
score. Repeated violations will severely hurt your participation score. Please
be respectful of your classmates!
o Group Participation scores are determined largely by the quality of the note
sheets that your small group turns in at the end of the class period. It is your
responsbility to make sure that your name and Group Participation Number is
recorded and the sheet is turned in. Class discussion notes will be graded as
follows: [ok] indicates that you received a grade that is the same as your average
grade for the rest of the course; [+1] indicates that received a grade that is one
step above your average grade for the course (e.g. if your average grade is a B
then this means that you received a B+. If your average grade was a C then you
received a C+); [+2] indicates two steps above your average grade; [-1] indicates
one step below, etc. Group participation is supplemented by the number of times
you act as a group facilitator and group recorder. Everyone will be given at least 2
opportunities to do each of these activities. If you do particularly well, that will
raise your group score for that day an additional +1 or +2; ; if you do particularly
poorly--not keeping your group on task, for instance, that will significantly
diminish your group score. So please take group facilitation and recording
seriously!
o Group Makeups: The make up assignment for each day -- if one is possible -will be posted at the end of the power point for each day. When we do full-day
simulations, there will not be a power-point, and unfortunately most of those are
simply not possible to make up. The best you can do to make up lost points for
those is to do one of the unrelated extra-credit assignments.
6. Assignment Policies:
o Assignments should be formatted in Microsoft word -- either .doc or .docx. If
you do not have word, you can get open office (an open source version of word)
for free for either Macs or PCs. I also can read .rtf files and .pdf files and all word
processers will format that way. DO NOT hand in files in the "pages" format. I
cannot read that, and you will be counted as late if you hand in a "pages" file.
o Be sure to put your name on the document, and also in the filename, along with
the assignment number (for instance, Smith-j1.doc). Then put the file in the
proper dropbox by the deadline. If you do not get a confirmation, try
again! Your upload probably didn't work!
o Late penalties are assessed on journals unless you get explicit (in writing)
permission to be late. Late penalties are one half letter grade per day. I will
usually grant an extension, but you need to request that by email BEFORE the
assignment is due. Don't make this habit though. I am generally easy going with
the first request, but more stingy with multiple such requests.
o Late penalties for "class prep" assignments are more severe--50% is taken off
immediately if the assignment is late. That is because you need to do the
assignment before class in order for the class activity to make sense. And I don't
want you to be doing the assignment IN class--I want you interacting with me and
your peers.
7. University Policies
o Learning Environment: The University of Colorado Boulder (CU-Boulder) is
committed to maintaining a positive learning, working, and living environment.
Students and faculty each have responsibility for maintaining an appropriate
learning environment. Those who fail to adhere to such behavioral standards may
be subject to discipline. Professional courtesy and sensitivity are especially
important with respect to individuals and topics dealing with differences of race,
color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender,
gender identity and gender expression, age, disability, and nationalities. Class
rosters are provided to the instructor with the student's legal name. I will gladly
honor your request to address you by an alternate name or gender pronoun. Please
advise me of this preference early in the semester so that I may make appropriate
changes to my records.
o Discrimination: The University of Colorado does not discriminate on the basis of
race, color, national origin, sex, age, disability, creed, religion, sexual orientation,
or veteran status in admission and access to, and treatment and employment in, its
educational programs and activities. (Regent Law, Article 10, amended
11/8/2001). CU-Boulder will not tolerate acts of discrimination or harassment
based upon Protected Classes or related retaliation against or by any employee or
student. For purposes of this CU-Boulder policy, "Protected Classes" refers to
race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual
orientation, gender identity, gender expression, or veteran status. Individuals who
believe they have been discriminated against should contact the Office of
Discrimination and Harassment (ODH) at 303-492-2127 [5] or the Office of
Student Conduct (OSC) at 303-492-5550 [6]. Information about the ODH, the
above referenced policies, and the campus resources available to assist individuals
regarding discrimination or harassment can be obtained at
http://hr.colorado.edu/dh/ [7]
o Disabilities Accommodations: If you qualify for accommodations because of a
disability, please submit to your professor a letter from Disability Services in a
timely manner (for exam accommodations provide your letter at least one week
prior to the exam) so that your needs can be addressed. Disability Services
determines accommodations based on documented disabilities. Contact Disability
Services at 303-492-8671 [8] or by e-mail at dsinfo@colorado.edu [9] . If you
have a temporary medical condition or injury, see Temporary Injuries under
Quick Links at Disability Services website (http://disabilityservices.colorado.edu/
[10] ) and discuss your needs with your professor.
o Religious Accommodations: Campus policy regarding religious observances
requires that faculty make every effort to deal reasonably and fairly with all
o
students who, because of religious obligations, have conflicts with scheduled
exams, assignments or required attendance. If a religious observance prevents you
from participating in any class activities (in-class or assignments), tests, or
otherwise, please let me know at least one week in advance so we can negotiate
alternative due dates or extra credit options to make up for missed class activities.
Honor Code: All students of the University of Colorado at Boulder are
responsible for knowing and adhering to the academic integrity policy of this
institution. Violations of this policy may include: cheating, plagiarism, aid of
academic dishonesty, fabrication, lying, bribery, and threatening behavior. All
incidents of academic misconduct shall be reported to the Honor Code Council
(honor@colorado.edu [11]; 303-735-2273 [12]). Students who are found to be in
violation of the academic integrity policy will be subject to both academic
sanctions from the faculty member and non-academic sanctions (including but not
limited to university probation, suspension, or expulsion). Other information on
the Honor Code can be found at http://www.colorado.edu/
[13]policies/honor.html [13] and at http://honorcode.colorado.edu [14].
| Top | Assignments | Due Dates | Policies | Grades | Weekly Schedule | Jan | Feb | Mar | Apr |
May |
Grades:
Overall, there are 1000 points possible in this course, distributed as follows.
POINT DISTRIBUTION CHART:
Grading "Event"
Midterm I
Final Exam
Journal Entries
Class prep assignments
Email negotiation
Individual Participation
Group Participation
TOTAL
Points
150
150
40 ea,
400
total
25
each,
50
total
75
75
100
1000
In general, I come fairly close to following the standard CU grade distribution, which is:
A 93% and above C
73 – 76.5%
A- 90 – 92.5%
C- 70 – 72.5%
B+ 87 – 89.5%
D+ 67 – 69.5%
B 83 – 86.5%
D 63 – 66.5%
B- 80 – 82.5%
D- 60 – 62.5%
C+ 77 – 79.5%
F 59% or below
That said, I also grade on a curve, and look for "breaks" in the distribution, so these numbers
may not stick exactly at the end. A person with a 91.5 might get an A; or a person with 93 might
get an A-. You are safest if you do as well as you can — don't aim for a "just passing" or "just
what I need" grade and then quit working. That can come back and haunt you!
As for grading individual items, such as papers, journals, or essays (on tests), I follow these
general guidelines, with more specific rubrics for individual items.
A = Excellent...greatly exceeds the minimum requirements, illustrating excellent understanding,
careful work, and creativity.
B = Good...goes beyond the minimum requirements to a fair degree.
C = Average...meets the minimum requirements of the assignment.
D = Poor...only meets some of the minimum requirements of the assignment.
F = Failing...does not meet most of the minimum requirements of the assignment.
| Top | Assignments | Due Dates | Policies | Grades | Weekly Schedule | Jan | Feb | Mar | Apr |
May |
Weekly Schedule
Week 1 -- January 14, 16 - Why Study Conflict



Lecture Topics, In-class Activities
o Distinction between conflicts, disputes, and other social problems.
o Interactive exploration of the role, costs, and benefits of conflict in our own lives,
communities, and the world at large.
o Understanding of the difference between the three kinds of conflict
knowledge: folk knowledge, practical knowlege, and scientific knowledge.
o Consideration of "normal" conflict behaviors--and why we MUST do better!
Study Questions (things to read for and know for the test)
1. What does Diamond mean by a “conflict model” and what are the effects of
using it to address conflicts and disputes? What is Stuart’s alternative to the
“conflict model?”
2. How does Diamond “conflict model” relate to your instructor’s notion of conflict
“folk knowledge?”
3. Levine argues that " Our dispute resolution machinery often fuels the fire of
conflict and impedes resolution." What does he mean by this? How does this
apply inside AND outside the court system?
4. What are Levine's four types of conflict costs? Give examples of each.
5. Putting all these readings and lectures together, why does your instructor believe
studying conflict resolution is important? Consider how it might be particularly
important or useful for you, given your current situation and/or future life goals.
(If you can't do this, maybe you shouldn't be in this class!)
6. Jehn studied the costs and benefits of intragroup conflict among different types of
groups performing different tasks? What did she find out? Reflect on her key
findings in terms of small groups YOU have been in (think about group projects
in school, family and friendship groups' projects or outtings, sorority/fraternity
groups, work groups etc. Compare her findings with your personal folk
knowledge about such situations.
7. What are the two types of conflict Jehn studied? How do they relate to each
other?
8. Brahm discusses many different benefits of conflict. Be able to list at least 5 and
give an example of each at two different conflict levels. (By "level" I mean
between two people (i.e. interpersonal), between groups (intergroup), between
organizations, or between nations.
Required Reading
o Stuart Diamond: "The Cost of Conflict" [15]
o Stuart Levine: "The Many Costs of Conflict" [16] -- A different & also useful
take. If you haven't been on this website before, they will likely ask you to type
in your zipcode so they can post ads for local mediators. If you object to this
infringement on privacy, type in a wrong one. But please do read the article!
o Thompson "Essentials of Negotiation" (In the D2L additional readings folder) While
we are not studying negotiation until later, this article explains that it isn't as
simple as it seems, and that most people are not nearly as good at it as they think
they are. While I want you to think about the details of this article--the
negotiation definition, "sandtraps," and myths later (when we start the negotiation
unit and we will review this article), at this point, I want you to focus on the
notion that this stuff isn't "obvious," "trivial" or "easy." Rather, it is worthy of a
o
o


semester of attention! And the next article will show you how much money that
attention can mean to you down the line!
Not Negotiating Your Starting Salary Could Cost you $500,000 [17]!
Jehn, "A Multimethod Examination of the Benefits and Detriments of Intragroup
Conflict" (In the D2L additional readings folder) In class I will talk about three
different "ways of knowing and learning" in the conflict resolution field: scientific
knowledge, practical knowledge, and "folk knowledge." In this class, I will be
emphasizing practical knowledge, but will also include some scientific
knowledge, as presented in the one or two journal articles assigned each
week. All three ways of knowing have value, but the interacting between the
three is most valuable for becoming an expert conflict manager.
o Eric Braham: Benefits of Conflict [18]
Weekly Assignments
o Personal Introduction and policy confirmation - Please write 1/2-1 page telling
me about yourself--your major, your interests, your aspirations, the reason you
signed up for this course, and what you'd like to get out of it. Also include any
concerns you have so we can work problems out early. Lastly, please confirm
that you have read all the class policies, understand them, and accept them. This
is our contract--a tried and true conflict resolution mechanism. If we have a
dispute about a grade, the objective criteria we will use to resolve it is the class
policies listed in the syllabus. This personal introduction and policy
confirmation is due 5 pm Friday Jan 17 in the Introduction drop box on
D2L.
o Journal installment 1 - Suggested topic:
1. Consider how conflict at all levels--interpersonal to international --has
affected YOU in the past, how it is affecting you now--and how it stands
to affect you and those you care about in the future. Answer these
questions in a two-page (500-700 word) essay and save that as your week
1 journal entry.
2. Choose your own topic. Keep in mind that the purpose is to apply ideas
from lecture AND readings to the real world--your life or "external"
conflicts such as community, nation, or international conflicts. So other
alternatives would be to apply the ideas of the readings and/or class
lectures and discussions to a different conflict that interests you but one
that has not directly affected you.
o
Due in the Journal 1 dropbox by noon Monday Jan 20. (Waitlisted students
can wait to complete this until they get into the class.)
Class PowerPoints/Audio - Note: ppt links will become active shortly before class;
MP4s will become active a day or so after class.
o .PPT Slides -- January 14 [19]
o .MP4 Slides/Audio -- January 14 [20]
o .PPT Slides -- January 16 [21]
o .MP4 Slides/Audio -- January 16 [22]
Week 2 -- January 21, 23 - Fundamental Skills and Conflict Styles




Lecture Topics, In-class Activities
o De-Escalatory Communication
o Giving Respect (and exploring what that means)
o Listening
Study Questions:
1. What is empathic listening and when is it useful? When is it NOT useful?
2. What are the guidelines for using it--HOW is it done?
3. What are the benefits of empathic listening?
4. What are I-messages? What are their benefits and dangers?
5. When are I-messagaes useful? How do they relate to Gottman's "four horsemen?"
6. What are Gottman's "Four Horsemen of the Apocalypse" and why are they so
named? How does one avoid them? How can you constructively respond when
someone uses them — AGAINST YOU?
7. How does "face" relate to the Four Horsemen and affect conflict more
generally? Give examples.
8. How does the meaning of "face" differ across cultures? (Compare Rosenberg's
practical article with the more scientific one by Oetzel and Ting-Toomey.
9. What is "facilitation" in the conflict resolution sense? When is it used and why?
What are it's benefits?
Required Reading
o Richard Salem "Empathic Listening [23]" - note: this is also called "active
listening") On Tuesday, we are going to have a guest speaker, Tom Sebok, from
CU's ombuds office, who is going to talk about active listening, I-messages and
other key elements of constructive (and destructive) conflict communication. You
will get more out of his lecture if you have read this and the next essay before
class.
o Heidi Burgess "I-messages [24]"
o Gottman, “The Four Horsemen of the Apocalypse" [25]
o Rosenberg “Face [26]"
o Oetzel and Ting-Toomey "Face Concerns in Interpersonal Conflict: A CrossCultural Empirical Test of the Face Negotiation Theory" Available in the D2L
Dropbox.
o Spangler "Facilitation" [27]
Weekly Assignments
o Journal Installment 2: Suggested topics:
1. Find examples of some of these communication patterns in the media
and/or the real world. Where have you seen examples of the four
horsemen being used in real conflicts? What was the result? (Give quotes
to illustrate.) Can you think of an example when someone lost face or
gained face in a conflict interaction? How? What happened?
2. Alternatively, actually try one or more of these strategies: I-messages,
active listening, 3-part messaging, describing the gap--and write about
what you did and what the results were.

3. Yet another possibility--attend a facilitated meeting and critique the
facilitator. What did they do well? Not so well? What were the results?
o Installments 2, 3, and 4 are due together (in one file, clearly labeled, by Noon
Monday Feb 17. Submit to the Journal 2-4 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- January 21 [28]
o .MP4 Slides/Audio -- January 21 [29]
o .PPT Slides -- January 23 [30]
o .MP4 Slides/Audio -- January 23 [31]
Week 3 -- January 28, 30 - - Framing



Lecture Topics, In-class Activities
o The role of frames, framing and reframing in conflict and conflict resolution
Study Questions
1. ?Define "frames," framing," and "reframing" using ideas from Kaufman, Elliot,
and Schmueli--BUT IN YOUR OWN WORDS! Give examples of all three.
2. Compare all three readings' answer to the question: "Where do frames come
from?"
3. Compare Kaufman, Elliot, and Schmueli with Lakoff's answer to the question
"How do frames shape conflict discourse"?
4. Name four different types of frames, explain what they are, and give an example
of each.
5. Pick a conflict that interests you and do a frame analysis on it: describe what
frames each side is using and how; how the framing differences contribute to the
conflict, and consider options for frame negotiation or reframing.
6. Go back to your lecture notes in week one to consider your instructor's
explanation of the difference between "conflicts and disputes" (taken from
Burton) and compare that to Reuben's differentiation between the terms. How do
the concepts of "naming, blaming, and claiming" relate to that
question? (Hint: See pages 50-51 in Reuben.)
7. How does Reuben define escalation (what are the five dimensions upon which
conflicts may expand?) What determines whether the escalation is constructive or
destructive (again according to Reuben)?
8. According to Reuben, how does the media's framing of public conflicts influence
the degree to which those conflicts become constructive or destructive, tractable
or intractable?
Required Reading
o Kaufman, Elliott, Shmueli, "Frames, Framing, and Reframing" [32]
o Reuben " The Impact of News Coverage on Conflict" This article illustrate how
the media's framing of a conflict can contribute to its constructiveness or
destructiveness, but it does much, much more as well...exploring the difference
between conflicts and disputes (discussed in week 1), (This is available in the
Additional Readings folder.)
o


George Lakoff: Progressives Need to Use Language That Reflects Moral Values
[33] - Lakeoff is unabashedly liberal, and I try in this class to be relatively
balanced. Nevertheless, he is the pre-eminant scholar of political framing which
very important insights on how such framing contributes to conflict and our
current political standoff. Even if you are a conservative this is worth a read--and
you will note he says conservatives do this better!
Weekly Assignments
o Journal Installment 3: Suggested topics:
1. Do a "frame analysis" of a different conflict from the one you did in class.
In other words, identify the different ways each side is framing the conflict
and how this difference is contributing to the perpetuation--or perhaps deescalation and resolution--of the conflict. Be sure to use as many of the
frames and other framing concepts from the readings as you can and
provide examples from quotes showing why you say each side is framing
the conflict as they do. (ProCon.org is a great source of information for
this exercise!)
2. Compare Lakoff's descriptions of conservative and moral frames with
Reuben's explanation of how the news media can affect the
constructiveness or destructiveness of a conflict. Then apply both of these
views to the current conflict between conservatives and liberals over a
conflict of your choice--Obamacare, gay rights, immigration, guns, etc.
o Installments 2, 3, and 4 are due together (in one file, clearly labeled by Noon
Monday Feb 17. Submit to the Journal 2-4 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- January 28 [34]
o .MP4 Slides/Audio -- January 28 [35]
o .PPT Slides -- January 30 [36]
o .MP4 Slides/Audio -- January 30 [37]
| Top | Assignments | Due Dates | Policies | Grades | Weekly Schedule | Jan | Feb | Mar | Apr |
May |
Week 4 -- February 4, 6 Emotions


Lecture Topics, In-class Activities
o The interplay of emotions and reason in conflict situations.
o Difficult conversations: untangling Stone, Patton, and Heen's 3 "levels."
Study Questions (things to read for and know for the test)
1. How do different emotions affect conflict, and how are they affected by conflict?
Compare the differences between fear, anger, humiliation, and guilt/shame.
2. What positive emotions affect and are affected by conflict? How do they relate to
the negative emotions above?
3. How does Lindner suggest disputants manage their emotions? Compare this to
the suggestions of Stone, Patton and Heen.



4. What are Stone, Patton, and Heen's three layers of Difficult Conversations? How
do they relate to each other? Give an example.
5. How can YOU express YOUR anger or frustration with SOMEONE ELSE
without escalating a conflict?
6. How can you respond when SOMEONE ELSE is angry with YOU without
escalating the conflict? Note: these two questions are different and the answers
are different!
7. What do Stone, Patton, and Heen mean by "negotiating with your feelings"? Give
an example.
8. What is the difference between feelings and attributions or judgments about
another person or group?
9. What do Ashforth and Humphrey say is the relationship between emotions and
rationality? Would you sayyour instructor and the other authors of this week's
readings would agree with that or disagree with that? Why?
Required Reading
o Stone, Patton, and Heen, Difficult Conversations, Chapt 5: Have Your Feelings
(or They Will Have You) (Available in the D2L Additional Readings folder at
diff-conv-chpt5.pdf [38].)
o Lindner "Emotions and Conflict." Chpater 12 in Deutsch, Coleman, and Marcus
Handbook of Conflict Resolution. (Available in the D2L Additional Readings
Folder at lindner.PDF [39])
o Ashforth and Humphrey "Emotion in the Workplace: A Reappraisal" (Available
in the D2L Additional Readings Folder at ashforth-humphrey-emotions.pdf) [39]
Weekly Assignments
o Journal Installment 4: Suggested topics:
1. Think about a singificant conflict you (or someone you know well) has
been in. Explain what was going on in that conflict on all three of Stone,
Patton, and Heen's 3 layers. How did each layer affect the others and the
dynamics of the conflict overall?
2. Alternatively, look at a public policy or international conflict and identify
the same factors--what are the three layers and how do they interact to
drive the conflict.
3. A third alternative is to do the same thing using Linder's analysis of
emotions. What emotions were driving the conflict and how? How were
these emotions handled by both sides? Using Lindner's suggestions, how
might the emotions have been handled differently.
4. A final option: Compare Stone, Patton, and Heen's suggestions for
managing emotions to Lindner. Where do they agree? Where do they
differ?
o Installments 2, 3, and 4 are due together (in one file, clearly labeled by Noon
Monday Feb 17. Submit to the Journal 2-4 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- February 4 [40]
o .MP4 Slides/Audio -- February 4 [41]
o .PPT Slides -- February 6 [42]
o .MP4 Slides/Audio -- February 6 [43]
Week 5 -- February 11, 13 - Power





Lecture Topics, In-class Activities
o Differentiating between power sources and power strategies
o Using power analysis to design an effective power strategy mix
Study Questions (things to read for and know for the test)
1. What is the difference between sources of power and forms or strategies of
power? What sources does Gene Sharp list? (Be able to give examples) What
forms or strategies does Boulding list? (Give examples). (All of these are found in
the Dugan reading.)
2. How does Coleman relate power to the "realist" paradigm of conflict and conflict
resolution?
3. What are the three conflict management or resolution approaches that relate to the
realist paradigm?
4. What are the strengths and weakness of the realist paradigm?
5. What are the costs and benefits of the Boulding's three different power strategies?
6. Be able to explain and apply Wehr's and Burgess's concept of the optimal “power
strategy mix.”
7. How should one most constructively respond to another’s use of coercive power?
8. What is "power analysis" and how is it used? Why is it used?
Required Reading
o Dugan, "Power [44]"
o Boulding "Three Faces of Power Chapters 14 and 15 (Available in the Additional
Readings Folder)
o Coleman "Paradigm # 1: Realism—Games of Strategy, Domination, and Control,
pp. 202-206 (Available in the D2L Additional Readings folder-- part of colemanpeace-psych2.pdf.)
Weekly Assignments
o Journal Installment 5 - Suggested Topic:
1. Do a power analysis of a conflict of your choice. It can be a conflict you
were personally involved in, or it can be a public policy or international
conflict. Define the sources of conflict for each side, the power strategy
that each side is using, the result of these strategies, and what you think
the optimal power strategy mix might be (or might have been). As
always, sure to use concepts from the reading and lectures in your analysis
and footnote sources!
2. Installments 5, 6, 7, and 8 are due together (in one file, clearly labeled
by Noon Monday April 7. Submit to the Journal 5-8 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- February 11 [45]
o .MP4 Slides/Audio -- February 11 [46]
o .PPT Slides -- February 13 [47]
o .MP4 Slides/Audio -- February 13 [48]
Week 6 -- February 18, 20 Conflict Styles





Lecture Topics, In-class Activities
o Prisoner's Dilemma on Tuesday
o Conflict Style Analysis on Thurday.
Study Questions:?
1. ??What is the "prisoner's dilemma" and how does it relate to conflict styles and
neogiation?
2. What is the "negotiator's dilemma? How is it best resolved and why?
3. What are the five conflict styles and how do they differ from each other?
4. What are the advantages and disadvantages of each?
5. When is it best to use each? Bad to use each?
6. According to LeBaron what cultural differences frequently affect intercultural
negotiations? HOW do these differences affect the negotiation? (Consider each
distinction separately, don't just make a global statement such as "cultural
differences" lead to misunderstandings. How? About what?
7. What conflict style differences do Ting-Toomey et al find apply to different US
ethnic groups?
Required Reading - Due Thursday
o Negotiation Conflict Styles [49]
o Brad Spangler: "Competitive and Cooperative Approaches to Conflict [50]"
o Michelle LeBaron "Culture-based Negotiation Styles" [51]
o Ting-Toomey, Yee-Jung, Shapiro, Garcia, Wright, and Oetzel "Ethnic/cultural
identity salience and conflict styles in four US ethnic groups" Available in the
additional readings folder in D2L.
Weekly Assignments
o Journal Installments 2-4 are due this Monday, February 17 at noon in the
J2-4 Dropbox.
o Conflict Management Styles Quiz [52] - Due before class Thursday Feb.20. Take this quiz twice--once considering your responses when you are in a conflict
with someone you care about (family or work) and once considering your
responses when you are in conflict with someone you do not know or do not care
about much. BRING A COPY OF YOUR SCORES TO CLASS ON
THURSDAY, and also copy your totals into a word file and post them - BEFORE
CLASS ON THURSDAY to the conflict styles quiz dropbox.
o No journal requirement this week, as you are (hopefully) studying for the
midterm!
Class PowerPoints/Audio
o .PPT Slides -- February 18 [53]
o .MP4 Slides/Audio -- February 18 [54]
o .PPT Slides -- February 20 [55]
o .MP4 Slides/Audio -- February 20 [56]
Week 7 -- February 23, 25 - Midterm, Negotiation





Lecture Topics, In-class Activities
o Midterm on Tuesday
o Negotiation on Thursday
Study Questions:
1. What is negotiation, when do you do it, and why does it matter if you are good at
it or not?
2. Why, according to Thompson, are people often bad negotiators?
3. What does Thompson say are the most common errors that people make when
they negotiate? - (Be able to explain these as well as list them.)
4. What are Thompson's "negotiation myths?" (Again, explain, don't just list).
Required Reading (For Thursday)
o Part I of The Mind and Heart of the Negotiator - Why People are Bad
Negotiators. Available in Additional Readings folder in D2.- Note: This is a
LARGE pdf that may take a long time to load--but it does load. So please give it a
few minutes.
Weekly Assignments
o Journal Installment 6: Suggested Topics
 Write a 2 page (500-700 word) essay reflecting on your conflict
style. What are the costs and benefits to the way you approach
conflicts? Does your approach change depending on who you are
conflicting with? How? Are there some people with whom you have a
particular problem? What styles would you say they use? Is the problem
you have with them, perhaps, partially due to a clashing of styles?
 Alternatively, reflect on the prisoners' dilemma exercise. When do
situations like this play out in the real world? (They do!) What can you
learn from the game that will help you better understand how to deal with
similarly structured situations. (This one is harder, so it will get more
points if done well than a well-done version of the conflict styles
assessment!)
 A third alternative--reflect on your negotiation skills. What are you good
at? Not good at? Describe several negotiations you have done lately. Did
you fall into any of Thompson's traps? Who was a better negotiator--you
or the other person? Why do you say that?
o Installments 5, 6, 7, and 8 are due together (in one file, clearly labeled by
noon Monday April 7. Submit to the Journal 5-8 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- February 27 [57]
o .MP4 Slides/Audio -- February 27 [58]
| Top | Assignments | Due Dates | Policies | Grades | Weekly Schedule | Jan | Feb | Mar | Apr |
May |
Week 8 -- March 4, 6 Negotiation Prep




Lecture Topics, In-class Activities
o Pre-negotiation: Identifying Positions, Interests, Values, Needs, BATNAs,
ZOPAs and Ripeness
Required Reading
o "Positions, Interests, Values, Needs [59]
o BATNA [60]
o ZOPA [61]
o Ripeness [62]
o Negotiation Strategies [63] - This is a very short introductory essay that lays out
two different negotiation strategies and has llinks to articles on those. Please read
those subsidiary articles as well -- on distributive bargaining [64], positional
bargainging [65] (a subset of distributive bargaining), integrative bargaining [66],
and a combination of the two described as "creating and claiming value [67]."
o Putnam "Communication as Changing the Negotiation Game" [68] This article is
an interesting combination of communication theory, negotiation theory, and
framing theory, thus it combines material from the first part of the semester with
negotiation--giving both theoretical and practical insights on all three factors.
Study Questions:
1. What is the difference between positions and interests and why does it
matter? When is each emphasized most? Be able to give examples of each and/or
identify each in a story.
2. What is the difference between interests, values, and need? Be able to give
examples of each and/or identify each in a story.
3. What does the term "BATNA" mean? (Don't just tell me what it stands for, but
show me that you know what it MEANS.) How does it relate to the concept of
"walk away point?"
4. Why is it critical to know your BATNA before you negotiate?
5. What is the advantage of a strong BATNA? What should you do if you have a
weak BATNA or none at all?
6. What is the relationship between ZOPA and "bargaining range?"
7. What are the primary differences between distributive/positional bargaining and
integrative bargaining?
8. What is "ripeness"?
9. Compare Putnam's communication strategies with the ones we discussed in week
2 (Tom Sebok's and Heidi's)
10. How does Putnam suggest negotiators can encourage the other side to reframe the
conflict in a more constructive way?
11. Does Putnam advocate interest-based or distributive bargaining? Why do you say
that? List at least 5 things Putnam says negotiators can do to "transform"
conflicts or disputes.
Weekly Assignments
o Journal Installment 7 Suggested Topics:
 Pick a conflict of your choice. If you do a public policy one that is
reasonably well known, you don't need to give background info; if you do

a personal conflict you will need to explain the basic of the situation
first. Then:
 Identify each sides' positions and interests showing you know the
difference between the two.
 Were there values or needs that were also important to the
conflict? If so what were they?
 If you are doing your own conflict, what was YOUR BATNA? If
you are doing an external conflict, what is each sides' BATNA?
 Was/is there a ZOPA? If so, what is/was it? If not, why not?
 Would you say the conflict is/was ripe for negotiation? Why or
why not?
 This entry will need to be a bit longer: probably 3 -4 pages (750-1000
words).
 Installments 5, 6, 7, and 8 are due together (in one file, clearly labeled
by noon Monday April 7. Submit to the Journal 5-8 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- March 4 [69]
o .MP4 Slides/Audio -- March 4 [70]
o .PPT Slides -- March 6 [71]
o .MP4 Slides/Audio -- March 6 [72]
Week 9 -- March 11, 13 - Competitive Negotiation



Lecture Topics, In-class Activities
o Other names/related concepts - distributive bargaining
o When to use competitive negotiation
o How to be good at it!
Study Questions:
1. How does competitive negotiation relate to cooperative negotiation? What are the
alternative names for each of these approaches?
2. When is competitive negotiation appropriate? Not appropriate? Why?
3. What are the costs and benefits to competitive negotiation?
4. Explain the term "bargaining range." How do you determine what that range is?
How does that range relate to the ZOPA and walkaway point?
5. What are Malhotra's four ways of making concessions? Why are these useful?
6. What does Lewicki say you can learn from the pattern of concessions?
7. How can you "show commitment"? Why do you want to?
8. Name and describe 5 other competitive tactics. How can you respond when these
tactics are pulled on you?
9. Does the article on megastores advocate competitive or integrative
negotiation? Do you agree that is the best approach? Why?
Required Reading
o


Competitive Negotiation [73] In D2L Additional Readings Folder; Note: this is a
large pdf, so give it a minute or so to load. If you find the print too small (I did on
one computer, not on another), try the power point version, also posted on D2L.
o "Four Strategies for Making Concessions" [74]
o Negotiating with Jerks and Liars [75]
o "Haggling at Megastores" [76]
Weekly Assignments
o ?None this week!
Class PowerPoints/Audio
o .PPT Slides -- March 11 [77]
o .MP4 Slides/Audio -- March 11 [78]
o .PPT Slides -- March 13 [79]
o .MP4 Slides/Audio -- March 13 [80]
Week 10 -- March 18, 20 - Principled Negotiation




Lecture Topics, In-class Activities
o Integrative/Principled Negotiation
 When to use it
 How to do it
Required Reading
o Glaser: "Summary of Getting to Yes" [81]
o Negotiation Ethics [82]
o Principled Negotiation and the Negotiator’s Dilemma – is the “Getting to Yes“approach too “soft”? [83]
Study Questions:
1. ?List the assumptions and communication elements of integrative negotiation
2. Give the advantages and disadvantages of integrative negotiation.
3. What are the elements of "principled negotiation?" Be able to apply them to a
story or real situation.
4. What are the limitations of principled negotiation?
Weekly Assignments
o Journal Installment 8:
 Think of a real negotiation that you have done and answer the following
questions:
1. Was it integrative or distributive (i.e. competitive or
cooperative)? Why do you say that?
2. What was your and their position?
3. What was your BATNA?
4. If it was distributive, what was your -- and your opponent's
opening offers?
1. What were the pattern of concessions? (Did you or they
concede quickly or slowly?)

2. Were any of Lewicki's competitive negotiating tactics
used? By whom? Did that work for or against you?
3. How did it come out?
4. Given that, do you think distributive bargaining was a good
approach to use in this case? Explain your answer.
5. If it was integrative explian your and their interests.
1. What aspects of integrative or principled negotiation did
you use and how?
2. How did it come out?
3. Given that, do you think integrative bargaining was a good
approach to use in this case? Explain your answer.
6. If it was a mixture of integrative and distributive explain what
aspects of each made it so. Do you think that was the optimal
approach for you to use? Why or why not?
7. Installments 5, 6, 7, and 8 are due together (in one file, clearly
labeled by noon Monday April 7. Submit to the Journal 58 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- March 18 [84]
o .MP4 Slides/Audio -- March 18 [85]
o .PPT Slides -- March 20 [86]
o .MP4 Slides/Audio -- March 20 [87]
Week 11 -- April 1, 3 - Real Life Negotiation Practice




Lecture Topics, In-class Activities
o Tues: Introduction of Email negotiation exercise
o Thursday: Salary Negotiations
o Negotiation challenges
Study Questions:
o ?How is negotiating with your boss different from negotiating with other
people? How should you deal with those differences?
o What is special about salary negotiations? List at least 5 tips for effective salary
negotiations.
o Should you use integrative or distributive negotiation when negotiating with your
boss? Why do you say that?
o How is negotiating with your boss similar and different from negotiating with
your parents? Explain your answer?
Required Reading
o Negotiating with your Boss [88]
o Salary Negotiation Tips that Work [89]
o Tips for Salary Negotiations [90] (another take on the same issue)
Weekly Assignments
o

No new journaling this week, but your 5-8 journal installments are due noon next
Monday April 7 in the Journal5-8 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- April 1 [91]
o .MP4 Slides/Audio -- April 1 [92]
o .PPT Slides -- April 3 [93]
o .MP4 Slides/Audio -- April 3 [94]
| Top | Assignments | Due Dates | Policies | Grades | Weekly Schedule | Jan | Feb | Mar | Apr |
May |
Week 12 -- April 8, 10 ADR & Mediation





Lecture Topics, In-class Activities
o Alternative dispute resolution (ADR):
o Mediation
Study Questions:
1. ??What are the advantages of using skilled third parties to help transform or
resolve a conflict or a dispute? What are the disadvantages?
2. What are the similarities and differences between negotiation, mediation, and
arbitration, When is each used? What are the advantages and disadvantages of
each?
3. Be able to describe the basic steps of mediation and arbitration.
4. How does mediation and abritration relate to negotiation?
Required Reading
o Alternative Dispute Resolution [95]
o Mediation [96]
o Arbitration [97]
o Which Dispute Resolution Process is Best? [98]
o Supermarket Strike Case Study [99]
Weekly Assignments
o Labor Management Conflict: By Thurs. April 10, you MUST Read the Labor
Dispute Case linked here: Supermarket Strike Case Study [99]. Then submit a
one-page essay telling me whether you think this conflict between labor and
management could best be addressed by mediation or arbitration--and
why. Note: these are your only two choices. Do not say facilitation or litigation-just mediation or arbitration and why. This is another 50% penalty for being late
with this assignment, as the in-class acitivity will not make sense if you haven't
done this,
o Email negotiation analysis - due in the email negotiation dropbox by noon
Monday April 21. (Plan to have negotiation completed by April 15!!)
Class PowerPoints/Audio
o .PPT Slides -- April 8 [100]
o .MP4 Slides/Audio -- April 8 [101]
o
o
.PPT Slides -- April 10 [102]
.MP4 Slides/Audio -- April 10 [103]
Week 13 -- April 15, 17 - Apology and Forgiveness





Lecture Topics, In-class Activities
o Apology, forgiveness, and reconcilation
Study Questions:
1. How does restorative justice relate to mediation??
2. How is restorative justice different from retributive justice? What are the benefits
and costs of each?
3. When should you apologize? Forgive? Why? When should you NOT? Why?
4. What makes apologies effective/ineffective? Appropriate and inappropriate?
5. What is the relation between apology and face?
6. What are key components of forgiveness?
7. What are the differences between forgiveness and reconciliation?
8. What is the problem with the phrase "forgive and forget?"
Required Reading
o Hauss "Apology and Forgiveness" [104]
o Maiese "Retributive justice" [105]
o Maiese "Restorative justice" [106]
o Stubbs "Beyond apology? Domestic violence and critical questions for restorative
justice" [107] (Also available in D2L additional readings folder)
o Han and Cai " Face Goals in Apology" This article pulls together concepts of
face (introduced in week 2) with negotiation and apology--an interesting
combination. It is available in the D2L additional readings folder.
o LaCaze "The Asymmetry between Apology and Forgiveness" -- Abstract [108] I
was suprised to find that we at CU do not have online access to this journal. But
even the abstract gives us interesting things to think about and discuss--so please
just read the abstract and come ready to discuss it this week.
o Peacebuilder Profile of Linda Biehl [109] - Cate Malek, a Consortium Intern
some years ago interviewed Linda Biehl about her reconciliation with her
daughter's killers and her notion of forgiveness.
Weekly Assignments
o Email negotiation analysis - due in the email negotiation dropbox by noon
Monday April 21. (Plan to have negotiation completed by April 15!!)
Class PowerPoints/Audio
o .PPT Slides -- April 15 [110]
o .MP4 Slides/Audio -- April 15 [111]
o .PPT Slides -- April 17 [112]
o .MP4 Slides/Audio -- April 17 [113]
Week 14 -- April 22, 24 - Debate, Dialogue, and Deliberation





Lecture Topics, In-class Activities
o Debate, Dialogue, and Deliberation
Study Questions:
1. Compare and contrast debate, dialgoue, and deliberation. How are they similar?
How different?
2. When is each appropriate to use?
3. What are the advantages and disadvantages of each in the context of conflict?
4. According to Roberts, how can dialogue be used to keep public officials
accountable? Is this approach realistic? Why or why not?
Required Reading
o So what are Dialogue and Deliberation Anyway? [114]
o Characteristics of Debate, Dialogue, and Deliberation [115]
o Roberts " Keeping Public Officials Accountable through Dialogue" Available in
the D2L Additional Readings Folder
Weekly Assignments
o Journal Installment 9:
 Option 1: (Strongly recommended unless you missed the dialogue event.)
 Reflect on the dialogue we did in class.
 How did this dialogue differ from what you expected?
 How did it differ from debates on this or related topics?
 What did you learn from the dialogue?
 What is one story or experience that stood out for you duing the
dialogue?
 What is good about dialogue for addressing differences and
conflicts?
 What are shortcomings about dialouge for addressing differences
and conflicts?
 Option 2: Find a debate to watch on youtube. (If you search for
presidential debates, you'll find some good ones!)
 What debate did you watch (include the link).
 What was the purpose of this debate? Did it acheive that purpose?
(Explain your answer)
 What conflict topics came up (name some, not all).
 Were these conflicts addressed in a constructive or useful
way? Why do you say that?
 What are the advantages of using debate as a way of addressing
differences?
 What are the disadvantages of using debate as a way of addressing
differences?
 Journal installments 9 and 10 are due by noon Friday May 2 in the
Journal Installment 9-10 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- April 22 [116]
o .MP4 Slides/Audio -- April 22 [117]
o
o
.PPT Slides -- April 24 [118]
.MP4 Slides/Audio -- April 24 [119]
Week 15 -- April 29, May . - Conflict Transformation





Lecture Topics, In-class Activities
o Conflict Transformation and Constructive Confrontation
Study Questions:
1. Compare the way Putnam (week 9) defines "transformation" with the way
Lederach describes it.
Required Reading
o Conflict Transformation [120]
Weekly Assignments
o Journal Installment 10:
 Think back over the entire semester.
 ?What have you learned about conflict and conflict management
that most surprises you? (Explain.)
 What skills would you say are most important to remember when
the "going gets tough"? (Explain)
 What skills would you say you have gotten better at as a result of
this class?
 What skills or situations do you still find challenging? What can
you do to address those challenges?
o Journal installments 9 and 10 are due by noon Friday May 2 in the Journal
Installment 9-10 dropbox.
Class PowerPoints/Audio
o .PPT Slides -- April 29 [121]
o .MP4 Slides/Audio -- April 29 [122]
o .PPT Slides -- May 1 [123]
o .MP4 Slides/Audio -- May 1 [124]
Powered by Drupal
Source URL: http://peacestudies.colorado.edu/pacs3700-comm3700-syllabus-spring14
Links:
[1] http://3cg.colorado.edu/pacs_courses/pages/norlin-office
[2] http://www.colorado.edu/campusmap/map.html?bldg=ARCE
[3] http://www.openoffice.org/
[4] http://www.lib.berkeley.edu/instruct/guides/citations.html
[5] tel:303-492-2127
[6] tel:303-492-5550
[7] http://hr.colorado.edu/dh/
[8] tel:303-492-8671
[9] mailto:dsinfo@colorado.edu
[10] http://disabilityservices.colorado.edu/
[11] mailto:honor@colorado.edu
[12] tel:303-735-2273
[13] http://www.alumniconnections.com/links/link.cgi?l=4781652&h=6865&e=UCBI20130816173045
[14] http://www.alumniconnections.com/links/link.cgi?l=4781653&h=6865&e=UCBI20130816173045
[15] http://www.psychologytoday.com/blog/getting-more/201108/the-cost-conflict
[16] http://www.mediate.com/articles/levine1.cfm
[17] http://lifehacker.com/5968375/not-negotiating-your-starting-salary-could-cost-you-500000
[18] http://http://www.beyondintractability.org/essay/benefits
[19] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~14-Jan.ppt
[20] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~14-Jan.mp4
[21] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~16-Jan.ppt
[22] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~16-Jan.mp4
[23] http://www.beyondintractability.org/bi-essay/empathic-listening
[24] http://www.beyondintractability.org/bi-essay/i-messages
[25] http://helpingmarriageswork.com/docs/resources/gottman-s-4-horsemen-of-the-apocalypsesigns-of-serious-trouble-in-your-marriage.pdf
[26] http://www.beyondintractability.org/bi-essay/face
[27] http://www.beyondintractability.org/essay/facilitation
[28] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~21-Jan.ppt
[29] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~21-Jan.mp4
[30] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~23-Jan.ppt
[31] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~23-Jan.mp4
[32] http://www.beyondintractability.org/bi-essay/framing
[33] http://truth-out.org/progressivepicks/item/12401-george-lakoff-progressives-need-to-uselanguage-that-reflects-moral-values
[34] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~28-Jan.ppt
[35] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~28-Jan.mp4
[36] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~30-Jan.ppt
[37] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~30-Jan.mp4
[38] http://peacestudies.colorado.edu/content/enforced/51834-103469-01-2137-B-001/diff-convchpt5.pdf
[39] http://peacestudies.colorado.edu/content/enforced/51834-103469-01-2137-B001/lindner.PDF
[40] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~4-Feb.ppt
[41] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~4-Feb.mp4
[42] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~6-Feb.ppt
[43] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~6-Feb.mp4
[44] http://www.beyondintractability.org/essay/power
[45] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~11-Feb.ppt
[46] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~11-Feb.mp4
[47] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~13-Feb.ppt
[48] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~13-Feb.mp4
[49] http://www.negotiations.com/articles/negotiation-conflict-profiles/
[50] http://www.beyondintractability.org/essay/competitive-cooperative-frames
[51] http://www.beyondintractability.org/essay/culture-negotiation
[52] http://www.ncsu.edu/grad/preparing-future-leaders/docs/conflict-management-stylesquiz.pdf
[53] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~18-Feb.ppt
[54] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~18-Feb.mp4
[55] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~20-Feb.ppt
[56] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~20-Feb.mp4
[57] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~27-Feb.ppt
[58] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~27-Feb.mp4
[59] http://www.beyondintractability.org/essay/interests
[60] http://www.beyondintractability.org/essay/batna
[61] http://www.beyondintractability.org/essay/zopa
[62] http://www.beyondintractability.org/essay/ripeness
[63] http://www.beyondintractability.org/essay/negotiation-strategies
[64] http://www.beyondintractability.org/essay/distributive-bargaining
[65] http://www.beyondintractability.org/essay/positional-bargaining
[66] http://www.beyondintractability.org/essay/integrative-bargaining
[67] http://www.beyondintractability.org/essay/creating-claiming-value
[68] http://rpucolo.colorado.edu/ebsco-web/ehost/pdfviewer/pdfviewer?sid=6b5710b3-5baf474c-b647-bf4bccb71183%40sessionmgr4003&vid=2&hid=4114
[69] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~4-Mar.ppt
[70] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~4-Mar.mp4
[71] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~6-Mar.ppt
[72] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~6-Mar.mp4
[73] http://peacestudies.colorado.edu/LINK
[74] http://www.ncmahq.org/files/Articles/70C17_CM0806_F2.pdf
[75]
http://www.slate.com/articles/podcasts/negotiation/2011/11/slate_s_negotiation_academy_episod
e_4_negotiating_with_jerks_.html
[76] http://www.nytimes.com/2008/03/23/business/23haggle.html?pagewanted=all&_r=0
[77] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~11-Mar.ppt
[78] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~11-Mar.mp4
[79] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~13-Mar.ppt
[80] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~13-Mar.mp4
[81] http://peacestudies.beyondintractability.org/bksum/fisher-getting
[82] http://www.negotiatormagazine.com/showarticle.php?file=article106&page=1
[83] http://www.ifld.de/Education/Material/Negotiation%20Essay.pdf
[84] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~18-Mar.ppt
[85] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~18-Mar.mp4
[86] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~20-Mar.ppt
[87] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~20-Mar.mp4
[88] http://m-shaheen.blogspot.com/2009/08/art-of-negotiation-how-to-handle-your.html
[89] http://www.forbes.com/sites/jeromeyoung/2011/05/11/5-salary-negotiation-tips-thatwork/2/
[90] http://www.businessinsider.com/tips-for-salary-negotiations-2013-10
[91] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~1-Apr.ppt
[92] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~1-Apr.mp4
[93] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~3-Apr.ppt
[94] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~3-Apr.mp4
[95] http://www.beyondintractability.org/essay/adr
[96] http://www.beyondintractability.org/essay/mediation
[97] http://www.beyondintractability.org/essay/arbitration
[98] http://www.beyondintractability.org/coreknowledge/best-dispute-processes
[99] http://www.beyondintractability.org/casestudy/malek-labor
[100] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~8-Apr.ppt
[101] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~8-Apr.mp4
[102] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~10-Apr.ppt
[103] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~10-Apr.mp4
[104] http://www.beyondintractability.org/essay/apology-forgiveness
[105] http://www.beyondintractability.org/essay/retributive-justice
[106] http://www.beyondintractability.org/essay/restorative-justice
[107] http://crj.sagepub.com/content/7/2/169.full.pdf+html
[108] http://www.ingentaconnect.com/content/pal/14708914/2006/00000005/00000004/art00005
[109] http://www.beyondintractability.org/profile/linda-biehl
[110] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~15-Apr.ppt
[111] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~15-Apr.mp4
[112] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~17-Apr.ppt
[113] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~17-Apr.mp4
[114] http://ncdd.org/rc/what-are-dd
[115] http://ncdd.org/rc/item/2839
[116] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~22-Apr.ppt
[117] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~22-Apr.mp4
[118] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~24-Apr.ppt
[119] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~24-Apr.mp4
[120] http://www.beyondintractability.org/essay/transformation
[121] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~29-Apr.ppt
[122] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~29-Apr.mp4
[123] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~1-May.ppt
[124] http://peacestudies.colorado.edu/pacs_courses_files/3700H_F13~1-May.mp4