COM 454 Syllabus, Fall,

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1 COM 454 Syllabus, Fall, COM 454: Alternative Dispute Resolution University of Nevada, Fall, 2014 Professor: Dr. Gwen A. Hullman Office Hours: AB 624a: Monday, Wednesday, Thursday 11:30am-12:30pm and by appt. gwenh@unr.edu Phone: Course Description: Review and analysis of contemporary communication-based conflict resolution alternatives, such as mediation, conciliation, arbitration, and restorative justice, with an emphasis on mediation. Pre-requisites: COM 113; COM 212 Silver Core 14 Pre-Requisite: Junior or senior standing and completion of all General Education courses that build Core Objectives 1-3 and Satisfy Core Objectives 4-8. Silver Core This course satisfies CO 14: Application. Students will be able to demonstrate their knowledge and skills developed in previous Core and Major Courses by completing a project or structured experience of practical significance. In this course, students apply previous communication studies knowledge of interpersonal communication and mediation to analyze and research conflict resolution case studies. Students apply communication knowledge (CO 1) through writing case studies as well as role-playing and presenting on case studies; students apply critical thinking and research skills (CO 3) in researching and analyzing case studies. Students also apply elements of diversity (CO 10) and ethics (CO 12) in understanding appropriate and effective strategies for implementing alternative dispute resolution strategies. In completing case study analysis and presentations, students are producing original research and understanding how ADR processes happen in everyday situations. Student Learning Outcomes: This course will introduce you to an analysis of alternative dispute resolution processes and their applications. Through class lectures, reading assignments, writing assignments, and class role-playing activities, it is my goal to help you achieve the following learning objectives: Describe and explain alternative processes for resolving conflict. Describe and explain various approaches to mediation. Appraise diverse perspectives in solving conflict. (CO 14) Interpret interpersonal and workplace conflict from a neutral standpoint. (CO 14) Apply alternative dispute resolution processes to everyday situations. (CO 14) Connect alternative dispute resolution practices to expected outcomes. (CO 14) Synthesize research and communicate analyses of alternative dispute resolution case studies. (CO 14) Demonstrate basic third-party communication skills. (CO 14) Required Textbooks: McCorkle, S., & Reese, M. J. (2005). Mediation theory and practice. Boston, MA: Allyn and Bacon. Haynes, J. M., Haynes, G. L., & Fong, L. S. (2004). Mediation: Positive conflict management. Albany, NY: State University of New York Press. Required Articles: Alexander, N. (2008). The mediation metamodel: Understanding practice. Conflict Resolution Quarterly, 26, Cobb, S. (1994). Theories of responsibility; The social construction of intentions in mediation. Discourse Processes, 18,

2 COM 454 Syllabus, Fall, Haskins, W. A. (1985). Arbitration advocacy: A case study approach. Communication Education, 34(2), 150. Riskin, L. L. (1994).Mediator orientations, strategies, and techniques. Alternatives to the High Cost of Litigation, 12, Wood, J. (2004). Mediation styles: Subjective description of mediators. Conflict Resolution Quarterly, 21, Recommended Textbook (Also at UNR library in reference section): American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. Class Preparation and Participation: Through the lectures and small group activities, we will continually work together to achieve the learning objectives in a supportive classroom environment. However, it is only through your own active participation, study habits, and practice of communication skills that you will achieve the learning objectives. The following checklist is for everyone s benefit and represents appropriate standards of behavior for college classrooms: Complete assigned readings prior to each class. Attend every lecture session and be on time. Take notes, ask questions, and seek help. Actively participate in class discussions and small group activities. Practice communication skills outside of class. Complete written assignments prior to due date (allow time for printer problems and proofreading). Use written assignments to increase your critical thinking and writing skills. Support other students learning and involvement in class activities. Demonstrate respect and active listening towards others to create a positive communication climate. DON T ENGAGE IN SIDE CONVERSATION-it s distracting to other students and to me. Turn off your cell phones and put them away. Use the time in class to focus on nothing but our class. Course Policies: Attendance and Participation: Research on student higher education suggests that class participation positively influences course grades. You cannot participate in class activities, discussions, assignments, etc. if you are not ACTIVELY participating in class. I will not re-teach or re-explain an assignment/concept if you are absent. You must get notes/handouts from another student. Being caught unaware of schedule changes and assignments is not an excuse for incomplete work. I will record attendance during the semester. Student Absences: By NSHE policy in Title 4 Chapter 20 A, Section 3, paragraph 1, %20General%20Policies%20Regulating%20Students%20and%20Student%20Government.pdf, there are no official absences from any university class. It is the personal responsibility of the student to consult with the instructor regarding absence from class. In the event that a student misses a class because of an official university function or event or because of serious personal issues, the Office of the Vice President for Student Services may, at its discretion, send an explanation to affected faculty. The instructor shall make the final determination on whether the missed work can be done at a time other than during the regularly scheduled class period. Religious Holy Days: It is the policy of NSHE (Title 4 Chapter 20 A, Section 3, paragraph 2, %20General%20Policies%20Regulating%20Students%20and%20Student%20Government.pdf), to be sensitive to the religious obligations of its students. Any student missing classes, quizzes, examinations, or any other class or lab work because of observance of religious holy days should, whenever possible, be given an opportunity during that semester to make up the missed work. The make-up will apply to the religious holy day absence only. It shall be the responsibility of the student to notify the instructor in advance in writing, if the student intends to participate in a religious holy day which does not fall on state holidays or periods of class recess. This policy shall not apply in the event that administering the assignment at an alternate time would impose an undue hardship on the instructor or the institution which could not reasonably have been avoided. Academic Success Services: Your student fees cover usage of the Math Center ( or Tutoring Center ( or and University Writing Center ( or

3 COM 454 Syllabus, Fall, These centers support your classroom learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help outside of class is the sign of a responsible and successful student. Students with Disabilities: In accordance with University procedure, if you have a documented disability and require accommodations to obtain equal access in this course; please contact the Disability Resource Center at Recording class meetings: Surreptitious or covert video-taping of class or unauthorized audio recording of class is prohibited by law and by Board of Regents policy. This class may be videotaped or audio recorded only with the written permission of the instructor. In order to accommodate students with disabilities, some students may have been given permission to record class lectures and discussions. Therefore, students should understand that their comments during class may be recorded. WebCampusLearn: I will take advantage of WebCT to supplement our face-to-face meetings. On WebCT, you will find a copy of the syllabus, your posted grades, exam guidelines, and evaluation forms for the research paper and presentation. It is your responsibility to set up your account during the first week of class. Checking WebCampusLearn is not a substitute for coming to class. You will miss important information and announcements if you are absent. Library Assistance: Rudy Leon is UNR's librarian for Communication Studies (rleon@unr.edu; ; She is available to meet with you one-on-one to discuss information resources and search strategies for assignments, papers, presentations, theses, and other projects. Rudy and her colleagues can help you find quality information sources and manage the sources you find. Assignment Guidelines: All assignments are to be typed, double-spaced, stapled, and will be evaluated for content, college-level grammar, vocabulary, spelling, and writing style. In-class assignments need not be typed, but should be professionally prepared to the extent possible. Should you decide to use Power Point for your presentations, you must bring in a CD, disk, or flash drive and use the equipment available in the classroom. Please bring a back-up visual aid, such as printed out slides for the Elmo. Late written assignments will be accepted for half credit up to 1 week (7 days) after the due date. This policy doesn t include presentations or exams, which must be completed during class on the assigned day. Failure to present or sit for exam results in a zero for that assignment. Grade Distribution: Grades are calculated by percent of total possible points earned out of 270 and are assigned the following letters: A % B % C % D 69-60% A % B 86-83% C 76-73% F 59-0% B % C % A evaluations are reserved for superior performance on an assignment. The product not only meets minimum expectations for the assignment, but far exceeds them. Thought provoking, deeply analytical, nearly perfect accomplishments merit an A evaluation. B evaluations are respectable recognitions of above average performance. The evaluated product/performance meets and minimally or moderately exceeds expectations for the assignment. C evaluations signify successfully adherence to guidelines for assignments/performances. The product evaluated reflects a solid understanding of most course elements integrated into the assignment. D evaluations alert students to below average performance on an assignment. The evaluated product illustrates a significant misunderstanding of tested concepts and/or significant deviation from expectations about the assignment. F evaluations are recorded for incomplete assignments or severely unsuccessful attempts at completion.

4 COM 454 Syllabus, Fall, *Grades are a private matter between you and your professor and will not be discussed via , during class, or in front of your peers. I will post grades on WebCampus for your convenience. Please feel free to talk with me about your performance on class assignments. I am willing to work with students to improve performance on assessments. Academic Dishonesty: I expect you to be honest and responsible in fulfilling course requirements. Any act of academic dishonesty will result in grade penalties and University disciplinary action consistent with those described in the Student Handbook. If you are unsure of what constitutes academic dishonesty, please consult your Student Handbook. Academic Dishonesty includes, but is not limited to: Plagiarism Using someone else s work as your own Using the same paper for more than one class Cheating on an exam Unauthorized communication during exams Assignments (310 points): Exams (4 at 50 points each) Exams include objective choice questions and are completed online through Webcampus during the regular class time. Exams should be taken individually (without consulting anyone else). Using a campus computer in a lab is recommended. Case Study Assignments 50 points each) (CO 14) For the assignment, I will assign case studies and questions from the Haynes, Haynes, and Fong textbook. A written analysis addressing the questions assigned is due on the corresponding due date (6-8 pages; 12 point font; 1 inch margins; Times New Roman font; double-spaced). Assignment guidelines are posted on WebCampus. This assignment requires additional research from academic sources. Please use Communication and Mass Media Complete, a database found on our library resource pages. Academic sources are peer-reviewed journals and a limited number of book titles. Textbooks are not considered academic sources for this project. Papers will be graded on the completion and quality of the following criteria: 1. Strong thesis statement that fully answers the assigned question 2. Use of college-level grammar and clear, concise sentence structure 3. Adherence to APA and syllabus standards for the paper format and citations 4. Depth of analysis in arguments 5. Appropriate application of ADR terminology and concepts 6. Connect mediator strategies with outcomes of the process 7. Interpret the conflict interaction without taking sides 8. Amount and type of evidence provided from the case study and from outside academic sources (about 5 outside sources) 9. Appropriate paper sections: Introduction, main points, conclusion, and reference section Case Study Presentations 10 points each) (CO 14) Students will briefly (5-6 minutes) present a summary of one case study to the rest of the class on the date assigned. Extemporaneous speaking should be employed for the presentation.

5 COM 454 Syllabus, Fall, Fall 2014/COM 454/Course Calendar Date Topic/Activity Reading August 26 August 28 Introduction to the Course Scheduling Presentations/ McCorkle & Reese CH 1, 2 Haynes et al. CH 1 Intro to Alternative Dispute Resolution September 2 September 4 Labor Day (no class) Arbitration Haskins (1985) September 9 Med-Arb Models McCorkle & Reese CH 1 September 11 Conciliation and Restorative Justice September 16 September 18 Types of Mediation ***Exam 1 Wednesday Wood (2004) Alexander (2008) September 23 Basic Mediation Process McCorkle & Reese CH4-9 September 25 Basic Mediation Process September 30 Basic Arbitration Process October 2 October 7 October 9 October 14 October 16 October 21 October 23 October 28 October 30 November 4 November 6 November 11 November 13 November 18 November 20 November 25 November 27 December 2 December 4 December 9 December 11 December 18 Skills for ADR practitioners Considerations of Power in Mediation Creativity as a means of problem-solving ***Exam 2 Wednesday Storytelling and Identifying issues Workplace mediation Interpersonal/family mediation Veteran s Day (no class) ***Exam 3 Wednesday Constructing agreements/role-plays Expected outcomes for mediation/role-plays Choosing the right process/role-plays Special circumstances in ADR/future developments Exam 4 Monday Prep Day Final Exam Meeting: 12:30pm-2:30pm*** Case Study Assignments (50 points each) (Information posted on Webcampus) Riskin (1994) McCorkle & Reese CH 3 Cobb (1994) handout McCorkle & Reese CH 7 Haynes et al. CH 2, 3, 7 Haynes et al. CH 4, 5, 6