Course Number: EDUC 918 Course Title: Peer Mediation and ... · grade levels. It provides basic conflict resolution and peer mediation instruction, skill development program, design

Course Number and Title: EDUC 918 Peer Mediation and Conflict Resolution

Instructor: Connie Enns-Rempel, M.A., LMFT

Date of Revision 9/30/15

To register for courses go to http://ce.fresno.edu/cpd and log in

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Independent Study Course Syllabus

Course Number: EDUC 918

Course Title: Peer Mediation and Conflict Resolution

X Online Distance Learning


Phone number: 559-227-5449

Email: [email protected]

Units: 2

Grade Level: Pre-K-14

Course Description

This course is designed for teachers, administrators and other educational professionals at all

grade levels. It provides basic conflict resolution and peer mediation instruction, skill

development program, design and community advocacy training. Making Things Right a book by

Ron and Roxanne Claassen, is the collaboration of pioneers in the fields of conflict resolution,

peer mediation, restorative justice, and restorative discipline. MTR is peer mediation training and

an activity manual that teaches conflict resolution and mediation skills. It includes handouts and

PowerPoint masters, as well as student folder items that can be distributed to support and

implement a successful peer mediation program on school campuses. MTR includes lessons that

can be utilized for grades pre-K through 3 to teach conflict resolution skills and to enhance peer

relationships for those ages. The workbook is designed for both whole class trainings as well as

mediation training sessions and can be adapted to meet the needs for a whole range of types of

mediation programs and conflict resolution relationship skills development programs.

Course Dates

Self-paced; students may enroll at any time and take up to one year to complete assignments.

You have up to one year from the date of registration, and no less than three weeks (one week

per credit), to complete the course.

Technology Requirements

In order to successfully complete the course requirements, course participants will need Internet

access, be able to send and receive email, know how to manage simple files in a word processing

program, and have a basic understanding of the Internet.

Center for Professional Development 1717 S. Chestnut Ave.

Fresno, CA 93702-4709 (800) 372-5505

http://ce.fresno.edu

http://ce.fresno.edu/cpd

http://ce.fresno.edu/





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Please remember that the instructor is not able to offer technical support. In the event that you

need technical support, please contact your Internet Service Provider.

Moodle:

This course will be delivered totally online. Moodle is a learning management system

that provides students access to online resources, documents, graded assignments,

quizzes, discussion forums, etc. with an easy to learn and use interface. To learn more

about Moodle go to: (http://docs.moodle.org/en/Student_tutorials). There are some

student tutorials on the Center for Online Learning website at Fresno Pacific University –

http://col.fresno.edu/student.

Moodle Site Login and passwords – (or other online course access information)

Students will need to have internet access to log onto http://ce-connect.fresno.edu. The

username and password numbers for Moodle access will be sent to you by the university

using the email address you submitted at the time of registration. The instructor will

then contact you with a welcome letter and login instructions. If you need help with the

username and password recovery please contact the Center for Professional Development

at (800)372-5505, or (559)453-2000 during regular office hours - Mon-Fri 8:00 am to

5:00 pm.

Getting Help with Moodle:

If you need help with Moodle, please contact the Center for Online Learning (COL), +

by telephone 1-559-453-3460. Help by phone is available Mon-Thurs 8:00 am to 8:00pm

and on Fridays from 8:00 am to 5:00 pm, or by filling out a “Request Services” form at

http://col.fresno.edu/contact/request-services. Please identify that you are with the

Continuing Education/Independent Studies department.

Required texts and course materials

Making Things Right is the required text for this course. For those who work primarily with

grades pre-K through 3, and additional text, Teaching Young Children in Violent Times, by

Diane E. Levin, is also highly recommended.

Student Learning Objectives (SLOs)

Student Learning Outcomes in this course

Student will be able to: Standards Addressed *

CE program

SLOs

1. Develop and implement a working

understanding of conflict resolution and peer

mediation for use in grades pre-K through 14,

based on the theory and application provided by

the Claassens in MTR

NBPTS – 1-4

CEP – 1-11

1-6

2. Describe, compare and contrast a variety of NBPTS – 1-4 1-6


http://docs.moodle.org/en/Student_tutorials

http://col.fresno.edu/student

http://ce-connect.fresno.edu/

http://col.fresno.edu/contact/request-services





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models for peer mediation and conflict resolution

programs in schools.

CEP – 1-11

3. Develop a working understanding of conflict

resolution and positive peer relationships skills

development grades pre-K through 14.

Comprehend an understanding of human stages of

development and which interventions are helpful

to the younger grades and which are most

beneficial to older students.

NBPTS – 1-4

CEP – 1-11

1-6

4. Examine, analyze and demonstrate the

mediation process and the steps for conflict

resolution and problem solving using the MTR

activities, such as the Four options Model, I-

Messages, and active listening and age

appropriate interventions for younger students.

NBPTS – 1-4

CEP – 1-11

1-6

5. Develop and refine one's own stance as a

practitioner in the use of mediation through

practice, reflection and articulation (both oral

&written), and working collaboratively with

colleagues. Increase self-understanding of how

individual personality, history, family history,

community and culture shape ones approach to

conflict resolution and peer mediation.

NBPTS – 1-4

CEP – 1-11

1-6

6. Explain and teach conflict resolution skills and

peer mediation skills to students in the classroom

as well as other teachers, staff, and other school

community stakeholders

NBPTS – 1-4

CEP – 1-11

1-6

7. Create a plan for implementing an MTR based

peer mediation program for grades 4-14, or for

younger students a conflict resolution and

relationship building program in the classroom,

school site, and district level.

NBPTS – 1-4

CEP – 1-11

1-6

(* Please refer to the section on Standards Addressed in This Course)

Standards Supported in This Course

NBPTS – National Board for Professional Standards

http://www.nbpts.org/five-core-propositions - National Teaching Standards, Five Core

Propositions:

1. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to students.






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3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from Experience.’

5. Teachers are members of learning communities.

The CEP’s Character Education Quality Standards (11 Principles of Effective Character

Education) - http://www.character.org/more-resources/11-principles/:

1. Character education promotes core ethical values as the basis of good character.

2. “Character” must be comprehensively defined to include thinking, feeling and behavior.

3. Effective character education requires an intentional, proactive and comprehensive

approach that promotes the core values in all phases of school life.

4. The school must be a caring community.

5. To develop character, students need opportunities for moral action.

6. Effective character education includes a meaningful and challenging academic

curriculum that respects all learners and helps them succeed.

7. Character education should strive to develop students’ intrinsic motivation.

8. The school staff must become a learning and moral community in which all share

responsibility for character education and attempt to adhere to the same core values that

guide the education of students.

9. Character education requires moral leadership from both staff and students.

10. The school must recruit parents and community members as full partners in the character-

building effort.

11. Evaluation of character education should assess the character of the school, the school

staff’s functioning as character educators, and the extent to which students manifest good

character.

Topics, Assignments and Activities

Module 1: Course Introduction Module 1: Orientation assignment

Module 2: Self-Understanding is Key Module 2: Self-understanding Reflection

assignment

Module 3: Making Things Right Module 3: MTR Activities Assignment &

Discussion

Module 4: Core Concepts and Considerations Module 4: The Four Options Assignment

Module 5: Positive Peer Relationships and

Conflict Resolution for Young Children

Module 5: Earlier Stages Assignment

Module 6: Starting a Peer Mediation Program Module 6: no assignment

Module 7: Setting up a Secondary Program Module 7: no assignment

Module 8: Bibliotherapy Module 8: no assignment

Module 9: Bibliography Module 9: no assignment

Module 10: Program Development Module 10: Program Development assignment

& discussion

Module 11: Additional music and video Module 11: no assignment


http://www.character.org/more-resources/11-principles/





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resources

Module 12: Course wrap-up, grading and

evaluation

Module 12: no assignment

Plagiarism and Academic Honesty

All people participating in the educational process at Fresno Pacific University are expected to

pursue honesty and integrity in all aspects of their academic work. Academic dishonesty,

including plagiarism, will be handled according to the procedures set forth in the Fresno Pacific

University Catalogue. URL http://www.fresno.edu

Grading Policies and Rubrics for Assignments

Students must earn a minimum of 80% to received credit

A – 90-100%, B= 80-89%, (anything below 80% will not receive credit.)

Grading policies:

o The discernment between an A or a B is at the discretion of the instructor based

on the quality of work submitted (see assignment rubrics).

o Coursework falling short of a quality equaling a B or a Credit Grade will be

returned with further instructions.

o All assignments must be completed in order to receive a grade. In addition, all

assignments are expected to reflect the quality that teacher-training institutions

require of professional educators. If completed assignments do not meet this

standard, students will be notified with further instructions from the instructor.

o All writing assignments will be graded according to the following rubrics:

Superior: Writing is clear, succinct, and reflects graduate level expectations.

Standard: Writing is acceptable with very few mistakes in grammar and

spelling.

Sub-standard: Writing contains noticeable mistakes in grammar and spelling.

Written assignments and papers need to follow APA formatting (1”

margins, Times New Roman font - size 12, double spaced; centered title,

student first and last name on paper. Instructors may add additional APA

writing requirements as needed.)

Final Course Grade and Transcripts

When all work for the course has been completed, students will need to logon to the Center for

Professional Development website (http://ce.fresno.edu/cpd) to “Submit Grade Form”. Once the

instructor fills out the grade form online, students may log back in to request their Grade Report

as well as order transcripts online. Please allow at least two weeks for the final grade to be

posted. For more information see the Independent Studies Policies and Procedures that were


http://www.fresno.edu/






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sent to you when you received your course materials, or in your online course. They are

available, also at http://ce.fresno.edu/cpd - under General Information > CPD Policies.

Assignment No Credit To earn a “B” or

“credit”

To earn at “A”

Completion of

workbook

(70 points possible)

Did not complete all

questions in

workbook.

Did not respond to or

initiate contact with

instructor.

Did not provide

information on how

state/district

standards apply to

course.

Completed all essay

questions in

workbook.

Initiated required

communication with

instructor.

Provided information

regarding

state/district

standards as applied

to course.

Provided thorough,

clear, and thoughtful

responses to

workbook essay

questions.

Expanded on

responses with

additional

information, or

integrated own

professional

experiences with

course material.

Demonstrated

integration of course

with their

professional context

in communication

with instructor.

Selected readings


Did not complete 300

pages of readings.

Did not choose

readings that applied

to course subject.

Completed 300 pages

of readings and

provided brief

summary of each.

Completed 300 pages

of readings and

demonstrated how

they pertained to the

course.

Selected timely and

current readings of a

broad nature.







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Program

development project


Did not complete all

required for this

project.

Completed all

requirements.

Integrated required

and self-selected

readings into project.

Assessed the project

as required following

the program

development plan.

In addition to items

in “B” column,

Assignments were

presented in a clear,

organized and

thoughtful manner.

Demonstrated

thorough assessment

and evaluation of

program

development plan, as

well as a thorough

understanding of how

the program

addresses the needs

of the specific school

community.

Bibliography of resources that support course content and encourage further investigation

Barbazetti, J. (2006). Training needs assessment: Methods, tools and techniques. San Francisco:

Pfieffer.

Bavelas, J. B., Black, A., Chovil, N., & Mullett, J. (1990). Equivocal communication. Newbury

Park, CA: Sage.

Black, P., Harrison, C., Lee, C., & Marshall, B. (2003). Assessment for learning. London: Open

University Press.

Boud, D. (2003). Enhancing learning through self-assessment. New York: Routledge.

Brown, J. S., Denning, S., Grob, K., & Prusak, L. (2004). Storytelling in organizations: Why

storytelling is transforming 21st century organizations and management. New York:

Butterworth-Heinemann.

Canary, D. J., Cupach, W. R., & Messman, S. J. (1995). Relationship conflict. Thousand Oaks,

CA: Sage.

Chase, O. G., & Bruner, J. (2005). Law, culture and ritual: Disputing systems in cross-cultural

contexts. New York: NYU Press.






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Cooperrider, D. L., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change.

New York: Berrett-Koehler Publishers.

Cupach, W., & Metts, S. (1994). Facework. Thousand Oaks, CA: Sage.

Deutsch, M., (1973). The resolution of conflict. New Haven: Yale University Press.

Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2003). Program evaluation: Alternative

approaches and practical guidelines (3rd

Edition). Boston: Allyn & Bacon.

Folger, J., & Jones, T. S. (1994). New directions in mediation: Communication theory, research,

and practice. Thousand Oaks, CA: Sage.

Folger, J., Poole, M. S., & Stutman, R. (2006). Working through conflict (4th

Edition). Boston:

Allyn & Bacon.

Galtung, J. (2004). Transcend and transform: An introduction to conflict work. New York:

Paradigm Publishers.

Gergen, K. (1991). The saturated self: Dilemmas of identity in contemporary life. New York:

Basic Books.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Gottman, J. (2001). The relationship cure. New York: Three Rivers Press.

Gottman, J. M., L. F. Katz, and Hooven, C. 1997. Meta-emotion: How families communicate

emotionally. Mahwah, N.J.: Lawrence Erlbaum Associates.

Hocker, J. L., & Wilmot W. W. (2003). Interpersonal conflict (6th

Edition). Dubuque, IA: Wm.

C. Brown.

Jenkins, J., & Gottlieb, E. (2007). Identity conflicts: Can violence be regulated? New York:

Transaction Press.

Jones, T. S., Remland, M. S., & Sanford, R. (2007). Interpersonal communication through the

life span. Boston: Allyn & Bacon.

Kilburg, R. R. (2006). Executive wisdom: Coaching and the emergence of virtuous leaders.

Washington, DC: American Psychological Association.

Kolb, D., & Williams, J. (2000). The shadow negotiation: How women can master the hidden

agendas that determine bargaining success. New York: Simon and Schuster.






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Kramer, R. M., & Neale, M. A. (1998). Power and influence in organizations. Thousand Oaks,

CA: Sage.

Kroger, J. (2000). Identity development: Adolescence through adulthood. Thousand Oaks, CA:

Sage.

LeBaron, M. (2002). Bridging troubled waters: Conflict resolution from the heart. San

Francisco, CA: Jossey-Bass.

Lewicki, R., Saunders, M., & Barry, B. (2005). Negotiation. Boston: McGraw-Hill.

Littlejohn, S., & Domenici, K. (2007). Communication, conflict and the management of

differences. New York: Waveland.

Moffitt, M. L., & Bardone, R. C. (2005). The handbook of dispute resolution. San Francisco:

Jossey-Bass.

Mumby, D. (1988). Communication and power in organizations: Discourse, ideology and

Domination. New York: Ablex.

Orem, S. L., Binkert, J., & Clancy, A. L. (2007). Appreciative coaching: A positive process for

change. San Francisco: Jossey-Bass.

Parkin, M. (2004). Tales for change: Using storytelling to develop people and organizations.

New York: Kogan.

Planalp, S. (1999). Communication and emotion. Thousand Oaks, CA: Sage.

Remland, M. S. (2003). Nonverbal communication in everyday life (2nd

Edition). Boston:

Houghton Mifflin Co.

Saarni, C. (1999). The development of emotional competence. New York: Guilford Press.

Stavros, J., & Torres, C. (2005). Dynamic relationships: Unleashing the power of appreciative

inquiry in daily living. Taos, NM: Taos Institute.

Tjosvold, D., & Tjosvold, M. (2001). Psychology for leaders: Using motivation, conflict, and

power to manage more effectively. San Francisco: John Wiley and Sons.

Valerio, A. M., & Lee, R. (2005). Executive coaching: A guide for the HR professional. San

Francisco: John Wiley and Sons.






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Wholey, J. S., Hatry, H. P., & Newcomer, K. E. (2004). Handbook of practical program

evaluation (Jossey-Bass Non-Profit and Public Management Series). San Francisco:

Jossey-Bass.

Wilson, L. W. (2004). What every teacher needs to know about assessment. Larchmont, NY: Eye

on Education.

CONTINUING EDUCATION PROGRAM STUDENT LEARNING OUTCOMES:

CE 1. Demonstrate proficient written communication by articulating a clear focus, synthesizing

arguments, and utilizing standard formats in order to inform and persuade others, and present

information applicable to targeted use.

CE 2. Demonstrate comprehension of content-specific knowledge and the ability to apply it in

theoretical, personal, professional, or societal contexts.

CE 3. Reflect on their personal and professional growth and provide evidence of how such

reflection is utilized to manage personal and professional improvement.

CE 4. Apply critical thinking competencies by generating probing questions, recognizing

underlying assumptions, interpreting and evaluating relevant information, and applying their

understandings to the professional setting.

CE 5. Reflect on values that inspire high standards of professional and ethical behavior as they

pursue excellence in applying new learning to their chosen field.

CE 6. Identify information needed in order to fully understand a topic or task, organize that

information, identify the best sources of information for a given enquiry, locate and critically

evaluate sources, and accurately and effectively share that information.

FRESNO PACIFIC UNIVERSITY STUDENT LEARNING OUTCOMES

Student Learning Outcomes Oral Communication: Students will exhibit clear, engaging, and

confident oral communication – in both individual and group settings – and will critically

evaluate content and delivery components.

Written Communication: Students will demonstrate proficient written communication by

articulating a clear focus, synthesizing arguments, and utilizing standard formats in order to

inform and persuade others.

Content Knowledge: Students will demonstrate comprehension of content-specific knowledge

and the ability to apply it in theoretical, personal, professional, or societal contexts.

Reflection: Students will reflect on their personal and professional growth and provide evidence

of how such reflection is utilized to manage personal and vocational improvement.

Critical Thinking: Students will apply critical thinking competencies by generating probing

questions, recognizing underlying assumptions, interpreting and evaluating relevant information,

and applying their understandings to new situations.






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Moral Reasoning: Students will identify and apply moral reasoning and ethical decision-making

skills, and articulate the norms and principles underlying a Christian world-view.

Service: Students will demonstrate service and reconciliation as a way of leadership.

Cultural and Global Perspective: Students will identify personal, cultural, and global

perspectives and will employ these perspectives to evaluate complex systems.

Quantitative Reasoning: Students will accurately compute calculations and symbolic operations

and explain their use in a field of study.

Information Literacy: Students will identify information needed in order to fully understand a

topic or task, explain how that information is organized, identify the best sources of information

for a given enquiry, locate and critically evaluate sources, and accurately and effectively share

that information.






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Documents

Course Number: EDUC 918 Course Title: Peer Mediation and ... · grade levels. It provides basic conflict resolution and peer mediation instruction, skill development program, design