This document contains information about an online course on conflict resolution for adult learners seeking continuing education hours. It provides details on the course goals, topics that will be covered each week, grading criteria, and expectations for discussion posts and exercises. The main goals are to give students tools to resolve conflicts through writing and identify best practices for dealing with conflict online. Topics include the nature of conflict, personal experiences with conflict, role playing exercises, and a final exam. Students will be evaluated on timely and thoughtful posts that demonstrate understanding of concepts and move discussions forward.

1. Eileen McNamara and Sarah Orban
EDU 6211—Final Project
October 17, 2012

2. Eileen McNamara Sarah Orban
 mcnamara.ei@husky.neu.edu  Orban.s@husky.neu.edu

3.  Adult learners seeking continuing education hours for
professional development.
 Upon completion of this course, the student will
receive a certificate that verifies the completion of the
continuing education hours
 60 points out of a possible 100 are needed to pass this
course

4.  Where does conflict occur in an online
community?
 How are the best ways to mediate conflict
when there is limited opportunity to speak
face to face about concerns?
 What benefit will students attain from
learning about conflict resolution in an
online community via an entirely online
course?

5.  Main Goal:
 give students the tools to learn how to
defuse tension and resolve conflict
through writing and to identify best
practices individually for dealing with
conflict in this online medium

6.  Conflict occurs easily through online communication
and can take form in many ways. The following will be
used to increase knowledge and awareness of conflict
for students of this course
 Discussion
 Sharing of personal experiences
 Online role play
 Reflection

7. • Identify moments of conflict and the emotional effect
it has on individuals to react in a negative and
defensive manner at times.
 Learn about negotiation and mediation of written
conflict through discussion of personal experience as
well as experimenting with conflict resolution through
role-playing.

8.  Learn the importance of third party negotiations and
how to transition a discussion toward the inclusion of
a third party negotiator in the conflict management
process.
 Learn to resolve conflict through personal and didactic
skills to create a mutually beneficial outcome for both
parties and the ability to confidently defuse conflict in
online forums.

9.  Week One: What is Conflict Management?
 Week Two: The Personal Side of Conflict
 Week Three: Role Playing Exercises
 Week 4: Finals

10. Criteria Below Meets Expectations Exceeds Surpasses
Expectations 10 Expectations Expectations
5 12 17.5
Timeliness Posts are submitted late. Posts are submitted on Posts are submitted on Posts are submitted on
time time and early enough to time and early enough to
generate a thoughtful generate a thoughtful
discussion. and lively discussion.
Depth of Thought Posts are not informative Posts have minimal Posts are deeply tied to Posts are tied to course
and lack a focus. No topic information and vague course material and materials and outside
or demonstration of ties to course material. demonstrate connections sources to bring new
concepts is evident. between readings and ideas into the discussion.
the discussion.
Clarity of input Multiple spelling Ideas are spelled clearly Planned discussion Posts are clear, concise,
mistakes and difficult to but could have been points are properly cited, and relate not only to the
read responses. Proof stated more clearly. described, and connected current week’s modules,
reading before Posts frequently could to other posts in the but to the course in its
submitting is clearly have been more concise discussion. entirety.
necessary. and relevant—occasional
stream-of-though posts.
Contribution to Class Does not make an effort Makes effort to complete At times makes extra Consistently puts in extra
to broaden the classroom minimum expectations effort in posting and effort in responding to
experience or to help and contributes very continuing the classmates and providing
bring the class to another little of value. Posts are conversation of the posts that push the class
level of learning. Does obvious statements that group in order to expand forward and creates
not reach expectations of do not synthesize past the class discussions that build
post lengths or number material. assignments. upon course materials
of posts—classmates are Infrequently provides and heightens
left without feedback. outside links or discussion.
resources to supplement
course materials.

11. Criteria Below Meets Expectations Exceeds Surpasses
Expectations 3 Expectations Expectations
2 4 5
Implementation of Little to no conflict Conflict resolution skills Skills and interpretations Conflict resolution skills
Conflict Resolution Skills resolution skills are are mentioned but not are incorporated into clearly defined in the
utilized. Skills that are expanded upon or clear discussion points text and from outside
described or mentioned utilized—no personal during the resolution sources are included
are misunderstood or mastery of concepts is that build on examples with evidence from
used improperly. evident. found in the text and personal feedback and
from personal discussion points
experiences/discussions evident in handling of
in class. the situation.
Personal Reaction to Temper completely lost Slightly agitated but able Calm, effective conflict Demonstrated comfort
Conflict and inappropriate to effectively continue resolution. Student was with conflict resolution,
responses to the mediation. Successful able to clearly identify composed discussion
situation. Instructor had resolution achieved. and mediate the leading to a successful
to pause the exercise in situation and include resolution for all parties.
order for student regain third party negotiators
composure. Unable to (if necessary) into the
resolve the situation. situation.

12. Criteria Below Meets Expectations Exceeds Surpasses
Expectations 3 Expectations Expectations
2 4 5
Implementation of Little to no conflict Conflict resolution skills Skills and interpretations Conflict resolution skills
Conflict Resolution Skills resolution skills are are cited but not are incorporated into defined in the text and
described. Skills that are expanded upon—no clearly defined work that from outside sources are
described are analysis outside of the builds on examples found included with personal
misunderstood or defined readings is included. in the text and from feedback and discussion
improperly. personal points.
experiences/discussions in
class.
Spelling and Grammar Over 6 spelling or 4-6 spelling or grammar 1-4 spelling or grammar 0 spelling or grammar
grammar mistakes found mistakes found mistakes found mistakes found
throughout the writing. throughout the writing. throughout the writing. throughout the writing.
Thoroughness of Not much thought is Discussion of conflict Discussion is well thought- A highly researched and
Discussion placed in the discussion, resolution skills is out and clearly planned to nuanced discussion using
examples are weak and substantiated by the text. incorporate a variety of readings, viewings, class
unsubstantiated. Very Slight demonstration of resources and delves into discussions, and outside
little demonstration of growth and skill the different aspects of sources to create a
growth is indicated. development is evident. conflict resolution and the thorough analysis of
outcomes of different conflict resolution.
techniques.
Citation Work is cited improperly Work is mostly cited Work is cited correctly. Proper citation of all
or not at all. properly with slight works and inclusion of
formatting issues. multiple outside sources.

14. Viewings
Readings Peer Discussions

15. Postings
Final Paper
Reflections

16. Scenarios for Role Playing Exercise Final Paper

17. Blackboard IM
Role Playing
Final Paper

18.  Expertise  Clarity
 Readings  Rubrics for
 Viewings expectations
 Weekly feedback from
 Empathy instructors
 Reflections
 Clear modules
 Personal story sharing
 Cultural responsiveness
 Enthusiasm
 Reflective personal
 Group discussion
 Innovative teaching
experiences
techniques (Blackboard IM)  Flexibility in final
paper