course number: educ 918 course title: peer mediation … · username and password recovery please...
TRANSCRIPT
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
1
Independent Study Course Syllabus
Course Number: EDUC 918
Course Title: Peer Mediation and Conflict Resolution
X Online Distance Learning
Instructor: Connie Enns-Rempel, M.A., LMFT
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
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
2
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
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
3
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.
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
4
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
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
5
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
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
6
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
(20 points possible)
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.
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
7
Program
development project
(30 points possible)
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.
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
8
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.
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
9
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.
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
10
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.
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
11
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.
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
12