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Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-1
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
INSTRUCTOR’S MANUAL PART FOUR
Sample Syllabi
Contributors:
Julie Benson-Rosston
Bill Wilmot
Joyce Hocker
Karen Zediker
CONFLICT MANAGEMENT
CO 289: Special Topics
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-2
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Fall 2012
TR 11:00 a.m. – 12:15 p.m.
INSTRUCTOR
Julie Benson-Rosston, M.A.
E-Mail: jubenson@carroll.edu
Cell/Text: 406-459-3041
Office Hours: By appointment
REQUIRED TEXT
• Interpersonal Conflict (9th ed.), Hocker and Wilmot, McGraw-Hill, 2013
COURSE DESCRIPTION
COURSE OBJECTIVES
The overall purpose of the course is for you to enhance and strengthen your skills when
managing conflict. The course examines the dynamics of everyday conflicts across a variety of
settings, from personal relationships to the workplace. You will draw on your own experiences
and case studies supplied in class to learn the principles of conflict and the techniques for
productive management. Both theory and application will be stressed, with an emphasis on
their interrelation.
More specifically, at the end of this course you will be able to:
➢ List the elements present in all conflicts
➢ Clarify the impact gender and culture have on conflict choices
➢ Explain typical conflict reactions in your family of origin and their impact on you
➢ Describe the types of goals people try to accomplish in conflicts
➢ Conceptually distinguish between different styles of conflict (both individually and
collectively)
➢ Explain how power is best seen as relational rather than individual
➢ Make recommendations for different types of interventions into conflict
➢ Distinguish between mediation, arbitration and adjudication
➢ Discuss the advantages of forgiveness & reconciliation
➢ Suggest strategies for preventing destructive conflict
COURSE REQUIREMENTS
Attendance
As many of you already know, and for those of you whom are new to my courses, your
attendance in a communication course is critical. When you regularly attend class, you
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-3
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
can demonstrate your knowledge, curiosity and questions regarding the course content,
in order to earn class participation points. You also have several opportunities to
practice your existing and newly acquired skills through class activities. Your
attendance and promptness will also influence your Class Participation grade.
Class Participation (100 points)
As mentioned above, your “physical” attendance is important; so is your
“psychological” attendance. You can earn class participation points by adhering to the
following principles for “effective participation:”
• Presence: You are “in the moment,” prepared, and prepared to discuss the
course content.
• Dialogue: You are able to carry on respectful conversation with your
classmates and me. You also encourage others to engage in this dialogue
with you.
• In-Class Activities: You actively engage in case studies, role-plays,
question/answer sessions, as well as take on the role of facilitator or
leader when appropriate.
• Note: We will have additional discussion about what constitutes effective
participation and what does not, along with what type of environment
(physical and mental) encourages excellent participation by all classmates.
Tests (200 points)
You will take five tests (50 points each) covering the chapters in the text (see “Tentative
Calendar” for specific dates. Each test will cover 2-3 chapters, and I’m calling them tests
rather than quizzes because there’s a lot of material to cover. The tests will be
comprised of true-false, multiple choice, and fill-in-the-blank questions. I will drop your
lowest test score, so your best four tests will be applied to your grade.
Writing Assignments
• Conflict Styles Paper (100 points): This paper will provide you with the
opportunity for increased awareness about your conflict style(s) and those of the
people around you. Additional details will be provided in a handout to be
distributed in class.
• Conflict Analysis Paper (100 points): You will work with a partner in class to
analyze a specific, real conflict, utilizing tools and research from course materials,
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-4
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
in order to write a joint paper. Again, additional details will be provided in
class.
Group Presentation (100 points)
What kind of communication class would this be without the wonderful opportunity to
participate in a group project and presentation?!?! You and 3-4 classmates will work
together to research and develop a presentation on a specific area of conflict
management. A more thorough description of this project will be provided in class, but
you can expect to be graded on three major facets of group work (1) the presentation
itself; (2) the accompanying written work; and (3) peer evaluations of your ability to be
a productive group member.
COURSE POLICIES
Written Work
1. You may choose to submit your written work in class (hard-copy) or
electronically via email with an attachment.
2. Your writing must be word-processed and proofread; excessive typos, spelling
errors, and/or non-standard English will not be accepted, and such assignments
may be subject to a re-write.
3. Late written work (hopefully, you won't have any of this, but just in case...) will
be penalized 20% of the possible points, and no late assignments will be accepted
after one week beyond the due date.
Tests
Missed tests cannot be made up. (Exceptions include only school-sponsored activities.)
If you miss a test, I will automatically drop it as your lowest score. Missing an
additional test will result in a zero for that test.
Dress Code
The Department of Communication Studies requires professional dress students
making formal presentations. Students should dress as if preparing for a business/job
interview. Men should wear jackets and ties; women should wear similar appropriate
clothing. Jeans, t-shirts, athletic shoes, flip-flops, and caps are excluded. If you have
questions about what is appropriate, please ask.
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-5
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Grades
• Final grades will be assessed, according to the following scale:
540 - 600 points = A 360 - 419 points = D
480 - 539 points = B Below 360 points = F
420 - 479 points = C
• If, at any point, you would like to discuss a grade you earned, please make an
appointment to talk with me. Because of the enormous opportunity for
misinterpretation and frustration when communicating via technology (e.g.
email or text messages), I prefer to discuss students' grades, or any other conflict,
in person. In addition to my policy of discussing grades face-to-face, please abide
by the following guidelines:
o Make your appointment to discuss your grade within one week after the
assignment has been returned;
o Wait 24 hours after an assignment has been returned to meet with me; and
o Write out your concerns so we can review them.
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-6
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
TENTATIVE CALENDAR
Date Reading/Assignments
8/25 Course Overview
8/27 Personal Inventory
9/1 Principled Negotiation
Additional Classroom Etiquette
9/3 The Nature of Conflict
Assign Group Project
9/8 Test #1 (Ch. 1, 2, & 3)
9/10 Perspectives on Conflict
9/15 Interests and Goals (TRIP)
9/17 Criticism/Appreciation
9/22 Test #2 (Ch. 4 & 5): Power
9/24 Assign Conflict Styles Paper
9/29 Group Time
10/1 Approaches, Styles and Tactics
10/6 Fall Break: No Class
*Midterm Grades--Check yours!
10/8 Fall Break: No Class*
10/13 Test #3 (Ch. 6 and 7): Assessing Conflicts
10/15 More on Systems Analysis
10/20 Conflict Styles Paper Due
10/22 Assign Conflict Analysis Paper
Systems Analysis: Case Studies
10/27 Film
10/29 Film
11/3 Sample Conflict Analysis: “The Wedding Fight”
11/5 Moderating Your Conflicts
Emotion in Conflict--Yours and Others’
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-7
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
11/10 Test #4 (Ch. 8 and 9): Approaches to Negotiation
11/12 Third-Party Intervention
11/17 Test #5 (Ch. 10 and 11): What’s to Forgive
11/19 Group Presentations
11/24 Forgive and Forget? (and other difficult questions)—No
Formal Class. Assignments are due by 5 pm that day
11/26 Thanksgiving: No Class
12/1 Apologies 101
12/3 Preventing Destructive Conflict
12/8 Film
12/10 Film
Finals Week
Conflict Analysis Paper Due: 12/15 by 5:00 p.m.
COMM 412: INTERPERSONAL CONFLICT
Fall 2010
CONFLICT HAPPENS
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-8
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Dr. William W. Wilmot, Professor Emeritus
Phone: 370.Bill (2455)
Office
Location: LA357
Hours: Mon: 3-5 and other times by appointment
Text: Joyce L. Hocker and William W. Wilmot, INTERPERSONAL CONFLICT, 9th
edition, McGraw-Hill, 2013.
OBJECTIVES: At the end of this course you will be able to:
➢ Clarify the impact gender and culture have on conflict choices
➢ Specify the typical conflict reactions in your family of origin
➢ List the elements present in all conflicts
➢ Specify the types of goals people try to accomplish in conflicts
➢ Clarify the role of gender and culture in how we do conflict
➢ Conceptually distinguish between different styles of conflict
➢ Explain how power is best seen as relational rather than individual
➢ Make recommendations for different types of interventions into conflict
➢ Distinguish between mediation and arbitration
➢ Discuss the advantages of forgiveness & reconciliation
COURSE STRUCTURE AND EXPECTATIONS:
This course will examine the dynamics of everyday conflicts across a variety of settings
from personal relationships to the workplace. You will draw on your own experiences
and case studies supplied in class to learn the principles of conflict and the techniques
for productive management. Both theory and application will be stressed, with an
emphasis on their interrelation.
Class attendance is imperative. Class sessions develop concepts (theory) and
provide application situations for you to experience, as a result, you can’t just “get the
notes” and profit from this class. Actually, you cannot “learn” the principles of conflict
management effectively without participating in application exercises. As a result, class
attendance is very important. In addition, I move between topics depending on what
happens in class, so you need to be in class to know exactly where we are. Besides,
wouldn’t it be cool to be in class and have some advance clues about where we are
headed?
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-9
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
You may miss one class without penalty, after that your overall class average will
have 5 points deducted for each class you miss. This means that if you have an 82
average at the end, and miss 3 classes, you will lose 10 points and have a final average
of 72, dropping your grade from a B to a C. Class attendance, as you can tell, is “good”
and I promise to give you interesting and challenging experiences in the class setting.
You will not be bored.
So, if you know you cannot make class meetings, drop now.
Almost Weekly Assignments: Most weeks, I will assign in class a short, one-page
thought piece for you to hand in the next week and bring to class for purposes of class
activities. This allows you time to reflect prior to the class time.
IF you miss class, be sure you get the assignment from fellow students and hand the
paper into Dr. Wilmot’s mailbox (LA 301) BEFORE the next week’s class.
These papers will be part of your participation grade, and while not graded, they will be
“checked off” to make sure you hand them in.
This is not a typical “read all you can class.” Rather, this particular class will focus
on integration of concepts so that you can readily apply them. As a result, rather than
reading long boring assignments that wash through your mind, I have purposely limited
the reading to one central textbook. This limited reading allows you to thoroughly learn
the material from start to end. The trade off is that I expect you to master the concepts
fully and be able to talk about them spontaneously. In fact, I’ll give you many
opportunities to do so in class.
Engage in class. Come prepared to participate. If you don’t participate, I go crazy and
that is not a pretty picture. And, Now what you have been waiting for: The Grading
Details:
Term PAPER: A separate handout provides detailed instructions for this paper. First
Draft is Due Monday April 21. You will edit another student's paper and make
arrangements with one another to exchange the critiques. The final, wonderful,
exciting, well-written paper is due Monday May 5
EXAMS:
Test #1: Mon. March 3
Test #2: Mon. April 14
Test #3: During the Final exam period
COURSE UNITS AND READINGS:
PERSPECTIVES ON CONFLICT, Chapter 1
THE NATURE OF CONFLICT, Chapter 2
INTERESTS AND GOALS, Chapter 3
POWER, Chapter 4
STYLES Chapter 5
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-10
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
ASSESSING CONFLICTS, Chapter 6
NEGOTIATION, Chapter 7
MODERATING YOUR CONFLICTS, Ch. 8
THIRD-PARTY INTERVENTION, Chapter 9
FORGIVENESS AND RECONCILIATION, Chapter 10
GRADING WEIGHTS:
Test #1: 20%
Test #2: 20%
Test #3: 20%
Major Paper: 30%
Class participation & Attendance: 10%
Graduate Students Only (in addition to the undergraduate requirements)
Choose a topic in consultation with the instructor. Produce a literature review
synthesizing all available academic research on this given area. You can choose any
topic with my agreement, and the paper should summarize the current state of
knowledge and thinking in a given area of conflict management and synthesize it--let us
know where we are, what we have yet to know, and what new directions for concept
development and data would be useful. This paper is to be much more extensive than
a typical undergraduate paper and should be a complete, theoretically sound piece of
work that is a "state of the art" for a given topic in conflict management.
This paper is due May 12
You must have your topic approved before you begin the bulk of the research.
The grading criteria for graduate students will be:
Test #1:15% The Undergrad Paper: 25%
Test #2:15% Graduate Paper: 25%
Test #3:15% Class Participation 5%
Communication and Conflict
Winter Quarter, 2010
Mondays and Wednesdays
1:30 - 3:20pm
Karen E. Zediker
Office Phone: 543-6844
e-mail: kzediker@u.washington.edu
Required Texts:
Joyce L. Hocker and William W. Wilmot. (2013) Interpersonal Conflict, 9th ed.
McGraw Hill: Boston.
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-11
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Kohn, Alphie. (1992) No Contest: The Case Against Competition. Houghton Mifflin:
Boston.
I. Course Description:
SPCH 474is a five-credit course that focuses on the praxis of conflict
communication. We will discuss the centrality of conflict in human communication,
explore a variety of theoretical perspectives and approaches to conflict styles, and
research theories and practices of alternative dispute resolution (ADR). In addition, we
will read and discuss an extensive argument about the role of competition in our
society. Students can expect to reflect on their own experiences of conflict in a variety
of settings and their own communication patterns in conflicts. While students can
expect to engage in the reflexive process throughout the course, public disclosure of
personal experience is NOT an expectation in the class.
We will explore a variety of issues and the ways in which communicative
practices create, clarify, and complicate conflict. Metaphors of conflict will be examined
and similarities and differences in communication patterns will be compared across
contexts in which conflicts emerge. Through assigned readings, class discussions,
group research of ADR practices, and reflections on your own practice, you should
become better critics of both the perspectives of popular culture and professional
publications with regard to the relationship between communication and conflict. By
the end of this course, you should be able to identify and describe significant features
of communication and conflict in both the academic and broader social arena.
The success of student learning in this class will rely heavily on the students’
preparation and willingness to actively participate in class. Readings, individual and
group research, and reflections on cultural stereotypes and norms of conflict interaction
will provide the basis for class discussion. I expect that each of you will bring to the
class you own perspectives, but that you will be open to the views and positions of
others as they engage in reflective analysis of communication in conflict. I trust that
you will enter this course with an openness that allows you to develop and/or re-
evaluate your current perspectives and beliefs about the conflict process. I do not
expect each of you to whole-heartedly accept and adopt all of the ideas presented in
this course. In fact, I encourage you to bring your questions and challenges to the
course material so that together we can engage in the kind of dialogue that may result
in a greater level of understanding for all. I do expect, however, that you will have a
greater understanding about the praxis of conflict by the time you complete this course.
While there are no prerequisites for this course, you should become accustomed
to reflecting on the relationship between theory and practice, be willing to actively
participate in group research, writing, and presentations, and be prepared to write a
comprehensive paper that integrates both theory and practice of conflict styles. You
should also be engaged in the process of focusing on cultural conceptions of conflict as
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-12
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
you are presented with them on a daily basis in order to make contributions to
discussions on the broader societal influence of communication and conflict. Students
should be prepared to articulate their own perspectives and be open to the perspectives
of others.
II. Class Policies:
1. Presence:
Much of the learning that takes place in this class is dialogic in nature, and as
such, consistent physical and psychological presence is essential to your successful
completion of the course. Because of the interactive nature of the learning experience,
it should be obvious that class discussion cannot be replicated outside of class.
Consequently, your attendance in class is crucial. Your presence is needed not only for
your own benefit, but also for the benefit of your class colleagues. If you know that
you will be absent on any given day, please notify me in advance so that we can make
any possible arrangements for you to cover the material you will miss. If you already
know that you will miss several class hours this quarter, I advise that you sign up for
the course another time.
In addition to your physical presence, your psychological presence is also
necessary in this class. Showing up to class mentally prepared to contribute will
enhance not only your own learning, but also the learning experience of others. You
can expect little mental "down-time." Between contributing to class discussions,
listening critically to lecture material, and participating in class and small group
exercises, you can plan for your mental synapses to be active most of the time. When
you have something else on your mind, please do your best to set it aside for the two
hours of class and concentrate on the communication occurring in the classroom. You
issues are still likely to be waiting for you after class.
2. Written Work:
All written work is due at the beginning of the class period unless otherwise
indicated. Papers are to be TYPED and proofread for typographical and grammatical
errors. I expect that all written work will meet upper division college standards. You
are expected to include an introduction and conclusion with all essays (including those
on exams). In addition, all claims should be clearly and appropriately supported. If
you have challenges with writing, I encourage you to talk with me and/or make use of
the resources available on campus.
You will be required to participate in peer review of the conflict styles
assessment paper. I will provide you with a feedback form to guide your responses. It
is important that you respond to your peer in a timely fashion and that I get copies of
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-13
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
your feedback. Part of your participation grade in the course depends on completion of
the peer review process.
3. Readings: On those days when particular readings are assigned, I will assume
that you will have them read prior to class. Our discussions may depend on your ability
to talk about what you have read, and to make meaningful contributions in the form of
comments, challenges, or questions. On those days when you cannot complete the
reading before class, AT LEAST skim for the main ideas and acquaint yourself with the
key terms.
I encourage you to engage with the texts with a critical ear - as you might
listen to a speech or lecture. Ask yourself which parts of the material presented by the
author(s) you understand clearly and which sections remain unclear to you. The texts
are not provided as a pool of information for you to absorb, but as a resource from
which you may draw. In my opinion, for you to learn from the text, you will need to
bring your current understandings to it and engage with the authors in "conversation"
as you might with me and your other colleagues in class.
4. Presentations:
Oral presentations are expected to be well organized, articulate, and adapted to
the needs and level of comprehension of your classroom colleagues. Formal and
informal presentations, whether individual or as part of a group, are to be
extemporaneous, not be read from a manuscript. You should plan your presentations
as if they are "conversations with forethought" in which you engage with your audience
rather than talking at us. Feel free to talk with me regarding effective strategies for
oral presentations if you do not feel confident with your preparation in oral
communication.
5. Collaboration:
Many times throughout the quarter you will be asked to work collaboratively with
your colleagues in small groups. I anticipate that you will participate fully in this
process, contributing relevant ideas, information, and feedback. In addition, I expect
that you will show respect for one another's contributions in class. While you may not
agree with the perspectives of your peers, I expect that you will express your
differences of opinions in ways that uphold the humanity of the person with whom you
disagree. I believe that you will find that engaging in dialogue about areas of similar
and differing points of view a positive learning experience in and of itself. I believe that
you will find the process of working through and discussing issues together beneficial to
your individual learning in the course. Grading in this course is based on a criterion
references scale and as a result you do not need to be concerned about competing with
your classmates for scores. Working in collaboration with others in class on
assignments may in fact enhance your individual scores.
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-14
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
III. Assignments and Grading:
Assignments will include two exams, a conflict styles analysis paper, a group
report/presentation on an alternative dispute resolution resource, and the development
of an individually tailored ADR resource packet. Given the importance of class
discussion, participation scores will significantly influence final grades for the course.
Written assignments are designed to help facilitate student’s understanding of the
relationship between theory and practice with regard to communication and conflict.
Exams will include both objective and essay questions and are designed to help
students retain and articulate significant concepts and theoretical perspectives. In all
assignments, students should be prepared to make their claims explicit, provide
appropriate forms of support, and demonstrate effective reasoning.
Assignments* % of Final Grade
Exam #1 25%
Exam #2 20%
Conflict Styles Paper 15%
ADR Project
Group paper/presentation 15%
Individual Resource Packet 5%
Involvement 20%
**All major assignments must be completed to receive a passing grade in
this course! **Late assignments will be accepted ONLY at the discretion of
the professor. ALL work turned in late WILL be subject to grade reduction.
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-15
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
474 Working Syllabus for Winter Quarter 2010
This schedule is to be considered a working document. It is possible, even
likely, that we will decide to make changes in an effort to be responsive to
issues that develop throughout the course of the quarter. Any and all
changes will be discussed in class and all students are responsible for those
changes - whether they are present in class on the day of the discussion or
not.
Week 1
M 1/6 Course Introduction/Overview Conflict Metaphors
W 1/8 Metaphors and Life Learnings (W - Ch. 1)
No Contest – The Case Against Competition (K - Ch. 1)
Week 2
M 1/13 Constructive and Destructive Conflict (W - Ch. 2)
W 1/15 Conflict Goals (W - Ch. 3) - CHIP
Week 3
M 1/20 No Class - MLK, Jr. Holiday - Do something important today!
W 1/22 Power (W - Ch. 4) No Contest (K - Ch. 2)
Week 4
M 1/27 Conflict Styles (W - Ch. 5)
W 1/29 No Contest (K - Ch. 3 & 4) -
Exam review
Week 5
M 2/3
Exam #1
W 2/5 No Contest (K - Ch. 5 & 6)
Week 6
M 2/10 Conflict Assessment (W - Ch. 6)
Conflict Styles Paper Drafts Due
W 2/12 Negotiation (W - Ch. 7)
Conflict Styles Paper Drafts Returned
Week 7
M 2/17 No Class - President’s Day
W 2/19 Moderating conflicts (W - Ch. 8)
Conflict Styles Papers Due
Week 8
Sample Syllabus
Hocker: Interpersonal Conflict, 9e IM-16
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
M 2/24 No Contest (Ch. 6 & 7) /ADR
W 2/26 Third Party Intervention / Mediation (W - Ch. 9)
Week 9
M 3/3 ADR Project Groups Workday
W 3/5 No Contest (K - Ch. 9 & 10) ADR Project Updates
Week 10
M 3/10 ADR Project Groups Workday
W 3/12 ADR Project Oral Reports
All ADR Written Reports Due!
FINAL
M 3/17 2:30-4:20pm FINAL EXAM ADR Packets Due
