Linking Theory to Practice: Conflict

Analysis and Resolution Pedagogy in

Undergraduate Classrooms

Gina Cerasani - Ethan Finley - Kristin MoriartySchool for Conflict Analysis and Resolution

George Mason University

Undergraduate Experiential Learning

Project (UELP)

Linking Theory to Practice

UELP Project TeamO Susan F. Hirsch, PI O Agnieszka Paczynska, Co-PIO Patricia MauldenO Lisa Shaw O Mara Schoeny O Leslie DwyerO Andrea Bartoli O Andrea Wisler, Project

Evaluator

2010-2011 Project AssistantsO Gina CerasaniO Ethan Finley O Kristin Moriarty O Linda Kuentje O Habtamu Dugo O Christopher Toms

Funded by the U.S. Department of Education

through FIPSE (Fund for the Improvement of Post-Secondary Education)

About the UELP

Linking Theory to Practice builds the capacity of Conflict Analysis and

Resolution (CAR) pedagogy to enable the inter-disciplinary CAR field to play

a key role in improving undergraduates’ ability to apply theory

to practice and to achieve learning goals, such as critical thinking,

problem-solving, and perspective-taking.

The Challenge of Linking Theory to Practice

O Many academically capable graduates lack the ability to apply theoretical knowledge to real world problems.

O The 2006 Conference Board report, “Are They Really Ready to Work?” recommends that post-secondary attention to teaching problem-solving, critical thinking, and communication and leadership skills would better prepare graduates for workplace success (Casner-Lotto & Barrington 2006).

O The competency of bringing theory to practice is one of the most challenging for educators to achieve.

Experiential LearningO Hypothesized to have strong benefits in

teaching students to apply theory to practice

O Often marginalized in post-secondary education

O Can be defined in many waysO The UELP operates with a broad concept

of experiential learning including simulations and role-plays, analytical activities, collaborative group work, etc.

UELP Project Initiatives

1. Experiential Learning Activities (ELAs)

2. Service Learning Intensives (SLIs)

3. Best Practices and Outreach

The aims of the Undergraduate

Experiential Learning Project are organized

under three broad initiatives.

Initiative 1: ELAs

Design experiential learning activities (ELAs) for

undergraduate courses in CAR, including some suitable for

general education.

Initiative 2: SLIs

Create a model for intensive service learning activities (SLIs) in domestic and international

contexts. SLIs are short courses (3-6 weeks) that engage

students in the application of theory to practice through service learning activities focused on CAR issues.

Initiative 3: Best Practices and Outreach

Promote best practices in designing CAR curricula so as to enhance students’ ability to link

theory to practice, including models for strengthening

partnerships between two- and four-year institutions and better aligning curricula across those

institutions.

Case Studies in Conflict and Change Book Series

O Upcoming book series published by Kumarian Press and co-edited by Drs. Agnieszka Paczynska and Susan Hirsch

O Geared for undergraduate classrooms

O The first two volumes focus on conflict mapping in Liberia and stakeholders in U.S. southern mining communities.

O ELAs designed through the UELP will offer classroom exercises suitable for use with the case study books and available online.

ELA Learning Objectives

O Broadest objective: developing the capacity to link theory to practice

O Sub-objectives: cultivating critical thinking, creativity, problem-solving skills and perspective-taking ability

O The UELP aims to build these objectives into ELAs and investigate if these (or other) educational benefits are achieved through their use.

O Instructors’ guides will be published with guidelines for implementing the ELAs while allowing flexibility with respect to learning objectives that may vary according to curricula.

ELAs Drafted by the UELP

O Conflict Mapping of the Voinjama Clashes (for introductory courses)

O Applying Analytical Models to the Conflicts in Matewan (film) (for intermediate courses)

O Simulating Conflict Dynamics in an Appalachian Mining Community (for intermediate courses)

O Envisioning Change in an Appalachian Mining Community (for Advanced Courses)

Conflict Mapping of the Voinjama Clashes

O Students analyze conflict in small groups and develop conflict map

O Students sort through different forms of data to better understand the parties, issues, root causes, and grievances of conflict

O Students report out and compare conflict maps

Analyzing Data

O EthnicityO Frustrated YouthO Socio-Political

AccessO Religion

How does the information you have access to shape the analysis?

Each group is given a packet that contains

slightly different information.

QuestionsO Is analysis experiential?

O How much context is enough?

Third Party Intervention on

Clashes in Voinjama

O U.S. Peace CorpsO Search for Common

GroundO Interfaith League of

Lofa CountyO National Commission

on Human Rights and Reconciliation of the Liberian Government

How does your position in the conflict shape your intervention?

Students take on roles of third party organizations

and address clashes.

Applying Analytical Models to the Conflicts in Matewan (film)

O Students view the acclaimed film MatewanO Violent episode of conflict in a coal mining

community in the 1920sO Students are divided into small groups to analyze

the case using a tool they selectO ABC Model of Conflict (Johan Galtung)O Conflict Wheel Model (Bernard Mayer)O Layered Conflict Model (Wallace Warfield)O Conflict Tree (Simon Fisher)O Dual Concern Model (Dean Pruitt and Sung Hee Kim)

O Each workgroup's findings are finally shared with the class at large

The Concept of Engagement

Student MeaningsUseful Academic

PerspectivesO EmotionO Interpersonal connectionO Application of knowledgeO Integration of knowledgeO EmbodimentO Connection to the “real”O Control

O “How do we engage (cognitively, behaviorally, and/or emotionally) type X students most effectively in type Y learning processes/contexts so that they will attain knowledge, skill, or disposition Z?” (Axelson & Flick, p. 41)

O Flow: Focused motivation and immersion in a process or activity. (Csikszentmihalyi, 1997, 2008)

Initial Findings on Engagement

O “I found the interactive nature of the activity to be engaging…I am a kinesthetic learner, therefore I need to be able to apply the knowledge in order to fully comprehend and remember it. Thus, this activity helped me to remember and understand the models on a deeper level than simply lecture or reading them would have.”

O “I felt that the activity was very engaging because it allowed everyone in the class to work in small groups, in some cases with people they didn't even know, in which we all were able to share our ideas and show it to the class.”

O “Both the group work and the presentations helped me to really solidify the concepts in my head. I found this activity enjoyable especially because we were given a real conflict to work with.”

Guiding Questions for Further

Investigation

O What forms of engagement are most important for different learning styles, and how can we elicit them?

O How can we best measure divergent dimensions of engagement?

O Can we better illuminate the links between experiential activities, engagement, and learning outcomes?

Simulating Conflict Dynamics in an Appalachian Mining

Communityand

Envisioning Change in an Appalachian Mining Community

Conflict SimulationsSimulating Conflict

Dynamics in an Appalachian Mining

Community

Envisioning Change in an Appalachian Mining

Community

O Role play activityO Multiple groups of six

studentsO Two or three three-hour

sessionsO Students address

conflict stemming from contaminated drinking water at local school

O Role play activityO Designed for

smaller group, multiple sessions

O Students address economic dependence on coal mining

Studying Conflicts and Conflict Resolution through Role Play O Engages students in research of roleO Immerses students in intractable and

messy nature of conflictO Facilitates perspective-taking and

development of empathyO May dispel misperceptions about specific

groups and cultures (O’Sullivan, 1993; Pulos, 1993)

O Reduce prejudice (Anderson et al., 1989; Puente, 1990)

O Increase empathy (Poorman, 2002)

Initial Findings on Increased Empathy

and Perspective-Taking

O Most students reported gaining new perspective through role play

O Degree of empathy or perspective-taking role dependent

O Many students struggled to understand miners and mining culture

O Evidence of stereotypes questioned and dismantled

“I still don’t like coal or what the collection of it does to our

environment, but if I had the

opportunity to discontinue its use

tomorrow, I could not in good

conscience do so without providing

some alternative means of support to

those who rely on the coal mining

economy. If these new feelings about

coal mining aren’t a result of empathy,

I struggle to imagine what else could be to blame.”

Challenges and Questions for Further Research

O How can we facilitate perspective-taking of someone with vastly different life experiences?

O To what extent does student research help or hinder this process?

O Potential use of interviews and videos to facilitate the process

O Impact of types of roles on perspective-taking and empathy development

Let’s keep in touch!

O UELP seeks to pilot ELAs in classrooms at other two- and four-year institutions and is seeking partners

O More materials (including ELA instructor guides) coming soon and will be available via the UELP website

Visit us on the web at:

http://icar.gmu.edu/experientiallearningproject/home