INTRODUCTION TO HEALTH CARE NEGOTIATION

The topic of health care continues to capture the attention of the nation in ongoing debates fueled by rising costs, overutilization and the implementation of much needed reforms (Affordable Care Act). As the healthcare industry continues to rapidly evolve, it provides immense opportunities for learning and applying concepts, theories and research related to negotiation and conflict resolution in procurement of medical devices and difficult conversations such as advanced directives to name a few. This course is applicable not only to students pursuing careers in health care, but is also designed for students who are interested in applying negotiation skills that they have learned in an environment that can be emotionally charged and conceptually complex. 

Throughout this course students will be given the opportunity to apply the skills they have learned from previous classes as well as solidify key concepts including but not limited to negotiation preparation, quantitative/qualitative analysis, influence, social cognition, asymmetrical information, and conflict resolution in a healthcare context. This course is designed to challenge each student to harness their critical thinking skills, uncover nuances and recognize the complexities associated with multiparty negotiations in healthcare. This course aims to enable students to develop and implement strategic processes that help bring parties together and promote new perspectives that will bridge the gap between the classroom and real-life scenarios. 

During the course, students will gain insight into the history of the US healthcare system as well as the changing dynamics associated with the Health Care Reform, and end of life discussions. This course will emphasize the role of negotiations from multiple perspectives and will utilize an expert panel videos of such subject matter experts as hospital administrators/executives, physicians and medical device manufacturers in order to provide historical case studies as well as review real-life negotiations. Students will actively engage in negotiation planning and role plays, read case studies and other materials about negotiation and the healthcare field, as well as, use industry software to help them prepare for negotiations.

• Instructor: Rodney K Jr. Erb
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• 3 points

FUNDAMENTLS OF OMBUDS PRACTICE

This is a practice-based course designed to introduce students to ombuds work, and to help students develop the skills, knowledge, and attitudes required to succeed in the role of an organizational ombuds.  Underlying theory will be explored in the context of practice. This course will emphasize the Standards of Practice and Code of Ethics put forth by the International Ombudsman Association (IOA).  Upon successful completion of the course, students will be fundamentally prepared to apply for entry-level positions in the field of organizational ombuds and should have the requisite knowledge base to sit for the IOA’s Certified Organizational Ombuds Practitioner exam.

Note for NECR Students
: This course is offered as an elective in the Negotiation and Conflict Resolution (NECR) program. The course builds upon students’ negotiation and mediation skills and self-awareness as a practitioner.  It is highly recommended that students complete PS5105, PS5107 and PS5124 prior to enrolling in this course.

• M 6:10 p.m.-8 p.m.
• Instructor: Amy E Sereday
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• 3 points

COMPLEXITY OF CONFLICT AND CHANGE MANAGE

Complexity of Conflict and Change Management (NECR K5095) is an elective course in the Negotiation and Conflict Resolution (NECR) Program. The course explores how change can create conflict and also how conflict requires change. Conflict is generally about differences in how people think, know, prefer, believe, and understand. By entering into a conflict resolution process, people can shift their understanding and beliefs about the conflict, the other party or parties, and possible outcomes. The course reviews literature and case studies of how people are impacted at a fundamental level when change occurs. Understanding this elemental human experience can lead to greater self-awareness and the ability to manage change professionally and personally, in order to become effective change agents, negotiators, mediators, and peacemakers. We will also explore how leaders at all levels in organizations can play an important role in implementing change in an organizational context. Thoughtful and strategic approaches that consider the impact of a change management process can mitigate and even prevent conflict. We will review change management models and links to developments in neuroscience and how humans are biologically wired to resist change. Balancing theory and practice, this course will focus on the experience and expertise of the students. They will learn to apply practical conflict resolution approaches to change efforts at the individual and organizational levels as well as consider national and international applications.

• F noon-2 p.m.
• Instructor: Susan Levin
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• 3 points

UNDERSTAND CONFLICT & COOPERATION

UNDERSTAND CONFL & COOPER

• MTTW noon-1:30 p.m.
• Instructor: Fulya N Beriker
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• 3 points

Negotiation for Everyday Use

In this course, we will explore negotiation from several points of view and approaches. We will also look at characteristics that impact the quality of our negotiations and the outcomes, such as the role of emotions, cultural considerations, effectiveness of our communication, and opportunities to seek out negotiation to transform relationships. The course will be a blend of concepts and skills, theory and practice. On some occasions, you will be introduced to a concept and then asked to apply those concepts in an experiential activity. At other times, you will be asked to engage the activity or simulation and then the concepts will be elicited based on your experience. You will have several opportunities to practice developing your skills throughout the course, in terms of enhancing your practice and honing your analytical and conceptual understanding.

• W 6:10 p.m.-8 p.m.
• Instructor: Martin E Epstein
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• 3 points

INTRAPERSONAL DYNAMICS & CONFLICT

• F noon-1:30 p.m.
• Instructor: Barry Sommer
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• 3 points

Restorative Practices

Restorative Justice (RJ) is rooted in ancient approaches to conflict resolution, aboriginal justice, and religious texts.  It has re-emerged as a promising
new
paradigm - a supplement and sometimes an alternative to the criminal justice system’s existing response to wrongdoing. Perhaps most importantly, it is also an alternative response to harm or conflict at the micro, meso, and macro levels. 

In this course, we will explore restorative justice and the ideas that form its foundation. We will question its strengths and shortcomings, examine restorative practices, and investigate opportunities to put the theory into practice. Over the course of the semester we will critically examine restorative justice theory, principles, and concepts while creating a unique opportunity to explore the philosophy from various perspectives, and as it is applied in various contexts.

Discussions and readings will take a critical look at how restorative justice presents a contrasting philosophy of justice that addresses the needs of multiple stakeholders, draws from faith-based and indigenous approaches, and challenges interpersonal and structural forms of harm. We will also explore intersections and applications of restorative justice within multiple fields and movements including racial justice, trauma healing, education, youth development, and transitional justice.

Although the focus will be on exploring theoretical, empirical, and experiential restorative approaches, there will also be some opportunity to develop and practice applied “facilitation” skills. As we examine the problems and limitations associated with dominant (punitive) responses to crime and rule violations, we will assess how restorative justice presents an alternative philosophy of justice and seek to understand the costs and benefits associated with attempts to apply that philosophy in different contexts, including criminal justice, schools, families, communities and nations.

You will be asked to discuss specific conflicts, dissect them through a restorative lens, and actively lead course discussions on your selected conflict. The format hopes to foster a participatory environment. This course is open to NECR and non-NECR students who are interested in further expanding their work in self-awareness, facilitation, conflict transformation, conflict analysis, and analyzing systems.

• USSU 9 a.m.-5 p.m.
• Instructor: Dianne Williams
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• 3 points

Meditation: Practitioner Development

On a daily basis we may encounter conflicts and seek to resolve them through negotiations and other forms of conflict resolution. Some of these are simple and easy to resolve, while others are complex and may require the support of a third party, or 
mediator 
. In this course we will explore mediation from several points of view and approaches, as listed below under the session headings. We will explore the theories that underlie the field of mediation as we concentrate on building the skills necessary to practice mediation professionally.

Note: This course qualifies as the prerequisite for an apprenticeship opportunity in anticipation of
mediation certification
through a number of Community Dispute Resolution Centers statewide.  This course is also Part 146A approved, which is necessary to qualify for participation on a roster in the New York State Court System.

• UUSU 9 a.m.-5 p.m.
• Instructor: Jenny Besch
  Info
• 3 points

CONFLICT RESOLUTION AND DYNAMICAL SYSTEM

CONF RESOLUTION/DYNAMIC S

Dynamical Systems Theory (DST) is a methodology developed in the hard sciences to understand complex systems—from the weather to the functioning of cells, using mathematical algorithms. We added the lens of social-psychological concepts and practices to better understand how to apply DST to conflict. We are now applying DST to conflict analysis and resolution for larger social problems and conflicts that are protracted, deeply embedded and have multiple complex issues. This DST approach goes beyond linear problem-solving and embraces complexity in new ways. Dynamical Systems and Conflict Resolution (NECR 5210) is a required 3-credit course in the Negotiation and Conflict Resolution Program (NECR). Students are expected to spend on average 20 hours per week on this course, including media, group work, readings, and other assignments. NECR 5210 builds on concepts from Understanding Conflict and Cooperation (NECR 5101), where students became familiar with conflict resolution frames, theories, and models, as well as a basic understanding of the DST approach. This course will further develop and advance student understanding and use of advanced DST concepts and tools that will be useful for scholar-practitioners facing situations that require a systemic approach for more highly complex conflicts. It is a complementary approach that rounds out the other concepts and skills student learn in the program. Throughout this course students will work individually and in groups on multiple case studies, to understand and apply DST methodology, while developing an appreciation for the more fluid and non-linear DST approach.

• SUUS 9 a.m.-5 p.m.
• 3 points

ENVIRNMNT CONFL/RES STRATEGIES

The natural environment provides a wide range of goods and services on which humans depend for survival, identity, livelihoods, and physical and emotional health. Because we depend so directly on the natural environment, environmental conflicts can be extremely complex and difficult to resolve. 

Students participating in this course will gain: 
1)
 grounding in social-ecological and environmental conflict resolution theory; 
2)
 analytical frameworks for environmental conflict assessment; 
3)
 exposure to a range of resource management techniques for pursuing environmental conflict resolution; and 
4)
 knowledge and skills to evaluate the effectiveness of conflict intervention strategies.

Classes will involve a mix of lecture, discussion, simulation and role-playing, and group work. 

Students in this course will explore the following meta-level questions surrounding conflict and the environment:


How do environmental factors drive or affect conflict processes?

What are the short- and long-term effects of natural resource governance on social cohesion and stability?

What types of interventions are effective and appropriate for resolving conflicts with environmental drivers?

• R 6:10 p.m.-8 p.m.
• Instructor: Matt Gove
  Info
• 3 points

SPECIAL TOPICS: Executive Conflict Coach

Executive Conflict Coachi

The course offers an in-depth exploration of the foundational principles and skills of conflict coaching. This rigorous curriculum is designed to equip students with the expertise necessary to assist themselves and others in cultivating perspectives, mindsets, and strategies that espouse a constructive and collaborative conflict approach. ​​Inherent to human experience, conflict has outcomes primarily shaped by one's chosen approach.

A confrontational stance often results in hampered communication, obstructionism, and a power struggle. Conversely, a collaborative approach accentuates effective communication, amiability, assistance, trust, and coordinated endeavors. This methodology frames conflicting interests not as adversarial positions, but as shared challenges necessitating shared resolution. Central to the ethos of this course is the recognition of conflict as a conduit for growth, its potential for constructive engagement, and the imperative for adaptive and visionary leadership embodying executive presence.

Conflicts often evoke a spectrum of emotions in individuals, making them one of the most demanding challenges a coach might assist clients with. Such moments of contention serve as a litmus test for what renowned executive coach John Mattone terms the "Inner Core" of an astute leader. Properly navigated, conflicts become avenues for leaders to refine their "Inner Core" and bolster their executive maturity.

This course is specifically designed for graduate students who aim to expand their expertise in navigating and mediating conflicts within the workplace. Additionally, it is well-suited for students seeking to enhance their own interpersonal skills, develop a deeper understanding of the dynamics of conflict, and foster a more collaborative and harmonious work environment.

• US 9 a.m.-5 p.m.
• Instructor: Aldo Civico
  Wikipedia Info
• 1.5 points

Open Source Intelligence: Research for C

OSINT: Res for Confl Anal

The elective "Open Source Intelligence: Research for Conflict Analysis"
 
course is designed to introduce students to key practical insights, tips, and professional skills necessary for any successful conflict resolution practitioner. In this course, students will be required to practically apply some of the tools and techniques of NECR, and appreciate the importance of combining and reformulating the basic NECR concepts in order to serve their exact needs in the field. 

Through this course, students have the opportunity to apply what they have learned in the classroom, learn additional practical research skills, and adjust them to their own very specific professional aspirations in the field. This course also helps students strategize their next professional steps in the field in a concise, methodical way. 

It is important to keep in mind that the Conflict Resolution field at large is quite diverse, and our students have unique backgrounds and future aspirations. Therefore, this course is customized in coordination with each student during 1-on-1 sessions that take place at the beginning of the semester, in order for each student to be working on something that is clear, and has practical value for his/her very specific professional interests. 

As with many things in life, proactiveness, creativity, and an entrepreneurial spirit are keys to success for our very challenging field.  Each student will be having a required 1-on-1 session with the instructor, where the instructor will help the student explore ways to creatively strategize their next professional steps as practitioners and also develop the instructions for the final paper that match the needs of the student. 

Overall, the goal is to provide students with an enriching, personal experience that helps them rethink their role as practitioners and strategize better their short/ long term goals in Negotiation and Conflict Resolution.

• U 9 a.m.-11:30 a.m.
• Instructor: Nikolas Katsimpras
  Info
• 1.5 points

CAPSTONE: Conflict Analysis Models

Conflict analysis is central to understanding the context and content of any conflict. It is also critical for the person doing the conflict analysis to have a good understanding of who they are as a conflict resolution practitioner, including the frames with which they view the conflict analysis. Our worldviews, assumptions, values, and beliefs shape how we frame and create meaning from conflicts that we choose to examine, and how we understand the dynamics of those conflicts. Therefore, to conduct an impartial analysis of any conflict, and add value for the stakeholders involved, self-awareness is crucial.

This course is the foundation for developing the necessary mindset for conflict analysis. We want you to be able to enter any situation and ask the question, “What is really going on here?” and to use that inquiry to uncover underlying needs, issues, and assumptions. In this course, in addition to increasing your self-awareness as a conflict resolution practitioner, you will explore and become familiar with diverse conflict analysis approaches and tools, beginning with creating a conflict map to identify the actors, dynamics, and structures that are creating, escalating, and perpetuating the conflict. You will work with a variety of conflict analysis tools to examine the stakeholder perspectives and will be asked to identify issues that surfaced as a result of this analysis. You will define goals for your inquiry that correspond to the conflict issues you have identified and coalesce thematically around a specific purpose of appropriate scope for your capstone study. You will utilize the Coordinated Management of Meaning and Case Study frameworks to engage in desk-based qualitative inquiry using secondary sources. You will put theory into practice by interpreting the secondary data through the lens of applicable theory. The data will be further analyzed using CMM models and conflict analysis tools as a means of surfacing several needs to be addressed in your intervention design (in the next capstone course).

This course is the first of three (3) required courses of the capstone sequence.
In 6050, students will complete conflict analysis for their capstone case study.
In 6250, students will design an intervention that addresses the needs identified in their earlier analysis. In 6350, students will consider sustainability, as well as monitoring and evaluation strategies for their proposed intervention.

• S 11 a.m.-2 p.m.
• Instructor: Courtney A Chicvak
  Info
• 3 points

CAPSTONE: RESOLUTION STRATEGIES

• W 6:10 p.m.-8 p.m.
• Instructor: Peter Dixon
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• 3 points

CAPSTONE: NETWORKING & SUSTAINABILITY

CAPSTONE: NETWORKNG & SUS

• S 9 a.m.-5 p.m.
• Instructor: Mark A Whitlock
  Info
• 3 points