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.

• S 10 a.m.-11:30 a.m.
• Instructor: Rodney K Jr. Erb
  Info
• 3 points

INTRODUCTION TO NEGOTIATION

• TWRF 9 a.m.-5 p.m.
• Instructor: Bodi Regan
  Info
• 3 points

Organizational Conflict and Mediation

Org. Conflict & Meditatio

This required NECR course will introduce the concepts and skills of mediation, a type of third-party conflict intervention. This course will provide students with theory, research, and practice to effectively use mediation skills in a wide variety of contexts. Mediation practices are frequently applied to a variety of conflicts and are employed in conflict resolution strategies. Thus it is imperative for a conflict resolution practitioner to develop knowledge and skills of this practice. In this course students will be introduced to mediation philosophies, approaches, applications, and skills through readings, scholarly reflections, role-plays, a collaborative group project, and a term paper. This course will provide a deeper understanding of problem-solving and relational styles of mediation and the goals aligned with each. Students will learn to identify when mediation is appropriate, prepare for a mediation, employ communication skills, deal with negative emotions, address ethical dilemmas, and consider the cultural influences surrounding the parties and conflict.
Prerequisite: NECR 5105 Introduction to Negotiation
.

• UFS 9 a.m.-5 p.m.
• Instructor: Michele Riley
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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.

• S 9 a.m.-5 p.m.
• Instructor: Cody J Smith
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• 3 points

APPLIED CONFLICT RESOLUTION: FROM THEORY

This course explores the intersection of theory and practice in conflict resolution, giving students the opportunity to apply the models, frameworks, and theories they have studied in the NECR program to real-world scenarios. Students will analyze case studies, review current events, and bring to bear their own experiences in international, organizational, community, and interpersonal conflicts in an interactive setting as they continue to develop and hone their critical thinking skills.

Drawing from the disciplines of social psychology and clinical psychology, political science, international relations, and the latest advances in neuroscience, conflict resolution practitioners have at their disposal a wealth of research that can inform their analysis of how to assist parties to mitigate, de-escalate, and prevent conflict.  

Building especially on the material covered in Understanding Conflict and Cooperation (PS5101), the participants in this class will engage with the course readings, instructors, and each other to critically analyze and deconstruct complex conflicts in a variety of contexts. A focus on the actors, issues, structures, strategies, and processes inherent in a conflict will be used in the effort to identify opportunities to change conflict dynamics. Multiculturalism, negotiation and mediation frameworks, accounting for bias, interdependency, intergroup conflict, social identity, peacebuilding, and power dynamics are among the key learnings integrated into the course.

The competencies advanced in this class are intended to be applicable beyond the program into other areas of life. Students will be empowered to reflect critically on a text, select relevant data, understand the applicability of a theory, and offer results-based recommendations in contexts ranging from global to personal.

• S 11 a.m.-2 p.m.
• Instructor: Christine D Straw
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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.

• SUSU 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.

• MTW 9 a.m.-5 p.m.
• Instructor: Camilo Azcarate
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• 3 points

PRACTICUM IN PEACEBUILDING

• M 6 p.m.-8 p.m.
• 3 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
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• 1.5 points

CLINIC ON CONFLICT AND COLLABORATION IN

NATURAL RESOURCE MANAGEME

• R 10 a.m.-noon
• Instructor: Joshua Fisher
  h-index: 8 Info
• 3 points

SPECIAL TOPICS: Social Justice and Confl

Social Justice & Conflict

Safety is a deceptively simple concept. On one end of the spectrum, it is a tangible state of being (Are you at risk of physical violence?) and immediate feeling (Are you comfortable walking alone at night?). At the other end, safety is a broader system embedded in a complex network of social relations, formal and informal organizations, and political dynamics: Do you trust your neighbors? Do you trust the police? Do you have access to the resources you need to be and feel safe from harm? In New York City, the problem of public safety presents a complex tapestry of conflicts, deeply rooted in varying attitudes and policies. The city's approach to public safety often stirs up debates around policing strategies, with some advocating for a robust, proactive law enforcement presence to deter crime, and others calling for more community-based, social justice-oriented methods. And this is only about policing. Most people will say that for them, safety is about much more than policing. Such complexity has led to a broad array of tensions and conflicts in New York City, particularly in neighborhoods like the three in this course, where residents often feel both over-policed and under-resourced.

In this course, we will draw on an active research project under the leadership of Dr. Peter Dixon and Dr. Geraldine Downey, which is collecting community-based data around the city to answer two questions: how do residents from communities impacted by violence and policing define safety for themselves? And, what makes these grounded definitions more or less relevant for actual public safety policy? Working in three neighborhoods across Manhattan (Harlem), Brooklyn (Bedford-Stuyvesant), and the Bronx (South Bronx), students in this course will work with this community-based data, engaging with municipal decision makers and community members to apply a conflict resolution lens to the rich—and often contradictory—perspectives that city residents bring to the seemingly simple question of what it means to be safe.

This course is scheduled to take place in person, in accordance with campus COVID-19 policies. Students are expected to spend on average, 10 hours per week including class time, group work, readings and other assignments, plus one intensive weekend. Throughout, we will engage with city officials and NYC community members to co-analyze residents’ public safety priorities and co-create policy solutions and resolution strategies.

• S 9 a.m.-5 p.m.
• Instructor: Peter Dixon
  Info
• 3 points

Interpersonal Dynamics: Collaboration, F

Interpersonal Dynamics: Collaboration, Facilitation and Reflective Practice

develops students’ capacity to act as reflective practitioners of

collaborative conflict resolution. Building on theories presented in

Introduction to Negotiation, the course provides students with many

opportunities to understand the interpersonal dynamics of conflict and to

practice the skills of negotiation, mediation, and facilitation.
 

To intervene as skilled practitioners, conflict-resolution professionals

need to understand how their worldview shapes the lens through which they

view and respond to conflict. Likewise, they need to grasp their

counterpart’s worldview and understand how the dynamics of these differing

narratives influence both sides’ perception, emotions, and responses. As a

result of their reflective practice, students can learn to make more

strategic choices as negotiators, mediators, and facilitators.
 

Students bring their own unique experiences, insights, and communicative

strengths to the learning process. This course seeks to build on these

contributions, providing (1) tools for deepening self-awareness as a means

of advancing connection to others, (2) opportunities for strengthening

their face-to-face communication skills as negotiators and as mediators,

and (3) techniques for developing their skills as third-party facilitators.

• TWRF 9 a.m.-5 p.m.
• Instructor: Robert Anderson
  h-index: 77 Info
• 3 points

CAPSTONE: NETWORKING & SUSTAINABILITY

CAPSTONE: NETWORKNG & SUS

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