Conflict Resolution Project Outline Davis 7

Running head: CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 1 This assignment is the beginning of your Conflict Issues PowerPoint Presentation. As such, you will write a 2 - 3-page summary overview or outline of your PowerPoint presentation. You are required to include a bibliography and title page, but they do not count toward the required page limit. The bibliography should include 15 or more references. Format this assignment in APA style in a Word document. This assignment is due by the end of Module/Week 5.

OUTLINE FORMAT ACCEPTABLE

THE PURPOSE OF THIS ASSIGNMENT IS TO PROVIDE A DETAILED 2-3 PAGE OUTLINE OF THE SPECIFIC

TOPIC YOU HAVE SELECTED FOR YOUR FINAL PROJECT. THE FINAL PROJECT INCLUDES THE POWER

POINT AS WELL AS A SUMMARY PAPER AND IS DUE WEEK EIGHT.

IF THE ANSWER TO ANY OF THE FOLLOWING QUESTIONS IS NO THEN YOUR ASSIGNMENT WILL NOT BE

GRADED AND THE STUDENT WILL RECEIVE A 0%.

 Was the assignment submitted on or before Sunday at 11:59PM of the week it is due?

Yes/No

 Were there 15 or more current research citations?

Yes/No

Information clearly and specifically focuses on key, relevant information and reflects in depth analysis of the selected topic. Word selection is professional.

Structure is accurate and provides great detail. Reader can clearly understand main points of future presentation.

The writing is free of errors.

APA format is without error. Information in outline is referenced without error. Title page included. CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 2

You will select an issue directly related to conflict resolution and prepare a professional

PowerPoint presentation appropriate for faculty in-service, PTF, conferences, or related venues.

Plan for 50-60 minutes. Presentation includes three key aspects: 1) research the topic, 2) summarize the issue related to topic, and 3) offer a strategic plan to address the issue. It is very important to select a topic that relates to your position of influence. Based on this research, you will then develop a PowerPoint presentation and a 4-6-page summary with a complete bibliography. The summary is a more detailed version of the 2-3 page conflict issue paper submitted in Module/Week 5. CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 3

EDU 746-D01:

Conflict Resolution Project Outline

Deborah Davis

Liberty University CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 4

The Plan

This outline forms the basis of the final project. While not a concrete form, it is to provide a working guideline of the intended power point on the issue of Christianity in the secular education workplace. The listing of quotes within the outline provide a guideline for reference areas which pertain to those issues.

I. The Issue Introduced

a. In the world of education, participants have a multitude of roles. However, all these

professional roles do not usurp the role of simply being the person the educator is.

With emphasis on diversity in the workplace, and sensitivity to others, there has been

a trend to be more tolerant of minority religiosity – paganism, Wiccan, Islam, and

others are to be recognized and tolerated. What, one may ask, of Christianity. For

those who are practicing Christians in the public school workplace, the tolerance

toward practicing their faith has been dissolving, even denigrated – a far cry from the

days when attendance at a Church was mandatory for teaching contracts.

b. This discord creates conflict in the workplace, and within the individual, as Christian

warriors address the very real spiritual battle taking place every day in our schools.

II. Part One -- “They are not of the world, even as I am not of the world” (John

17:14, KJV). – How are school requirements defined, and where do Christians

a. The purpose of an accredited school is: “(1) establish learning standards for a “no-

frills” curriculum, (2) administer assessments to measure their achievement, and (3)

impose sanctions if the standards were not met” (Murray, 2012, p. 53) CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 5

b. “It seems as though the disenchanting aspects of the milieu in which new students

develop their new social identities effectively override whatever affirmative

discourses of devotion, honour, praise, and joy they may have imported when they

were admitted” (Lathangue, 2012, p. 69).

c. “Peer prayer groups were a common element of the community from which

participants were drawn, so the motivation of participants could have varied” (Rasar,

Garzon, Volk, and O’Hare, 2013, p. 279)

d. “The survival of liberalism depends upon the bracketing of comprehensive beliefs

whenever we step into the public sphere” (Holden, 2009, p. 576).

e. “In today’s academy, three overarching faiths or ‘comprehensive beliefs’ coexist in

uneasy union, so deeply embedded that their authority has become hegemonic”

(Holden, 2009, p. 579).

f. “The amendment was merely intended to ensure the freedom of the states to order the

relationship between faith and government” (Holden, 2009, 578).

g. “There is an important difference between restrictions on religious discrimination and

restrictions on sexual orientation discrimination” (Affolter, 2013, p. 236).

h. “Theoretical conformity and passive assent to established routines which are

inevitably expressions of disapproval” (Lathangue, 2012, p. 67).

i. “In order to fully engage students in the appreciation of religious difference, one

needs to apply a pedagogy of mindful contemplation” (Polinska, 2011, p. 160)

III. Part two -- “In the world ye shall have tribulation” (John 16:33, KJV). – What

challenges to students and faculty face when faith comes into conflict with their

collegiate presence? CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 6

a. “Interpersonal conflicts by their very nature make up one of the most difficult

types of human relationships with which to deal” (Stevens, Williamson, and Tiger,

2012, p. 130).

b. “It may be that the secularists are quite willing to explain why—that

Christianity’s record gives reason to fear that its adherents may fail to treat other

positions fairly” (MacKenzie, 2011, p. 688).

c. Everything is secular unless it meets the requirements of “religious employer" (1)

have the primary purpose of inculcating religious values, (2) primarily employ only

those who share its beliefs, (3) primarily serve individuals of the same faith, and (4)

qualify as a nonprofit organization under Sections 6033(a)(l) and 6033(a)(3)(A)(i) or

(iii) of the Internal Revenue Code” (Rudary, 2013, p. 355).

d. “The French exclude all religion from political life. They demand a secular state”

(Benson. 2012, p. 180).

e. “Existing research on how college affects students’ beliefs is torn between those

studies that continue to find that college has a significant liberalizing effect, and those

that argue its impact is minimal or even protective (Maryl and Uecker, 2011, p. 183).

f. “It may seem, following the various court decisions separating church and state

and, more specifically, religion and education, that the relationship between religion

and education has long been settled and that religion is indeed absent from the halls

of public education and its discourses” (Burke and Segall, 2011, p. 631).

g. “In light of the reformulations of secularization theory now taking place, scholars

have begun to reexamine the decoupling of higher education and religion” (Gross and

Simmons, 2009, p. 102). CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 7

h. “Research on the religiosity of American professors has been limited” (Gross and

Simmons, 2009, p. 103).

i. “Therefore, multicultural education is imperative for students to be active in a

democratic society” (Elhowris, Prameswaren, and Alsheikh, 2013, p. 16).

j. “Confessional education, with institutional statements of faith, and sometimes

also codes of conduct, to be in principle a violation of such unqualified academic

freedom” (Heibert, 2014), p. 423).

k. “It appears as though exposure to a campus perceived as divisive was positively

associated with worldview commitment for students in the religious majority but had

no association with worldview commitment among nonreligious students” (Mayhew

and Bryant, 2013, p. 76).

IV. Part three -- “Speak to the world those things which I have heard of him” (John

8:26, KJV). – How can educators deal with conflict in the workplace and

religious discrimination?

a. “The university attempts to fulﬁll its obligation to ﬁght harmful discrimination by

adopting a policy that forbids several forms of discrimination” (Affolther, 2013, p.

b. “Those who attain higher education while maintaining exclusivist religious views do

so by imbedding themselves in social networks of traditionally religious people”

(Baker, 2013, p. 217).

c. “It would not be difficult to identify a good many critics who, in the last couple of

decades, have been clamoring for more freedom for religious expression in the public

square” (Holden, 2009, p. 577). CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 8

d. “Lively and productive conflicts endemically abound — so much so, they’re

generally welcomed, expected, and breathed as academic oxygen. Of course this

atmosphere also can be frustrating, irksome, and wearying: that’s the nature of

conflict, which inevitably (but not negatively) characterizes innovation and

improvement” (Downes, 2010, p. 297)

e. “The secularism I encountered at Harvard was as rigid in its beliefs and mores as the

most dogma-bound Roman Catholicism, only less aware of its own blind spots”

(Callahan, 2012, p. 18).

f. “College teacher who enters that freshman composition class must know more than

her discipline; she must possess the ability to engage and encourage, motivate and

inspire, teach and learn from her diverse students” (Green and Ciez-Bolz, 2010, p.

81). “A capable teacher knows more than her discipline. She knows how to build

relationships with students as she mentors and motivates, guides and inspires them”

(ibid, p. 84).

g. “A legislator who thinks that universities are too liberal or inefficient is also likely to

support merit-based financial aid” (Dar, 2012, p. 774).

h. “Millions of Americans who regard religion as central to their lives may have become

disenchanted with and disenfranchised by public higher education” (Kessler, 2013, p.

i. “Limited work has addressed humor's relationship to conflict styles in educational

settings” (Ramsey, Knight, Knight, and Verdon, 2011, p. 3).

j. “The [public] university feared letting religiously affiliated student groups use

campus facilities” (Huneycutt-Bardwell, 2013, p. 5). CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 9

k. “Evangelical campus ministries serve a substantial pool of evangelical students [and

faculty]” (Schmalzbauer, 2013, p. 117).

V. Conclusion – The battle is real; the law is clear; the conflict is eternal . . .

a. “Ye are the light of the world. A city that is set on an hill cannot be hid. Neither

do men light a candle, and put it under a bushel, but on a candlestick; and it giveth

light unto all that are in the house. Let your light so shine before men, that they may

see your good works, and glorify your Father which is in heaven (Matthew 5:14-16,

b. These quotes will provide a foundation for the power point to be prepared for

submission at the conclusion of this course. CONFLICT_RESOLUTION_PROJECT_OUTLINE_DAVIS 10

References

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