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Learning from Conflict in the Classroom I (November 9, 2011)
Facilitating difficult conversations on controversial topics is a common practice among faculty. This workshop will address the ways faculty can navigate these difficult moments when they arise in the classroom. The session will be guided by two questions:
- What knowledge and skills are helpful to faculty when facilitating difficult conversations around controversial topics within the classroom?
- In what ways can faculty address conflict in the classroom as a learning opportunity for both faculty and students?
In addition to addressing these questions, the presenters will share recent findings from undergraduate student focus groups conducted to better understand their interpretation of conflict in the classroom.
Learning from Conflict in the Classroom II (February 22, 2012)
This interactive workshop builds upon the fall “Learning from Conflict in the Classroom” workshop, although attendance at that workshop is not required for this workshop. After briefly reviewing the key take-aways from the fall session, we will identify common types of conflict that can occur in the Notre Dame classroom, address strategies for de-escalating conflict in the classroom, and offer possibilities for reframing conflicts into moments of learning.
Learning from Conflict in the Classroom III (March 23, 2012)
This workshop builds upon the previous two “Learning from Conflict in the Classroom” workshops, although attendance at those workshops is not required for participating in this workshop. After briefly reviewing the key take-aways from the previous two workshops, we will focus on the central question of “What are we to learn from conflict in the classroom?” To explore this question, attendees will participate in a role play scenario of a conflict as it unfolds in the classroom. Participants will have the opportunity to discuss specific examples of conflict in the classroom and generate helpful proactive and reactive strategies for learning from conflict in the classroom.
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