AffiliatesThe Advanced Consortium on Cooperation, Conflict and Complexity
Columbia University's Advanced Consortium on Cooperation, Conflict and Complexity (AC4) was founded in part by Dr. Peter Coleman. AC4 moves beyond the research boundaries of traditionally siloed disciplines to advance the study of perplexing problems such as climate change, protracted conflict and sustainable peace.
The International Center for Complexity and Conflict
The Center is dedicated to applications of complexity science to the study of conflict. Through research projects, conferences, education, publications and international collaboration, the center tries to expand complexity science to the social field and advance understanding of one of its major challenges: protracted seemingly intractable conflicts. Scroll down to read more about Dr. Andrzej Nowak at Florida Atlantic University.
A generous Teaching Development Grant from the University Grants Committee has funded the Hong Kong Center for Cooperative Learning. Our mission is to empower university faculty members throughout Hong Kong to develop effective cooperative learning teams. We also want to support educators in Hong Kong public schools and academics in the Chinese Mainland.
Hong Kong political, social and business leaders have argued that graduates do not have the theoretical and interpersonal skills necessary to perform well in today's demanding team organizations. Reforms are being instituted to move education away from traditional didactic methods so that students are able to develop successful careers in the dynamic, global economy of Hong Kong.
Hisako Kobayashi-Levin is an Associate Professor of Kyushu University in Japan, where she teaches Conflict Management and Mediation in the Faculty of Law and the Graduate School of Law. Before she joined the Kyushu University she had lived in New York City where she received her mediator training and practiced mediation. As a leading expert of the American style mediation toward the Japanese society, she speaks at seminars/conferences and conducts mediator trainings in Japan. As a mediator, Hisako Kobayashi-Levin is interested in how we relate to each other and she is discussing with her students the issues related to "recognition," "power," "the right to resist" as well as "humiliation."
Beth Fisher-Yoshida, Master's Program in Negotiation and Conflict Resolution, Columbia University
Columbia’s Negotiation and Conflict Resolution graduate degree program is designed to train professionals to be effective negotiators and problem-solvers. The curriculum emphasizes a pragmatic approach to resolving conflicts that arise in human resource management, community and labor organization, education and health administration, law and business. Through examination of theory and practical methodology, the program focuses on constructive communication, ethical understanding, cultural awareness and sensitivity, counseling, and resolving conflicts in ways that are favorable for all parties.
Columbia’s part-time master’s program in Negotiation and Conflict Resolution combines theory and applied training to prepare students to develop practical models for negotiating and resolving disputes among parties with differing objectives and desires. This graduate program was developed in cooperation with Columbia’s Center for International Conflict Resolution in the School of International and Public Affairs and the International Center for Cooperation and Conflict Resolution at Teacher’s College.
At the Institute for Conflict Analysis and Resolution (ICAR), faculty and students are committed to the development of theory, research, and practice that interrupt cycles of violence. ICAR is an innovative academic resource for people and institutions worldwide. It comprises a community of scholars, graduate and undergraduate students, alumni, practitioners, and organizations in the field of peace making and conflict resolution. ICAR is a Commonwealth Center for Excellence, recognized for its leadership in the field and its world-renowned faculty.
ICAR is committed to:
- Advancing the understanding of deeply rooted conflicts between individuals, groups, organizations, and communities in the United States and all over the world through research, teaching, practice, and outreach
- Carrying on a systematic and ongoing study of the nature, origins, and types of social conflicts
- Developing the requisite processes and conditions for the productive resolution of conflicts
The Cooperative Learning Center is a Research and Training Center focusing on how students should interact with each other as they learn and the skills needed to interact effectively. We have reviewed more than 800 studies dating back to the late 1800's and have contributed more than 80 research studies of our own to clarify the issue of student to student interaction and learning. Our training includes instructors from pre-school through college in all subject areas. The training has concentrated on North America, but interest is growing around the world.
The primary efforts of the Center are Research and Training. Over the twenty plus years we have conducted more than 80 research studies and a series of extensive reviews of the existing research on cooperation and learning, more than 800 studies dating back to the late l800's, (Cooperation and Competition: Theory and Research). Training for teachers and administrators has been conducted though out the U.S. and Canada, and also in Germany, Scandinavian Countries, England, Saudi Arabia, New Zealand, Turkey, Panama, Singapore, and Hungary.
Michele Gelfand is professor of Organizational psychology at University of Maryland, College Park. Her research interests include cross-cultural social/organizational psychology; cultural influences on conflict, negotiation, justice, revenge, and leadership; discrimination and sexual harassment; and theory and method in assessing aspects of culture (individualism-collectivism; cultural tightness-looseness). She received her PhD from University of Illinois Urbana-Champaign in 1996, and has been published in many top journals including Academy of Management Review, Academy of Management Journal, Journal of Applied Psychology, Journal of Personality and Social Psychology and Organizational Behavior and Human Decision Processes. She also recently published an Annual Review of Psychology chapter on cross-cultural OB with Miriam Erez and Zeynep Aycan.
The work on lay epistemics has branched in several directions the major which were (1) research on epistemic motivations, need for cognitive closure in particular (2) a unified conception of the parameters of human judgment that offers an integrative alternative (known as the "unimodel") to previous theorizing in a variety of social judgment domains (having to do with persuasion, stereotyping, attribution, and statistical reasoning among others), (3) a "motivation as cognition" research program that resulted in our recent theory of goal systems.
His interest in motivation has also led to a fruitful collaboration with Tory Higgins on (4) the regulatory mode theory in which they distinguish between two fundamental aspects of self-regulation having to do with "locomotion" (encapsulated in the "just do it" dictum) and "assessment" (representing a concern with "doing the right thing").
Dynamical Systems Psychology Lab at Florida Atlantic University
Dr. Larry Liebovitch, Florida Atlantic University
Dr. Liebovitch earned a bacherlor's degree in physics at City College of New York, and a doctorate in astonomy from Harvard. He was a Postdoctoral Fellow at M. Sinai School of Medicine in New York, and then served as assistant professor at the College of Physicians and Surgeons of Columbia University. He is now the director of the Center for Complex Systems and Brain Sciences at Florida Atlantic University, where he also has appointments in the Departments of Psychology and Biomedical Science and at the Center for Molecular Biology and Biotechnology.