How to Manual for Colleges and Universities Developing and/or Enhancing their Programs in Peace and Conflict Studies

By: David J. Smith, August 25, 2016

Guidelines for Submission to the Second Edition Peace and Conflict Studies How To Manual! Next deadline October 1, 2016

Collaborating groups and institutions include:

The Global Partnership for the Prevention of Armed Conflict, Peace Education Working Group, George Mason University’s School for Conflict Analysis and Resolution, Institute for Public Service at Northern Virginia Community College, and Wayne State University’s MA in Dispute Resolution Program.

Our free program development manual supporting peace and conflict studies program development is a product of a collaboration that began in 2009 (see additional information on the various meetings below) in which lessons learned about the process of developing programs, certificates, and degrees in peace and conflict studies were shared. The manual is a resource for faculty, staff and administrators authored by faculty, staff and administrators.

The project began on June 12, 2009, when community college faculty and administrators participated in the Capacity Building Seminar for Community Colleges with Peace and Conflict Studies Programs in Cleveland, Ohio hosted by Global Issues Resource Center, Cuyahoga Community College.  Attendees included those who already had programs in conflict resolution/management and peace and/or justice studies.  One of the goals of this seminar was the creation of a “How to” manual covering key topics as a resource for those in the development or expansion process for degree or certificate programs in conflict, peace or justice studies.  The First Edition on-line manual can be accessed here:

There has been a lot of activity since that original 2009 seminar, including the annual Community College and University Seminars on Developing and Enhancing Peace and Conflict Studies Programs held in 2011 – 2016 in Ohio and Virginia coordinated and facilitated by Jennifer Batton in collaboration with David Smith (2009, 2011 – 2015) and Dr. Julie Shedd (2016). Starting in Fall 2016, the Annual National Community College Peacebuilding Seminar held at Northern Virginia Community College will participate in this project.  College faculty/staff and/or college teams at these events focus on capacity building around one or more of three core areas: a) Capacity Building and Sustainability of Programs; b) Course Development/Integration; and c) Student and Supplemental Programming.  We want to update our online resource with a second edition, drawing on new materials and insights, continuing to make these resources available to all at no charge in order to help further advance the field.

An Overview of the Second Edition

The second edition on-line manual, no longer focuses specifically on community college level programs, and is tentatively organized as followed:


Project Overview
Teaching Peace and Conflict in U.S. Community Colleges
Teaching Peace and Conflict in Colleges and Universities
Overview Examples Appendix (Sample documents from programs here)

Capacity Building and Sustainability
Sustaining Conflict Studies via Open Educational Resources
How to Gain Administrative Support
How to Market Your Peace, Justice and Conflict Management Studies Program
Assessing the Need for a Certificate Program in Peace and Conflict Management
Capacity and Sustainability Examples Appendix (Sample documents from programs here)

Course Development and Integration

Overview of Core Course and Elective Selection
Case Study: Simulation Based Learning to Teach About Global Negotiations
Course Development and Integration Examples Appendix (lots of sample documents from programs here)

Student and Supplemental Programming
From the Archives: Making the Case for Campus Mediation (example)
Programming Examples Appendix (Sample documents from programs here)

Combined Resources Appendix

Additional chapters and appendix materials will be added under the 4 main topical sections as they become available.

 Looking for contributions!  We hope that past seminar participants and new colleagues will engage with us as we build the expanded and updated guide to support this important work. We are looking for colleges and universities with direct experience to contribute to the Manual.   Next deadline is October 1, 2016.

Sample Descriptions of Chapters Still Needed

This manual is a working document and we hope that those around the world with the expertise in various areas will be willing to contribute to the expansion of these types of programs by sharing their work with others. Below is a list of chapters we would like to see contributed.  If you have direct experience in any of these areas (or a relevant area, not included in the list) you are encouraged to write and submit the chapters to be added to the manual.  The next deadline isOctober 1, 2016.  Please see the manuscript expectations below for submission details.

  1. Study Abroad.  Study abroad can be a valuable dimension of learning about peace and conflict. This chapter may include, but is not limited to – How would a college initiate a distance learning program on these topics? Developing partnerships with international universities, traveling with students
  2. Credit vs. Non-credit.  Examples of credit versus non-credit courses and programming on these topics. Professional development and continuing education opportunities.
  3. Faculty Development – Strategies for Faculty Development.  Questions to be explored might include: How to prepare faculty to teach peace and conflict issues? (Many colleges and universities do not have faculty which have a degree, specialization, or concentration in the content area).  What professional development opportunities are offered?  How do you encourage faculty to receive additional training?  What basic content is needed for those who wish to teach an elective versus a required course?
  4. Career Options for Students. Listing career options for students obtaining peace and conflict degrees or certificates should be explored.   In addition, an examination of experiential opportunities that position students for the job market could be considered.
  5. Developing a Traditional Academic Program.  Related to the question of whether the strategy is credit or non-credit, there could be a discussion of how to go about designing a traditional degree, concentration or certificate.  Issues considered should include: learning objectives, course development, selection of electives, and materials/book selections.
  6. Transfer Preparation.  If one of the objectives of the program is transfer, questions related to designing the course(s) to transfer to a four year should be addressed as well as how to prepare for articulation agreements.
  7. Conflict/Peace Centers.   How does one design a center?  Development of the mission statement, advisory committees, services offered, and other things to consider.
  8.  Program Management.  Issues related to the overall management of students, faculty, and other dimensions of a program could be addressed
  9. Selecting Electives.  Related to developing a program, what is the criteria for including a course as an elective versus a core course?  The basic question of course development  – things to consider should also be addressed.
  10. Course Delivery. Examination of online/distance and hybrid course delivery possibilities.  Service Learning and experiential education examples.

Contribution Format

Manuscript Expectations:

  1. In that the publication is designed as a handbook, extensive referencing is discouraged.  However, when necessary, please follow APA guidelines for citation.
  2. The tone of the writing should be in the third person and directed toward practical non theoretical strategies for development.  This should be actual “how to”, with strategies in order of what needs to be done first, etc.
  3. Specific examples, such as sample courses, transfer agreements, market surveys, etc. are highly encouraged for each segment – reference them in your segment and they will be placed in an appendix.
  4. As is the nature of a “How To” handbook, lengthy articles are discouraged.   Generally, shorter pieces in the range of 2000 to 3000 words should be the goal.
  5. The use of graphs, charts, hyper-text links and other visual aids within an article are encouraged. The author is assumed to have obtained all necessary permissions before submission.
  6. Submissions must be made in MS word.
  7. Editing will be done by the team of Jennifer Batton (GPPAC) and Dr. Julie Shedd (GMU); however, it will be kept to a minimum.
  8. Submission does not imply that an article will be accepted. The editors’ retain sole right to determine whether a submission will be published.
  9. The Second Edition will use a Creative Commons copyright license (see ) to support sharing. The default license for chapters will be Attribution-NonCommercial 4.0 International (you may reuse material if you give credit to the original author and you do not use the material in a commercial endeavor), but more restrictive licenses can be applied to individual chapters if required by the author and agreed to by the editors.  Once published all content will be made available at no charge through the web site with the hopes that all contributing organizations will also link from their sites to the documents as a resource to all.
  10. Submissions for the next chapters should be received by October 1, 2016.

(Please contact Jennifer Batton prior to this date if you are interested in submitting a chapter in order that colleagues across the country do not duplicate efforts and/or may choose to collaborate on segments.  She can be reach at 216-952-5609 or by e-mail at:  All final chapters and items for consideration for the Appendix should be sent to Jennifer Batton by e-mail at:

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