| OVERALL FOCUS OF THE DISPUTE RESOLUTION ACADEMIC FIELD | Average Score | Central 50% of Responses | Range of Responses |
| DR is essentially INTERDISCIPLINARY | 6.6 | 6-7 | 5-7 |
| DR in academia is essentially about the INTERRELATIONSHIP BETWEEN PRACTICE and THEORY | 5.9 | 5-7 | 4-7 |
| DR is essentially a PROBLEM-FOCUSED area of study, where students use their skills and knowledge to assess, intervene, and evaluate conflicts | 5.2 | 5-6 | 2-7 |
| DR in academia is essentially about the GENERATION OF KNOWLEDGE AND FRAMEWORKS for understanding and testing | 5 | 4-6 | 4-7 |
| DR is essentially an ART, NOT a SCIENCE | 3.1 | 2-4 | 1-4 |
| Meeting GOALS | Average Score | Central 50% of Responses | Range of Responses |
| Increased Knowledge of Other Program's Practices | 6.1 | 6-7 | 3-7 |
| Articulation of Major Issues in the Field | 5.7 | 5-7 | 3-7 |
| Identification of Areas for Further Collaboration | 5.7 | 5-7 | 4-7 |
| Articulation of Core Curriculum for DR Programs | 5.3 | 4-6 | 3-7 |
| Identification of Resources in Need of Development | 4.8 | 4-6 | 1-7 |
| Statement of Basic Standards for Graduate Programs | 4.4 | 3-6 | 1-7 |
| Laying the groundwork for future meeting every year or two | 4.3 | 3-6 | 2-7 |
| Ongoing Organization of Graduate DR Programs | 4.0 | 3-5 | 2-6 |
| Time for Stepping Back and Reflecting on Practice | 3.8 | 3-5 | 1-6 |
| CORE SKILL AREAS FOR MASTERS-LEVEL STUDENTS | Average Score | Central 50% of Responses | Range of Responses |
| Mediation skills and procedures | 6.4 | 6-7 | 5-7 |
| Conflict assessment | 6.3 | 6-7 | 5-7 |
| Communication skills - listening/assertion | 6.3 | 5-7 | 4-7 |
| Ethical sensitivity | 6.3 | 6-7 | 5-7 |
| Negotiation (distributive and integrative) | 6.3 | 5-7 | 5-7 |
| Creative thinking/ problem-solving/ decision-making | 6.2 | 6-7 | 4-7 |
| Critical Thinking | 6.0 | 6-7 | 3-7 |
| Communication - written (basic and scholarly papers) | 5.7 | 5-6 | 4-7 |
| Application of DR theories in particular contexts | 5.6 | 5-6 | 4-7 |
| Understanding of FULL range of DR theories | 5.6 | 5-6 | 4-7 |
| Group facilitation | 5.2 | 4-6 | 4-6 |
| Understanding the use of social science research | 5.1 | 4-6 | 1-7 |
| DR systems design principles | 5.0 | 4-6 | 2-7 |
| Self-knowledge (self-awareness) | 4.9 | 4-6 | 2-7 |
| Mastery of a specific subject area specialization | 4.9 | 4-6 | 3-7 |
| Working in teams | 4.8 | 4-6 | 2-6 |
| Research design, data gathering and analysis | 4.5 | 4-5 | 2-7 |
| Basic understanding of the legal system | 4.2 | 3-5 | 3-6 |
| Arbitration, adjudicatory skills | 3.7 | 3-5 | 1-5 |
| ESSENTIAL AREAS OF KNOWLEDGE | Average Score | Central 50% of Responses | Range of Responses |
| Continuum of methods for addressing conflict | 6.6 | 6-7 | 5-7 |
| Ethics | 6.4 | 6-7 | 4-7 |
| Negotiation theory | 6.4 | 6-7 | 4-7 |
| Problem-solving methods | 6.3 | 6-7 | 5-7 |
| Power issues | 6.2 | 6-7 | 4-7 |
| Range of mediation models | 6.1 | 6-7 | 4-7 |
| Competition/cooperation theories | 6.0 | 5-7 | 4-7 |
| Cross-cultural: gender, age, race, class | 5.8 | 5-7 | 1-7 |
| Dispute system design | 5.6 | 5-7 | 2-7 |
| Social psychology/group dynamics | 5.5 | 4-7 | 3-7 |
| Sociology of conflict/social institutions | 5.4 | 4-7 | 3-7 |
| Communication, language, persuation, debate | 5.4 | 5-6 | 3-7 |
| PEDAGOGICAL CONCERNS For QUALITY DR GRADUATE PROGRAMS | Average Score | Central 50% of Responses | Range of Responses |
| Developing CRITICAL THINKERS | 6.4 | 6-7 | 5-7 |
| IDENTIFYING AND TEACHING CORE SKILLS needed for DR | 6.2 | 6-7 | 3-7 |
| EVALUATING student SKILL ACQUISITION | 6.1 | 6-7 | 5-7 |
| EVALUATING student KNOWLEDGE ACQUISITION | 6.0 | 6-7 | 2-7 |
| Developing and mastering appropriate METHODS OF INSTRUCTION (role-plays, case studies, participatory learning, video and computer-assisted teaching) | 5.6 | 5-7 | 2-7 |
| FINDING A BALANCE re EMPHASIS ON THEORY AND PRACTICE | 5.6 | 5-6 | 3-7 |
| FINDING and hiring QUALIFIED FACULTY | 5.6 | 5-7 | 1-7 |
| LOCATING AND MAINTAINING ACTUAL PRACTICE OPPORTUNITIES/SITES for students | 5.3 | 4-6 | 4-7 |
| Developing an appropriate APPROACH TO INSTRUCTION | 5.3 | 5-6 | 2-7 |
| METHODS USED TO SUPERVISE STUDENT SKILL DEVELOPMENT | Percentage of respondents using method |
| Observation and evaluation of students doing simulated interventions or skill demonstrations | 90% |
| Students keep self evaluation forms and/or journals | 85% |
| Student serves as co-mediator or co-facilitator with more experienced practitioner, receives feedback from mentor | 75% |
| Peer supervision by other students | 55% |
| Videotaping and analysis of student simulated interventions | 40% |
| Feedback from real disputants re student intervention in their dispute | 15% |
| Videotaping and analysis of student interventions in real disputes | 5% |
| Use of observation by supervisor behind one-way mirror | 0% |
| Other (site supervisor does performance assessment, faculty internship advisor evaluates student via papers on experience, etc.) | 30% |
| ETHICAL ISSUE | Average Score | Central 50% of Responses | Range of Responses |
| ÒImperialismÓ of one model or form of practice | 5.7 | 5-6 | 4-7 |
| Overselling the value of mediation and mediation training | 5.7 | 5-7 | 4-7 |
| Masking concerns related to structural violence | 5.6 | 5-7 | 4-7 |
| Underprepared intervenors taking on ÒbigÓ cases | 5.5 | 4-7 | 4-7 |
| Neutrality of intervenors | 5.3 | 4-6 | 3-7 |
| Too much advocacy of DR without supporting evidence | 5.2 | 4-6 | 3-7 |
| Lack of willingness by existing practitioners to mentor new entrants into the field | 5.0 | 4-6 | 3-7 |
| Too much focus on process to the exclusion of content learning | 4.9 | 4-6 | 4-7 |
| Inadequate job market for the number of students programs will be producing | 4.7 | 4-6 | 1-7 |
| Overprofessionalization of the field | 4.4 | 4-5 | 2-6 |
| Effects of research efforts on participants | 4.0 | 3-5 | 2-7 |
| Persons of low moral character practicing DR | 3.9 | 3-5 | 1-6 |
| Colleges and Universities as Certifiers (of ADR Practitioners) | Average Score | Central 50% of Responses | Range of Responses |
| Certification of DR intervenors will be a reality in most states within the next 10 years | 5.0 | 5-6 | 2-7 |
| Colleges and University programs would have difficulty setting a high enough practice standard due to market pressures to keep enrollment high | 4.5 | 4-5 | 3-6 |
| Colleges and universities are appropriate sites for the certification of local practitioners | 4.0 | 2-6 | 1-7 |
| Graduate programs should support the idea of certifying intervenors, whether or not it is universities that provide the certification | 3.7 | 2-5 | 1-7 |
| Colleges and Universities would do a better job of certification than governmental or professional bodies due to their relative objectivity and neutrality | 3.7 | 2-5 | 1-7 |
| Due to the wide range of DR practice areas, certification of competency is not feasible | 3.7 | 2-5 | 1-6 |