This article presents original data on the conceptualization, item development, reliability, and validity of the Conflict Management Message Style (CMMS) instrument. This instrument consists of communicative messages used with recalls of critical incidents that typify three distinct styles for handling interpersonal conflicts in organizations: concern for self, concern for issue, and concern for other. In tests with 1,500 subjects, the CMMS demonstrates low to moderate internal reliability, good convergent validity, and positive correlations between peer and self-ratings. These findings, however, are confounded in part by the social desirability of the three styles.

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In ayear-long, grant-supported collaborative effort, St. Cloud State University's Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs)faculty development project. T7Jis project was targetedatdepartments across campus at St. Cloud State University, with the intent ofcreating auniversity climate cfformatiue assessment while improving teaching and learning. T7Jis article describes the purposes, stages ifimplementation, andresults ifthe project asmeasured l!J a pre-test andpost-test survey. The pre-andpost-test sunxysindicate that theproject was highly effective inimpacting the USt ifCATs among participants andtheir departmental colleagues.

created a Classroom Assessment Techniques (CATs)faculty development project. T7Jis project was targetedatdepartments across campus at St. Cloud State University, with the intent ofcreating auniversity climate cfformatiue assessment while improving teaching and learning. T7Jis article describes the purposes, stages ifimplementation, andresults ifthe project asmeasured l!J a pre-test andpost-test survey. The pre-andpost-test sunxysindicate that theproject was highly effective inimpacting the USt ifCATs among participants andtheir departmental colleagues. INTRoDucnoN The Partnership St. Cloud State University has both a Faculty Center for Teaching Excellence and an Assessment Office. Although these two offices were established to operate independently, it was recognized that projects dealing with both improvements of teaching and learning as well as assessment in the classroom of student learning offer rich opportunities for collaboration. This project was an initial effort at collaboration between the two offices. TIle Teaching Excellence and Assessment Partnership Project 195