Noam Ebner, LLM

Noam Ebner, LLM

Noam Ebner, LLM

Graduate School


  • Mediation
  • Negotiation
  • Conflict Management
  • Online Dispute Resolution
  • Alternative Dispute Resolution
  • Trust
  • Pedagogy
  • Online learning
  • Technology in Dispute Resolution

Academic Appointments


  • Interdisciplinary Studies


  • Professor

Teaching Activity

  • NCR 623 - Online Dispute Resolution
  • NCR 624 - Dynamics of Conflict
  • NCR 632 - Effective Conflict Engagement for Educational Leaders


Noam Ebner is a professor of negotiation and conflict resolution in Creighton University’s Department of Interdisciplinary Studies. Previously, Noam taught for over a decade at universities around the world, including in Israel, Turkey, Costa Rica, and elsewhere.
Originally from New York, Noam lived in Israel for many years, practicing as an attorney, negotiator, and mediator. He trained mediators for the Israeli court system and played key roles in community mediation programs. He currently resides outside of Jacksonville, Florida.
An early advocate for online teaching of negotiation and conflict resolution, Noam chaired Creighton’s online graduate program on Negotiation and Conflict Resolution for many years, teaching dozens of courses online while spearheading the program’s curricular and pedagogical development. He has consulted on online learning to programs and universities, coached teachers transitioning online, and taught a Massive Open Online Course (MOOC) on negotiation.
Noam co-edited The Palgrave Handbook of Cross-cultural Business Negotiation (2019) and Assessing Our Students, Assessing Ourselves; Vol.3 in The Rethinking Negotiation Teaching Project (2012). His writing ( focuses on negotiation pedagogy; trust in negotiation; Online Dispute Resolution; and the future of the negotiation, mediation, and legal fields  in light of the broad effects of technology on individuals and society.

Publications and Presentations



  • , 11(2), 7-9
  • , 2019 (2)
  • , 35(1), 207-210
  • , 5(1), 1-13
  • , 5(1), 1-13
  • , 33 (1)
  • , 10(4), 245-251
  • , 2017(1), 99-143
  • , 2017(10), 159-163
  • , 2017(1), 145-158
  • , 2017(1), 15-28
  • , 6(2), 154-161
  • , 63(1)


Editing and Reviews



Research and Scholarship

Research and Scholarship Interests

  • Professor Ebner’s work engages with the core processes and key elements of negotiation and conflict resolution. In parallel to substantive research, he constantly works on advancing the pedagogy of the negotiation and conflict resolution field. This page expands on particular areas of interest Professor Ebner has worked on.

    Online Dispute Resolution
    The field of Online Dispute Resolution (ODR) has been developing since the mid-1990s. The use of technology has spread across all professional fields, including negotiation and conflict resolution. Prof. Ebner’s work focuses on this field’s development, as it has grown from a group of enthusiasts to a field with independent structures, identity, and terminology. He has also written on its environmental advantages over other forms of conflict resolution. In other writing, Prof. Ebner has written on the field’s most basic processes, online negotiation and online mediation, including discussing issues pertaining to conducting them over different kinds of media – such as negotiating via email or videoconferencing, or mediating via videoconferencing. In considering how issues deemed central to dispute resolution in general are affected by the online environment, he has focused on the issue of trust. Prof. Ebner contributed three chapters to the first comprehensive textbook on ODR, ODR: Theory and Practice (AbdelWahab, Katsh and Rainey (eds.), 2012)), winner of the 2013 Book of the Year award from the International Institute for Conflict Prevention and Resolution (CPR). He has authored four chapters on negotiation and technology for the second edition of The Negotiator’s Fieldbook (Honeyman & Schneider (eds.), forthcoming, ABA Section of Dispute Resolution). Prof. Ebner has been teaching ODR since 2005, including courses dedicated to ODR and individual units embedded in conflict resolution survey classes. He has presented on the topic of teaching ODR at the International Forum on ODR at Pace University in NYC in 2015. Since 2010, he has organized the academic elements of Cyberweek, the ODR field’s annual online conference. In this clip, Prof. Ebner introduce ODR to a group of graduate students and faculty at UMASS Boston’s Graduate Programs on Dispute Resolution.

    The nature and role of trust in negotiation and conflict resolution
    “The existence of trust between individuals makes conflict resolution easier and more effective. This point is obvious to anybody who has been in a conflict. A party who trusts another is likely to believe the other’s words, assume that the other will act out of good intentions, and probably look for productive ways to resolve a conflict… The level of trust or distrust in a relationship therefore definitively shapes emergent conflict dynamics…” Prof. Roy Lewicki, 2006.
    Prof. Ebner has been exploring the topic of trust in negotiation and dispute resolution for over a decade. He has presented on this topic at national and international conferences, including the International Association for Conflict Management, the American Bar Association’s Section on Dispute Resolution, the Association for Conflict Resolution GNY Chapter, and the International Forum on ODR In 2013-2015, Prof. Ebner presented eight workshops at Creighton University, in frameworks provided by Creighton’s Office for Academic Excellence and Assessment and the Campus Professional Development Program. These workshops developed an understanding of trust as a truly cross-disciplinary concept, and explored both how trust can be spotlighted as a classroom topic in its own self, and how understanding trust can help teachers improve their teaching effectiveness. Prof. Ebner’s writing on the topic of trust has primarily focused on translating theory to practice with regards to trust’s effects on ODR, and specifically, its effects on negotiation and mediation processes taking place online. In this clip, Prof. Ebner discusses trust and its role in negotiation and conflict resolution in a class given at Creighton University.

    Negotiation and conflict resolution pedagogy
    The field of negotiation and conflict resolution is uniquely engaged with exploring, developing and improving its pedagogy. As a multidisciplinary field, with its educators having backgrounds in law, business, and a variety of social sciences disciplines, the negotiation and conflict resolution field enjoys a constant and ongoing conversation on its own educational activities. Prof. Ebner has been a very active part of that conversation. He has designed training syllabi for court-connected mediation programs as well as negotiation training for a wide variety of industry clients. He has written a number of award-winning simulations for teaching negotiation and conflict resolution, including FlashPoint, Little Golano, Converging, and DeBola, utilizing the pseudo-reality approach to designing simulations, which he co-created. Prof. Ebner took part in the Rethinking Negotiation Teaching project, a four-year series of conferences held at a number of locations around the world, focusing on educational innovation in the negotiation field. He contributed many chapters to the special journal editions and the four volume series of books this project created, and co-edited one of these volumes. Prof. Ebner’s work on innovative approaches to negotiation teaching has included developing new approaches to out-of-class adventure learning (on campus, and beyond), new types of negotiation simulations and new uses for negotiation simulations. He uses his own, originally designed simulations in his classes, and makes them freely available to other teachers and trainers. Prof. Ebner’s work on both traditional and innovative approaches to teaching, and his exploration of the scholarship of teaching and learning, was recognized by Creighton University’s awarding him its Distinguished Educator in Teaching as Scholarship Award in 2015.

    Online teaching and learning
    An early adopter of technology in the classroom, Prof. Ebner was one of the first to teach negotiation and conflict resolution online. He has lead Creighton’s online graduate program in this field since its inception, and has taught Creighton Law School’s first online course. Prof. Ebner has explored pushing the boundaries of online learning in negotiation and conflict resolution, by designing and teaching Creighton’s first Massive Open Online Course (MOOC), entitled Negotiation: Navigating Professional and Personal Interactions.
    Prof. Ebner has compared online and face-to-face teaching in a project focusing on assessment (conducted jointly with Prof. Jackie Font-Guzman of the NCR Program), after receiving a grant from Creighton’s Office for Academic Excellence and Assessment. He has co-developed an innovative online branched-learning teaching tools, under a grant from Creighton’s Center for Academic Innovation. Prof. Ebner has presented on online teaching at many professional conferences, including the International Association for Conflict Management, the American Bar Association' Section on Dispute Resolution, and the International Forum on Online Dispute Resolution. Prof. Ebner has written several articles and book chapters on teaching negotiation online. Specifically, he has aimed to introduce colleagues to the first steps they need to take if they choose to engage in teaching online, from institutional/organizational and practical points of view. He has also written on coping with an issue that many negotiation teachers feel poses barriers to teaching negotiation online: conducting negotiation simulations online.

    Simulation and experiential learning
    Simulation-games and role plays are, by far, the most common teaching method in the field of negotiation and conflict resolution. Prof. Ebner has designed many negotiation simulations, which he shares with other educators for use in their classrooms. While designing simulations for exploring the Israeli/Palestinian conflict, Prof. Ebner co-created the pseudo-reality method of constructing negotiation simulations. Applying this method, he and co-authoress Yael Efron have designed several award-winning simulations including DeBola, Converging and FlashPoint. Together with Prof. Dan Druckman of George Mason University, Prof. Ebner has conducted research on engaging students in the simulation design process, showing that this method results in enhanced learning gains. Further experiments in this research stream have led to recommendations for improving use of simulations in negotiation classrooms; most recently, the results of a series of experiments conducted in a business school setting demonstrate that these insights are transferable beyond the negotiation classroom and apply to business school courses and methodologies. In 2015, Prof. Ebner conducted workshops on teaching with simulations and simulation-design at Creighton University, as part of his activities with the university’s Office for Academic Excellence and Assessment. He has also presented on related topics at a number of national and international conferences. Moving beyond classroom-based activities, Prof. Ebner has also explored using adventure learning – out-of-class, real-world negotiation activities to enhance negotiation teaching and student assessment.

Current Research Projects

  • Prof. Ebner is currently engaged in a number of projects, pertaining to the research streams noted above.
    Developing the line of thinking he first set out in his article Negotiation is Changing, Ebner is exploring areas of negotiation that may have been affected by changes in human experience, environment and adaptation over the past couple of decades. He is also applying this line of exploration to other areas of conflict resolution beyond negotiation.
    Ebner's work on pedagogy together with Prof. Dan Druckman continues; the two are currently working on an article describing a series of experiments they conducted in business schools to explore the learning benefits of engaging students in design activities. 
    Ebner is co-editing a special issue of the International Association for Conflict Management's journal, Negotiation and Conflict Management Research. This special issue explores setting a new paradigm for work, and particularly writing, in the negotiation and conflict management fields. It encourages all papers to apply a multi-lens approach to their writing, by relating to four dimensions of their topic: Theory, research, practice and teaching. 
    Prof. Ebner is currently completing his work on a Chinese-English bilingual textbook on negotiation, and expects its publication in a few months. This textbook, co-authored with Prof. Rong Kang of Northwest University in China, is intended for use in negotiation courses offered in Chinese universities.

Awards and Honors

  • Advisory Board Member, 2020
  • ABA Taskforce on ODR Standards, 2019
  • International Council on Online Dispute Resolution (ICODR): Education and Training Committee (2019-), 2019
  • Best Teaching Simulation of 2018, by E-PARCC, Program on the Analysis and Resolution of Conflicts, The Maxwell School of Government, Syracuse University, 2018