Student engagement occurs when students are significantly motivated to invest in their learning behaviorally, cognitively, and emotionally. Although research has shown that higher engagement leads to deeper learning, the importance of student engagement in role plays has been underestimated in negotiation pedagogy. More specifically, role plays that fail to provide authentic experiences or to capture students' interest may lead to suboptimal learning due to a lack of engagement. To help foster learning from role plays, we propose two frames of reference for improving their design: ecological validity and vested interest. Using these frameworks, we suggest strategies to create more authentic and interesting role plays and thus promote richer learning for students.

Mediators often do not welcome the presence of attorneys at the mediation table. Because of the apparent contradictions between both professions, many mediators believe that the presence of attorneys is prejudicial to the mediation process. Using empirical data collected from workplace mediation cases, we have explored the actual impact of the presence of attorneys. Our results indicate that the presence of an attorney does not significantly affect the outcome of a mediation, with two exceptions. First, the presence of attorneys in a mediation process reduces the parties' level of satisfaction with the mediator. Second, the presence of an attorney would appear to hinder the level of reconciliation possible between the parties.