Restoring Community

For Academic Year 2017-2018

We are hopeful that the information contained in this Academic Catalog and Student Handbook will help guide you on your journey at the IIRP.

You may also download PDF versions of the Academic Catalog and Student Handbook.

Mission

The International Institute for Restorative Practices is dedicated to the advanced education of professionals at the graduate level and to the conduct of research that can develop the growing field of restorative practices, with the goal of positively influencing human behavior and strengthening civil society throughout the world.

Student Rights and Responsibilities, Reciprocal Roles and Student Feedback
Rights and Responsibilities of Students

The role of students in the educational community of the IIRP involves a balance of rights and responsibilities. The freedom to learn depends upon appropriate opportunities and conditions in the classroom, on the campus and in the larger community. Students are required to exercise their freedoms with appropriate responsibility. The responsibility to create general conditions conducive to the freedom to learn must be shared by all members of the IIRP community.

Reciprocal Roles and Responsibilities

We engage in our collective work as a new Graduate School mindful of our special mission to advance restorative practices in all that we do. In that we did not arise from a pre-existing college with established traditions, we place the following expectations in front of us, as students, faculty, staff, and board members, interact with one another:

Students Should Expect…
  • to participate in an organization employing “fair process”;
  • to be supported in the process of teaching and learning by staff and Board;
  • to receive fair and individual attention from faculty;
  • to receive from faculty the opportunity to acquire a quality education that meets the goals of their programs;
  • to receive useful advising and guidance from faculty and staff;
  • to follow faculty expectations and participate actively;
  • to give and receive honest feedback with all others;
  • to offer moral and financial support to the institution as circumstances allow;
  • to be offered opportunity to give feedback to trustees.
Faculty Should Expect…
  • to participate in an organization employing “fair process”;
  • to be supported in the process of teaching and learning by staff and Board;
  • to be offered opportunity to give feedback to trustees;
  • to offer students fair and individual attention in classes and in advising;
  • to offer students the opportunity to acquire a quality education that meets the goals of the students’ programs;
  • to model restorative teaching styles in their classrooms;
  • to receive genuine effort, cooperation, and participation from students;
  • to cooperate with staff and Board as needed to manage the organization effectively and efficiently;
  • to both receive from and offer to the staff and Board trust and support;
  • to give and receive honest feedback with all others.
Staff Should Expect…
  • to participate in an organization employing “fair process”;
  • to support the process of teaching and learning among students and faculty;
  • to give and receive honest feedback with all others;
  • to offer students accessibility, support, quality advising, guidance, etc.;
  • to provide for the faculty’s needs for instructional support, technology, etc.;
  • to receive from the faculty timely and accurate data, cooperation, policy adherence, etc.;
  • to both give and receive trust and support to faculty and Board;
  • to support the Board’s functions with timely information, staff access, communications and updates, policy recommendations, etc.
The Board Should Expect…
  • to oversee an organization employing fair process;
  • to nurture an organization in which all constituents remain faithful to the mission;
  • to oversee a governance structure marked by openness, transparency, trust, respect, and safety;
  • to hold the President responsible for the administration of the institution and to focus its own activity on policy and program issues;
  • to offer trust, but also to demand accountability from all constituencies;
  • to be ever mindful of its oversight responsibilities for financial, educational, and mission integrity;
  • to receive the information it needs from faculty and staff to be timely and accurate in the making of institutional decisions;
  • to receive, from observing the actions and testimony of students, faculty, and staff in pursuing our mission, the encouragement to serve with a good conscience and a light heart.
Student Feedback

Students are encouraged to express both positive and critical feedback to faculty, administrators and staff. The IIRP encourages students to voice their opinions and feelings because they play a critical role in the ongoing improvement of the Graduate School.

The IIRP asks students to identify themselves (using their student ID number) when completing course evaluations or student surveys. Part of our restorative culture is that feedback helps us grow. Anonymous feedback is inconsistent with the philosophy of restorative practices. Knowing students’ concerns gives faculty, administrators and staff opportunities to clear up any misunderstandings and get clarification if necessary. The IIRP views feedback as healthy and as an opportunity for positive change.