Academic Catalog | Academic Catalog and Student Handbook

The Institutional Learning Goals of the IIRP Graduate School articulate the learning opportunities for each student in this institution. These goals reflect the mission of the IIRP and are rooted in the restorative nature of the Institute’s focus. Specific outcomes are tied to each goal in order to support further learning for students, faculty, and administration. These goals and outcomes are broadly defined to apply across the curriculum and to adapt learning in varied contexts. They include goals and outcomes that reflect the unique nature of restorative practices and attract students who value community and want to create a more restorative world by building relationships and community through leadership that empowers others. The learning goals represent core skills and knowledge all students will attain at the IIRP.

Critical Thinking: Members of the IIRP learning community will analyze, synthesize, and interpret texts, experiences, feedback, and other information.

Critical thinking skills are evidenced by the student’s ability to:

Demonstrate quantitative and qualitative literacy
Analyze and interpret texts, experiences, and feedback through critical reflective processes
Gather evidence and analyze it to take a philosophical position, make a judgment, or solve theoretical or practical problems
Participate in group settings, such as professional learning groups or circles, in order to gain understanding of content, gain feedback, form collaborative relationships, and translate learning into multiple contexts

Communication Skills: Members of the IIRP learning community will write and speak well in different contexts.

Communication skills are demonstrated by the student’s ability to:

Utilize the writing process to deepen learning and convey meaning to others
Write effectively for a variety of purposes and audiences
Deliver effective oral presentations
Experience learning through speaking, listening, writing, role-plays, self-reflection, and providing both critical and supportive feedback to fellow students

Self-Directed Learning: Members of the IIRP learning community will take initiative and responsibility and assess their own learning activities.

Self-directed learning is demonstrated by the student’s ability to:

Take initiative in identifying areas of needed growth
Work independently as needed to complete assignments
Effectively manage coursework to completion
Contribute to the restorative practices knowledge base through the ability to seek, share, and implement restorative processes

Ethical Awareness: Members of the IIRP learning community will identify and analyze ethical issues associated with restorative practices.

Ethical awareness is demonstrated by the student’s ability to:

Articulate the meaning of the IIRP’s mission
Work cooperatively and responsibly within a group
Demonstrate an understanding of ethical issues in research

Information Literacy: Ability to locate, analyze, and use information appropriately.

Information literacy components are built into all IIRP courses, and competency is demonstrated by each student’s successful completion of assignments for each course. Information literacy is demonstrated by the student’s ability to:

Identify the type of source needed to fill the information need
Use the resource effectively by constructing successful search strategies to locate required information
Analyze search results to determine their suitability for the assignment
Understand the definition of plagiarism, attribution of ownership of works and ideas, and the importance of proper citation format

Equal Opportunity Statement

The International Institute for Restorative Practices (IIRP) is an equal opportunity entity that employs individuals, admits students, and provides educational services, programs, scholarship and loan programs without regard to race, color, religion, sex (including pregnancy, gender identity, gender expression, and sexual orientation), disability, age, national origin, military service, limited English proficiency, genetic information, or other legally protected category.

Non-discrimination Statement

The International Institute for Restorative Practices (IIRP) does not discriminate against any person based on actual or perceived race, color, gender, gender identity or expression, sexual orientation, religion, ancestry, genetic information, national origin, familial status, marital status, age, veteran status, HIV status, mental or physical disability – or any other basis – in administration of its educational policies, employment policies, scholarship or loan programs, or other education related programs administered by the Institute.

Our Commitment to Diversity, Equity, Inclusion, and Belonging

Dignity manifests in relationships when all people have voice, agency, and a sense of belonging. Members of our learning community have insights gained from aspects of their personal stories such as geographic location, age, ethnicity, religion, parental status, family and relationship structure, formal educational attainment, physical and mental health, socioeconomic status, gender identity and gender expression, and political affiliation. All people experience harm; we know that by attending to the needs created by that harm, we may be able to restore trust and repair relationships. As curious learners, we also must be cognizant of systemic harm and be humble as we examine our own biases, their impacts, and our actions to create a more compassionate and just future.

The IIRP draws knowledge from many sources, including Indigenous cultures from around the world, and we recognize that we have not always done this in partnership with those cultures. Cultural appropriation creates an epistemic injustice, silencing people’s voice and limiting knowledge creation to those who are legitimatized by the dominant culture. It erases people’s contributions and heritage, especially of diasporic and marginalized communities, perpetuating these patterns of appropriation.

To fully realize our mission, we must embrace diversity, promote equity, model inclusion, and nurture a sense of belonging. We strive to intentionally amplify the voices of marginalized people who have been silenced – including Indigenous, Black, Asian, and other people of color, women, LGBTQIA+ people, disabled people, neurodiverse people, and many other communities. We recognize and celebrate the efforts of those whose contributions have been historically hidden or forgotten.

Our Reparative Actions

Faculty and staff create learning environments that value the many ways of knowing and producing knowledge and embed the principles of diversity, equity, inclusion, and belonging into our graduate curricula.
We cultivate welcoming, supportive, curious, and bold spaces where we respectfully listen to every voice. Faculty, staff, trustees, and learners honor the similarities and differences that are represented in our diverse shared space and challenge our communities to have authentic conversations around difficult topics.
We recognize our responsibility to provide accessible educational programs. We will also expand the capacity of our Impact Scholarships and explore other ways to minimize financial barriers for our graduate students.
We forge a reciprocal partnership with the Lenape Nation of Pennsylvania, upon whose traditional lands our school is located, referred to as Bethlehem, PA.
We commit to equitable hiring processes and supporting the development of all our employees through the cultivation of defined competencies that fortify our commitment to advance diversity, equity, inclusion, and belonging.

Americans with Disabilities Act

The IIRP adheres to the principles and mandates of the Americans with Disabilities Act of 1990 and the Rehabilitation Act of 1973 and the ADA Amendments Act of 2008. A disability is defined as a physical or mental impairment that substantially limits one or more of the individual’s major life activities, even if the student uses a mitigating measure such as glasses, medication, prostheses, or a hearing aid. Major life activities are functions such as breathing, caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, learning, exercising cognitive abilities, sitting, standing, lifting, reaching, and working. The IIRP will voluntarily provide reasonable accommodations, upon request, to a student whose condition meets the legal definition of a disability under the ADA and who is considered otherwise qualified for IIRP admission.

Special classroom set-ups, alternate testing, and other accommodations for students with documented disabilities are available on a case-by-case basis. The IIRP is not required by law to change the “fundamental nature or essential curricular components of its programs in order to accommodate the needs of disabled students.” It is the responsibility of students with disabilities to identify themselves and request accommodations through the office of the Associate Dean of Administration well in advance of need in order to give the IIRP a reasonable amount of time to evaluate the request and, if possible, implement the accommodation.

General Information

In accordance with Pennsylvania Act 121 (2018), the IIRP will annually provide students with a summary of their total estimated student loan liability as of March 1^st. The summary will include information about the total amount of Non-Federal Student Loans (Interest-Free Tuition Payment Plan) borrowed at the IIRP. However, this estimate does not reflect any Federal or Non-Federal Student Loan debt a student may have incurred at other institutions previously attended. It is important to also note that the student loan summary provided does not include information on any student loan funds borrowed in the upcoming academic year.

Interest-Free Payment Plan

We offer financial aid to all students who are admitted to either the Master of Science degree or Graduate Certificate program in the form of an interest-free line of credit with low monthly payments and zero interest. This plan extends 39 months for Graduate Certificate students, 97 months for Master’s Degree students, and 118 months for students pursuing the Thesis Option. While many graduate schools administer loan programs, we have simplified the process by offering the same affordable plan to all students. There is no prepayment penalty. There is a one-time payment plan setup charge of $75.

The IIRP views feedback as healthy and as an opportunity for positive change. 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 often asks students to identify themselves when completing course evaluations or student surveys. Part of our restorative culture is that identifying yourself allows us to create opportunities for dialogue to clear up any misunderstandings and get clarification if necessary.

Graduate students at the IIRP are catalysts for change, putting what they’ve learned into practice in their own professional settings. The study of restorative practices draws from a range of disciplines, with the goal of understanding how to best address wrongdoing and conflict, support positive behavioral change, build social capital, educate, lead and, ultimately, strengthen civil society.

At the IIRP, learning occurs through student-centered, faculty-guided exploration and reflection. Faculty are not only prominent thought leaders but also experienced practitioners in education, justice, social work, and organizational management. Students have the opportunity to personalize their studies and focus on their greatest professional goals and challenges. Through blended and online learning experiences, students develop professional relationships with practitioners from across the globe, as they apply and evaluate what they are learning in their own settings.

Both the Graduate Certificate (4 courses/12 credits) and the Master of Science (10 courses/30 credits) programs are built around a core curriculum, with a choice of electives to personalize a student’s educational experience.

To take graduate courses, a student must have earned a bachelor’s degree from a U.S.-accredited institution of higher education or its equivalent.

Course List

Course Offerings

RP 500 Basic Restorative Practices
Credits: 3 | Delivery mode: Blended
Course duration: 4 weeks (23 hours online)

Prerequisites: Any of the following professional development events, taken within 5 years of starting this course:

Introduction to Restorative Practices and Using Circles Effectively or
Restorative Practices for Educators or
Restorative Practices for Independent Schools or
Reimagining Campus Community with Restorative Practices

AND either

Facilitating Restorative Conferences (in-person) or
Restorative Justice Conferencing (online)

This course explores the fundamental principles, philosophy, theories, practices, models, and skills of restorative practices. Special emphasis will be placed on proactive and responsive circles, restorative conferencing, and the informal application of these processes. Issues critical to the development of restorative practices, such as models of human interaction, theories of behavior, and current research will be considered. Students will assess the role of human emotion, especially shame, in social relationships.

Students may choose either RP 500 or RP 504, but may not take both, to fulfill the program requirements.

RP 504 Fundamentals of Restorative Practices
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisite: None

Students in this course will learn about the foundations of restorative practices as an evolving field of study. They will explore the emotional, relational, and ecological theories underpinning restorative principles, and the importance of engaging with others in equity-oriented relationships. Students will develop explicit restorative practices skills for application in their own personal and professional lives.

Students may choose either RP 500 or RP 504, but may not take both, to fulfill the program requirements.

RP 506 Restorative Practices: The Promise and the Challenge
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisite: None

This course introduces students to a wide range of possible applications for restorative justice and other restorative practices in varied settings, including criminal justice, education and youth services, higher education, social work, and workplaces. Students explore the potential, as well as the limitations, risks, and obstacles to restorative practices through reading, online videos, interactive online discussion, and writing assignments.

RP 517 Restorative Approaches to Leadership
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisite: RP 500 or RP 504

Students in this course will have the opportunity to explore restorative approaches to leadership and create an actionable leadership plan. The course will examine various perspectives on leadership, self-reflection, and engagement. Students will explore how our values, experiences, empathy, and bias inform our beliefs, intentions, actions, and impact. Current literature, theory, and practical applications will be discussed. Students will participate in a guided professional learning community where they will post reflections, responses, and helpful feedback.

Students who have completed RP 515 Restorative Leadership Development: Authority with Grace may not register for RP 517 Restorative Approaches to Leadership.

RP 525 Restorative Practices in Action
Credits: 3 | Delivery mode: Online
Course Duration: 10 weeks

Prerequisite: Any of the following, taken within 5 years of starting this course:

RP 500 or
RP 504 or
Attendance at Introduction to Restorative Practices and Using Circles Effectively or
Attendance at Restorative Practices for Educators or
Attendance at Restorative Practices for Independent Schools or
Attendance at Reimagining Campus Community with Restorative Practices

In this experiential course, students will use and assess explicit actions modeling restorative practices in the setting of their choice. They will examine ethical and cultural issues related to implementing restorative practices with individuals and communities. Students will practice reflection as a critical competency of restorative practices. Within a professional learning community, classmates will provide reciprocal feedback to assist each other in assessing their individual progress.

RP 532 Aggression Replacement Training®: Behavioral Interventions that Work
Credits: 3 | Delivery mode: Blended
Course duration: 7 weeks (30 hours online)

*Before taking this course, students will need to have attended the IIRP professional development experience: Aggression Replacement Training^® no earlier than five years from the start of this course.

This course is designed to give students practical strategies for intervention with at-risk youth. The course will explore evidenced-based practices such as Aggression Replacement Training^® and Life Space Crisis Intervention (LSCI). The online experience builds on the guided practice portion of the course, by examining social and emotional learning theories as they relate to the philosophical framework of restorative practices. Students will complete 30 hours of coursework online after attending the Aggression Replacement Training^® event.

RP 541 IIRP World Conference
Credits: 3 | Delivery mode: Blended
Course duration: Variable

*Before taking this course, students will need to have attended the IIRP World Conference immediately preceding this course.

In this course, students earn credits based on participation and engagement at an IIRP world restorative practices conference. They supplement this direct experience with related readings, writing assignments, and online discussions. Students actively evaluate, discuss, and critique presentations using restorative practices principles. Students will complete coursework online after attending the conference.

RP 550 Transforming Relational Harm
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisite: RP 500 or RP 504

This course is an approved elective for the Education Specialization and the Community Engagement Specialization.

Students who have completed RP 535 Restorative Responses to Adversity and Trauma may not register for RP 550 Transforming Relational Harm.

This course explores a deeper application of restorative practices as it relates to emotion and harm. Students will use group process, emotional dynamics, compassionate witnessing, and mindful practice to address a wide continuum of harm. Students will explore neuroscience and how harm impacts the brain. Through the learning process, students will begin to understand how harm, human neuroscience, and emotional experiences affect relationships.

Notes:

This course requires participation in weekly synchronous skill-building experiences with the instructor and a willing participant with whom to practice compassionate witnessing.
People have been exposed to various levels of trauma in their lives. This course considers the use of restorative practices in cases of grief, trauma, and adversity. We advise students to consider establishing an emotional support system for themselves while taking this course.
Students who have completed RP 535 Restorative Responses to Adversity and Trauma may not register for RP 550 Transforming Relational Harm.

RP 556 Restorative Practices for Community Health and Well-Being
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks

Prerequisite: Any of the following, taken within 5 years of starting this course:

RP 500 or
RP 504 or
Attendance at Introduction to Restorative Practices and Using Circles Effectively or
Attendance at Restorative Practices for Educators or
Attendance at Restorative Practices for Independent Schools or
Attendance at Reimagining Campus Community with Restorative Practices

This course is an approved elective for the Community Engagement Specialization.

Students in this course will learn about the synergy between restorative practices and the field of community health. They will explore how restorative practices can help create supportive environments that facilitate well-being by prioritizing and strengthening a sense of community, connectedness, equity, belonging, and collective efficacy. Students will learn how restorative practices can strengthen community-focused efforts by fostering meaningful and sustainable cross-sector collaborations and developing the community’s capacity to advance the well-being of its members. Individual plans will be created to use restorative practices to address the social determinants of health within a community of the student’s choice.

RP 610 Evaluation of Research

Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 525, plus RP 500 or RP 504

This course teaches students to be knowledgeable consumers of research so that they can understand and critique what they read. Students will explore approaches, methods and techniques through online group discussion and readings of research that they choose based on their own areas of interest.

RP 622 History, Evolution, and Critical Issues in Restorative Justice
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 525, plus RP 500 or RP 504

Restorative justice views crime from the perspective of those directly and indirectly affected by an incident, empowering them to decide how best to repair harm. This course explores the possibilities of using restorative justice to respond more meaningfully to crime than current approaches used in the criminal justice system. Students examine theory and research to assess restorative justice’s potential for reducing crime and, importantly, its impact. Through case study reviews, students apply restorative responses to situations and compare them with current practices. Readings, video presentations with knowledgeable professionals, and guided discussions present additional learning opportunities.

RP 623 Restorative Justice: Global Perspectives
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 525, plus RP 500 or RP 504

This course offers students a comprehensive perspective on restorative justice practices from around the world. Students will examine how restorative justice practices have been implemented in various cultures and contextual settings. Expert speakers will join this course to provide insight from many years of experience working within the restorative justice paradigm. Students will explore these practices through a diverse selection of readings, video presentations, expert speakers, and guided discussion threads.

RP 625 Restorative Practices in Life Space Crisis Intervention
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 525, plus RP 500 or RP 504

This course is an approved elective for the Education Specialization.

This course focuses on the basic communication process in problem management and crisis intervention. Life Space Crisis Intervention, which helps individuals identify patterns of self-defeating behavior, is viewed through a restorative lens. Role plays of restorative responses facilitate an understanding of the process. Students will learn to apply Life Space Crisis Intervention with individuals in the moment of crisis.

Note: This course requires participation in weekly synchronous skill-building experiences with the instructor and a willing participant with whom to practice questioning skills.

RP 635 Narrative Inquiry for Empowering Facilitators
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 525, plus RP 500 or RP 504

This course is an approved elective for the Community Engagement Specialization.

In this course, students will develop an understanding of social construction and narrative theories that empower the facilitation of decision making. Students will learn to organize and maintain conversations with others to address their needs and enhance their potential, through enriched narrative conversations that acknowledge the individual or group.

Note: This course requires participation in synchronous skill-building experiences with the instructor and a willing individual with whom to practice six different narrative maps.

RP 637 Social Justice and Restorative Practices
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 525, plus RP 500 or RP 504

This course is an approved elective for the Community Engagement Specialization.

In this course, students will explore social justice theories and principles and the application of restorative practices in social causes. They will consider patterns of social injustice, analyze assumptions across cultural identity and social issues, and review methods associated with disrupting injustice. Students will complete individual projects to demonstrate an understanding of how restorative practices can be integrated to advance social justice.

This course requires participation in four synchronous learning and reflection experiences with the instructor.

RP 645 Transgenerational Resilience and Community Striving
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 500 or RP 504, RP 525, and RP 550.

This course is an approved elective for the Community Engagement Specialization.

This course explores the deeper implications of transgenerational trauma and resilience within our everyday lives and their impact on community striving. Students will use mindfulness and interoceptive practices in individual and group processes to address transgenerational harm in personal and cultural contexts. Students will explore the neuroscience of how lateral and transgenerational trauma creates certain resiliency patterns that may limit potential. Students will gain insight into how attention, awareness, and intention can transform traumatic experiences into effective resiliency patterns that positively impact relationships and culture.

Note: This course requires participation in weekly synchronous skill-building experiences with the instructor to practice a range of different circle experiences.

RP 652 Social and Emotional Learning in the Restorative Classroom
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 525, plus RP 500 or RP 504

This course is an approved elective for the Education Specialization.

Students in this course will examine the theory and practice of Social and Emotional Learning (SEL) as it aligns with restorative practices. They will explore the potential to improve student, faculty, and staff performance through the purposeful implementation of restorative practices to increase social and emotional well-being in their settings. They will develop an understanding of SEL competencies that can provide a framework to establish equitable learning environments. Students will synthesize research in the fields of SEL and restorative practices to design an action plan integrating what they learn into their classroom or organization.

RP 662 A Restorative Approach to Educating the High-Risk and High-Need Student
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisites: RP 525, plus RP 500 or RP 504

This course is an approved elective for the Education Specialization.

Every classroom, whether mainstream or specialized, contains students who experience poverty, trauma, persistent adversity, addiction/substance abuse, neglect, or other risk factors at some point in their lives. This course goes beyond “behavior management” to focus on a restorative framework and techniques for instruction that meet the unique cognitive and emotional needs of these learners.

RP 680 Designing Restorative Practices Research
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisite: RP 525

Students in this course will develop skills and competencies to design scientific inquiry in restorative practices. Students will review research concepts and principles and explore research designs and methods appropriate for answering different types of restorative practices questions. Students will select a topic intended to advance the restorative practices field of study and conceptualize and design a research project. Students also will learn essentials of writing research proposals.

RP 685 Data Analysis for Restorative Practices Research
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisite: RP 680 or permission of the faculty

Students in this course will develop skills and competencies to work with data in restorative practices and social sciences research. Students will learn about qualitative and quantitative data analysis, data interpretation, and how to communicate data-driven results. There is an emphasis on qualitative data analysis techniques, however students also will be introduced to statistical software to perform descriptive and inferential statistical analyses. This course will prepare students to pursue an independent research project.

RP 694 Directed/Independent Study
Credits: 3 | Delivery mode: Individualized
Course duration: variable
Prerequisites: RP 525, plus RP 500 or RP 504 and permission of the faculty

This course provides an opportunity for a matriculated student to develop a learning contract that defines directed study or independent study on a special topic demonstrating a deeper understanding and application of restorative practices.

Note: This course requires the approval of the Provost after a learning contract has been designed between a faculty member and the student.

RP 699 Integrating Seminar
Credits: 3 | Delivery mode: Online
Course duration: 10 weeks
Prerequisite: All required master’s degree program coursework

Students will create a culminating multimedia project that describes how restorative practices positively influences human behavior and strengthens civil society. Students will also identify potential gaps in this emerging social science. Projects are developed in a highly interactive group process where students support each other in writing and presenting their capstone project. As a professional learning community, faculty and students engage in discussion about each presentation to help the group review the processes, philosophy, theory, and research in restorative practices.

RP 707 Thesis Research Seminar
Credits: 0 | Delivery mode: Individualized
Course duration: variable
Prerequisites: RP 680, RP 685, RP 699, and prior approval to pursue the Master of Science Thesis Option

During this ongoing, noncredit Thesis Seminar, students who have been approved to complete a thesis will be supported by the faculty committee chair, their faculty advisor, and a committee member of the student’s choosing. Students will work to develop an original research question and thesis proposal that includes a literature review. The project will need IIRP Institutional Review Board (IRB) approval prior to conducting any research. Students will complete their research, writing, and defense of their thesis within two years from their enrollment in this Seminar. 

Previously Offered Courses

Master of Science in Restorative Practices

The IIRP Master of Science degree program is designed for working professionals, so it is assumed that most students will be studying on a part-time basis. The minimum completion time for a master’s degree should be two years.

Students must complete their degree program within five years from the time they are admitted to the program.

A student’s failure to complete their degree requirements within the prescribed five-year period will be cause for dismissal from the IIRP. Requests for continuation or reinstatement must be presented to the Provost for review and consideration.

Students may apply at any time during the year.

Specializations

Community Engagement

Restorative practices honors the existing strengths in a community and helps to increase people’s personal and collective efficacy, creating social conditions for people to be healthier and have greater well-being. The community engagement specialization provides students with a cluster of courses that focus on relationships and social connections in the community through processes, programs, and policies.

Requirements:

To earn recognition on a transcript, you must fulfil the following, in addition to the required coursework for the Master of Science:

Four of your electives, including two at the 600 level, must be related to the specialization. These include RP 550 Transforming Relational Harm, RP 556 Restorative Practices for Community Health and Well-Being, RP 635 Narrative Inquiry for Empowering Facilitators, RP 637 Social Justice and Restorative Practices, and RP 645 Transgenerational Resilience and Community Striving, and
Your project for your final course, RP 699 Integrating Seminar, must be rooted in your specialization.

Education

Restorative practices promotes a healthy teaching and learning environment through practical implementation of engaging processes that are both proactive and responsive. The education specialization provides students with a cluster of courses that focus on teaching and learning. Learning includes strategies to enhance student-teacher engagement; practical classroom activities; development of teacher pedagogy; understanding students' social, emotional, neurological, and academic needs; and building on restorative frameworks to develop anti-racist education and challenge current educational system and practice.

Requirements:

To earn recognition on a transcript, you must fulfil the following, in addition to the required coursework for the Master of Science:

Four of your electives, including two at the 600 level, must be related to the specialization. These include RP 550 Transforming Relational Harm, RP 625 Restorative Practices in Life Space Crisis Intervention, RP 652 Social and Emotional Learning in the Restorative Classroom, and RP 662 A Restorative Approach to Educating the High-Risk and High-Need Student, and
Your project for your final course, RP 699 Integrating Seminar, must be rooted in your specialization.

Program Goals

Students will:

Explain foundational principles of restorative practices. 
Apply conceptual and analytical skills in evaluating the links among practice, systems, and policy issues.  
Demonstrate the ability to improve professional skills through self-reflection.
Develop knowledge and skills to work with culturally and socially diverse populations in local and global contexts through a restorative practices frame. 
Apply critical thinking skills to an issue and determine a restorative approach. 
Demonstrate proficiencies in information literacy.
Thesis option only: Design a research study to advance the field of restorative practices.

Graduation Requirements

Degrees are conferred at the end of the spring and fall terms.

There are three requirements in order to qualify for a diploma:

30 Credits. A candidate for degree is required to successfully complete 30 academic credits. Degree requirements must be satisfied within a five-year period from the date of enrollment (unless the Provost has agreed to an alternative arrangement).
Completion of all required courses for the Master of Science degree program.
Payment of any outstanding debt.

Fall Degree Conferrals:
A candidate will file an application to graduate and register for RP 699 Integrating Seminar in the projected graduation year by August 1. Any outstanding debt to the institution must be paid by October 31.

Spring Degree Conferrals:
A candidate will file an application to graduate and register for RP 699 Integrating Seminar in the projected graduation year by March 1. Any outstanding debt to the institution must be paid by April 30.

Master of Science Course Requirements

Required Courses (6 credits)	Credits
RP 500 (blended) Basic Restorative Practices or RP 504 (online) Foundations of Restorative Practices	3
and RP 525 (online) Restorative Practices in Action	3
Master of Science Degree Required Courses (6 credits)
RP 610 (online) Evaluation of Research	3
RP 699 (online) Integrating Seminar (final course for the M.S. degree – all other coursework must be completed prior to RP 699)	3
Thesis Option Required Courses (6 credits)
RP 680 (online) Designing Restorative Practices Research	3
RP 685 (online) Data Analysis for Restorative Practices Research	3
RP 707 (online) Thesis Seminar	0
Elective Courses
Plus 18 additional elective course credits (which includes 6 credits required for Thesis Option, if applicable), coherent with the intentions of the curriculum, approved in consultation with a graduate advisor and upon approval by the faculty.	18
Total Credits: Master of Science in Restorative Practices	30
Total Credits: Master of Science in Restorative Practices with Thesis	36

Master of Science with Thesis Option

Graduate Certificate in Restorative Practices

The IIRP is accredited by the Middle States Commission on Higher Education, 1007 North Orange Street, 4th Floor, MB #166, Wilmington, DE 19801 (267-284-5011). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.

Application for Admission to the Master of Science Degree Program

The IIRP Graduate School is dedicated to the graduate education of adult learners who are baccalaureate college graduates.

Prospective students should display an aptitude for completing graduate-level coursework, a capacity for making positive contributions in their professional life, and a willingness and capacity to engage in self-reflection to develop skills and competencies.

To be considered by the Committee on Admission, applicants must:

have graduated from an accredited college or university with a cumulative GPA of 3.0 (on a 4.0 scale) or better, and
submit official academic transcripts to the IIRP from all undergraduate and graduate institutions attended. Official transcripts should be mailed to: IIRP, 531 Main Street, Bethlehem, PA 18018-5837 USA. Electronic transcripts should be emailed to: This email address is being protected from spambots. You need JavaScript enabled to view it. and
submit three letters of reference, along with the Graduate School Recommendation Form. These letters should be from persons who know both the character of the applicant and the ability of the applicant to be successful in demanding graduate study in our professional discipline, and
submit a 1-2 page letter or essay describing their reasons for seeking our specialized graduate education. This essay is a reflection of scholarship and should be reviewed for spelling and grammar prior to submission, and
submit a résumé or curriculum vitae.
Optional: A candidate for admission may also submit qualifying test scores, either recent GRE® (code 2589), Miller Analogies Test (code 4030), PRAXIS PPST (code 2323), or PRAXIS Core (code 5751) scores.

Each student applying to our Master of Science program is given personal consideration. Candidates for admission may be asked by the Admissions Committee for a personal interview or additional supporting documents. A prospective student may be admitted unconditionally, admitted with specific conditions, or not obtain admission. The committee shall be the agency to hear any requests for special consideration for admission.

Students may take up to 12 credits before they must decide to apply to the Graduate School. However, students who choose not to apply to the Graduate Certificate or the Master of Science degree will only receive transparent tuition on their first course. If a student continues to take courses, they will pay the full tuition amount, without the discount. Student Services will not remit transcripts without having an official undergraduate transcript on file for the student.

To apply for admission to the master’s program, complete the application by logging into the Student Portal.

If you are planning to begin your studies in the Spring term, please submit all application documents by November 1.
If you are planning to begin your studies in the Summer term, please submit all application documents by April 1.
If you are planning to begin your studies in the Fall term, please submit all application documents by July 1.

Students must enroll no later than the term following term of their admission to the Master of Science degree program or their acceptance to the Graduate Certificate in Restorative Practices.

We understand that a student might need to postpone that initial enrollment. If that is the circumstance, the student will need to submit a request in writing for a deferral by contacting Student Services. Students who do not submit the request for a deferral or who do not re-enroll for the agreed upon term will be discontinued from the program and will need to reapply before continuing their studies.

Approval to Pursue the Master of Science with Thesis Option

Application Requirements for International Applicants

Our Committee on Admissions shall consider those potential international students who:

have been awarded a degree equivalent to the four-year baccalaureate degree by U.S. colleges and universities with an equivalent cumulative Grade Point Average (GPA) of 3.0 (on a 4.0 scale) or better, and
whose transcripts and academic credentials of all undergraduate and graduate institutions attended have been evaluated on a course-by-course basis by any organization approved by National Association of Credential Evaluation Services (NACES) and sent directly to the IIRP, 531 Main Street, Bethlehem, PA 18018-5837 by that organization, and
submit three letters of reference, along with the Graduate School Recommendation Form. These letters should be from persons who know both the character of the applicant and the ability of the applicant to be successful in demanding graduate study in our professional discipline, and
submit a 1-2 page letter or essay describing their reasons for seeking our specialized graduate education. This essay is a reflection of scholarship and should be reviewed for spelling and grammar prior to submission, and
submit a résumé or curriculum vitae, and
submit scores from either the Test of English as a Foreign Language (TOEFL®) code 2589 or the Duolingo English Test or scores from the International English Language Testing System (IELTS). IELTS is jointly owned by the British Council, IDP: IELTS Australia, and the University of Cambridge ESOL Examinations.
Optional: A candidate for admission may also submit qualifying test scores, either recent GRE® (code 2589), Miller Analogies Test (code 4030), PRAXIS PPST (code 2323), or PRAXIS Core (code 5751) scores.

International applicants are exempt from the English language test requirement if they have received a baccalaureate or a master’s degree from a college/university/institution in any of the following: Australia, Belize, British Caribbean and British West Indies, Canada (except Quebec), England, Guyana, Republic of Ireland, Liberia, New Zealand, Northern Ireland, Scotland, the United States, and Wales.

The scores must not be more than two years old and must be sent directly from the testing agency to the IIRP. The TOEFL®, IELTS™, and Duolingo cannot be utilized as a substitute for the GRE® or Miller Analogy standardized examinations.

The minimum acceptable score for the TOEFL® is 66 for the paper-based test or a composite score of 88 (see below) with a 24 on the speaking section for the Internet-based test (iBT).

Minimum TOEFL (iBT) scores
Reading	22
Listening	20
Speaking	22
Writing	24
COMPOSITE	88

The minimum acceptable test score for the Duolingo test score is 120.

The minimum IELTS score is 6.5, with no less than a 7.0 on the writing section. (General training not accepted.)

Application for the Graduate Certificate

Notification of Admission

Transfer Credits

Academic Advising

Academic Freedom

Faculty and students must be free to form their own conclusions and to make their own decisions in light of the available information. The common good of both depends upon the free search for truth and the free exposition of the findings of that search.

The IIRP adheres to the statement on academic freedom endorsed by the American Association of University Professors.

Faculty are entitled to full freedom in research and in the publication of the results, subject to the adequate performance of their other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.
Faculty are entitled to freedom in the classroom in discussing their subject, but they should be careful not to introduce into their teaching controversial matter which has no relation to their subject. Limitations of academic freedom because of religious or other aims of the institution should be clearly stated in writing at the time of the appointment.
College and university faculty are citizens, members of a learned profession, and officers of an educational institution. When they speak or write as citizens, they should be free from institutional censorship or discipline, but their special position in the community imposes special obligations. As scholars and educational officers, they should remember that the public may judge their profession and their institution by their utterances. Hence they should at all times be accurate, should exercise appropriate restraint, should show respect for the opinions of others, and should make every effort to indicate that they are not speaking for the institution.

Freedom in the Classroom

The IIRP and its faculty encourage free discussion, inquiry, and expression in the classroom in accordance with the orderly processes established for classroom instruction. Student academic performance will be evaluated solely on the basis of legitimate academic and professional concerns and not on unrelated opinions or beliefs held or expressed or conduct unrelated to legitimate Institute concerns.

Protection of Freedom of Expression

Students are free to take exception, by appropriate and orderly means, to data or views offered in any course of study and to reserve judgment about matters of opinion or belief, but are responsible for learning the content of any course of study and successfully responding to tests, examinations, or other course requirements for courses in which they are enrolled.

Protection Against Improper Academic Evaluation

Students are responsible for maintaining standards of academic performance and integrity and complying with appropriate behavioral requirements, and they are provided with processes designed to protect them from improperly prejudiced or capricious academic evaluation. Such processes include consultations with the instructor, or the Provost.

Protection Against Improper Disclosure

Information about student views, beliefs, and associations that faculty and staff have acquired in the course of their work with students is protected against improper disclosure by the policies, regulations, and procedures of the Institute, as well as the professional standards of conduct of the staff.

Academic Integrity

The IIRP expects its students to perform their academic work honestly and fairly. In addition, a student should neither hinder nor unfairly assist the efforts of other students to complete their work successfully.

In an academic community, students are encouraged to help one another learn. Because no two students learn in exactly the same way or take exactly the same things away from course material, the IIRP encourages students to learn together. The boundaries on what is or is not acceptable work may not always be clear; thus, if at any point in academic work the student is uncertain about their responsibility as a scholar or about the propriety of a particular action, the instructor should be consulted. The list below is not to be considered complete but rather covers the most common areas of concern.

Plagiarism

A major form of academic dishonesty is plagiarism, which the IIRP defines as the use, deliberate or not, of any outside source without proper acknowledgment. While the work of others often constitutes a necessary resource for academic research, such work must be properly used and credited to the original author. This principle applies to professional scholars as well as to students.

An “outside source” is any work (published or unpublished) composed, written, or created by any person other than the student who submitted the work. (This definition is adapted from Napolitano v. Princeton.)

All work that students submit or present as part of course assignments or requirements must be their original work unless otherwise expressly permitted by the instructor. This includes any work presented in written, oral, or electronic form or in any other technical or artistic medium. When students use the specific thoughts, ideas, writings, or expressions of others, they must accompany each instance of use with some form of attribution to the source. Direct quotes from any source (including the internet) must be placed in quotation marks (or otherwise marked appropriately) and accompanied by proper citation, following the preferred bibliographic conventions of the department or instructor. It is the instructor’s responsibility to make clear to all students in the class the preferred or required APA citation style for student work. Ignorance on the student’s part of bibliographic convention and citation procedures is not a valid excuse for having committed plagiarism.

A student may not present oral or written reports written by others as their own work. This includes incorporating work written or dictated by someone other than the student. Students may not use writing or research obtained from a term-paper service or purchased from any person or entity, unless they fully disclose such activity to the instructor and are given express permission. They may not use writings or research obtained from any other student previously or currently enrolled at IIRP.

Students may not normally submit any academic assignment, work, or endeavor in more than one course for academic credit of any sort. This will apply to submissions of the same or substantially the same work in the same semester or in different semesters.

Students may resubmit a prior academic endeavor if there is substantial new work, research, or other appropriate additional effort. The student shall disclose the use of the prior work to the instructor and receive the instructor’s permission to use it PRIOR to the submission of the current endeavor.

Students may submit the same or substantially the same work in two or more courses with the prior written permission of all faculty involved. Instructors will specify the expected academic effort applicable to their courses and the overall endeavor shall reflect the same or additional academic effort as if separate assignments were submitted in each course. Failure by the student to obtain the written permission of each instructor shall be considered a multiple submission.

Students must keep all notes, drafts, and materials used in preparing assignments until a final course grade is given. For work in electronic form, they may be asked to keep all intermediate drafts and notes electronically or in hard copy until final grades are given. All such materials must be available for inspection by the instructor at any time.

Cheating

Students may not submit assignments or any other coursework prepared by, copied from, or dictated by others.

Students may not provide or receive unauthorized help in posting assignments or taking examinations, tests, or quizzes, or in preparing any other requirements for a course. Such restrictions are illustrated by but not limited to the following:

Using unauthorized material in an examination, test, or quiz.
Using email or text messaging during any exam without the permission of the instructor.
Stealing or transmitting in writing, electronically, or verbally actual examinations, tests, quizzes, or portions thereof prior to or during an exam.
Reading or observing another’s work without their consent, whether it be on paper, electronically, or in any other form.
Soliciting or using a proxy test-taker or acting in that capacity.

Helping or Hindering Others

Students may not tamper with, damage, or otherwise hinder the work of others to complete their assignments successfully.

False Testimony

Students may not submit or present a falsified excuse for an absence from course activities either directly or through another source.

Students may not falsify research data or results. They may not invent bibliographical entries for research papers, websites, or handouts. They may not falsify information about the date of submission for any coursework.

Copyright

In the preparation of course, program or degree work, students are directed to comply with the copyright law of the United States (Title XVII, United States Code). Violations of copyright law and violations of regulations regarding the use of copyrighted material for educational purposes are violations of this policy. General guidelines on copyright can be found on the Library website.

Library

Damage to or abuse of library, media, learning management systems, computing, or other academic resources is prohibited by the laws of the Commonwealth of Pennsylvania.

Internet

Students may not copy print or non-print media or download copyrighted files (including music) from the internet beyond accepted norms. Information on United States copyright polices on fair use for educational purposes, along with resources for public domain material, are available on the Library website.

Consequences of Violating the Academic Integrity Policy

All student violations of academic integrity policies and the student Code of Conduct may be handled through traditional procedures or, if the student agrees, through a restorative process. The option of a restorative process is most appropriate if the student admits the violation.

An instructor who suspects a student of violating the policy on academic integrity with regard to an assignment, requirement, examination, test, or quiz will promptly investigate the suspicion and discuss it with the student.

If the student does not admit to the violation, the instructor may consult with another instructor using a blind copy of the work in question to verify the violation.

If, in the opinion of instructor(s), the violation is clear, the student may receive no credit or an “F” for the work in question. In addition, the instructor(s) must inform the student in writing of the violation and penalty. A copy of this memo must be sent to the Provost and the Director of Student Services.

A record of the violation will be kept by Student Services until the student completes their degree or certification program, at which point all references to the incident will be removed from the student’s permanent record. Anonymous information may be maintained by the IIRP for statistical purposes only.

If a student’s first violation is substantial or if they have a second violation, sanctions may range from academic probation to expulsion from the Graduate School.

If a student wishes to appeal the violation, they should first consult with the instructor(s), then, if dissatisfied with the result of that consultation, should contact the Provost. If the student wishes to appeal further, they may contact the President in writing. The President will respond within ten working days. If the aggrieved party is still not satisfied, the issue may be appealed to the Board of Trustees. Student appeals must be filed within one month of the instructor’s filing of the violation.

At any point in the process, the student, the instructor(s), or the administration may suggest a restorative process. Participation by the student in a restorative process is strictly voluntary.

Academic Records (FERPA)

The Family Educational Rights and Privacy Act (FERPA) of 1974 and its amendments are federal law that affords students certain rights with respect to their education records. The IIRP Graduate School will maintain the confidentiality of student education records in accordance with the provisions of the Act and will accord all rights under the Act to current and former students of the IIRP who are declared independent.

The Act also limits who outside the IIRP may have access to a student’s academic records. Academic records may not be transmitted to individuals or agencies outside of the institution without the student’s written consent, except as provided by law. Therefore, students must give written permission when requesting the institution to forward records to off-campus persons, agencies, or institutions. The law permits the IIRP to release without permission such information as a student’s name, telephone number, email address, enrollment status, dates of attendance, major field, and degrees and awards received.

If you do not want the IIRP to disclose directory information from your education records, you must opt out in your Student Portal.

Upon receipt of the completed form, your request will remain in effect until such time as you inform us in writing that you no longer wish to keep your information private. Prior to completing this form, please consider all the effects of this decision. For example, if you tell us not to disclose your directory information to third parties, we will not share your information with anyone (except persons who have a right to see your information under the law), including persons or agencies offering jobs and educational benefits such as scholarships or agencies regarding loan deferments. Also, note that if you have requested that we not disclose your directory information but you would like to have your name appear in the commencement program, you must provide your signed written consent no later than March 1 for that year’s commencement.

Rights of Inspection

The Family Educational Rights and Privacy Act provides students with the right to inspect and review information contained in their educational records; to challenge the contents of those records that students consider to be inaccurate, misleading, or otherwise in violation of their privacy or other rights; to a hearing if the outcome of the challenge is unsatisfactory; and to submit explanatory statements for inclusion in their files if they deem the decisions of the hearing panels unacceptable. The Director of Student Services has been assigned to coordinate the inspection and review procedures for student education records, which include admissions, personal, academic and financial files, and academic and placement records.

The full text of the Act is available at the Office of Student Services. (Much of the text in this section is direct quotation or a paraphrase of its language.) It also can be accessed at the U.S. Department of Education’s website.

Education Records: Definition

Education records are those directly related to a student that are maintained by the IIRP. Education records do not include the following:

Records of instructional, supervisory, and administrative personnel, and ancillary educational personnel that are in the sole possession of the maker and are not accessible or revealed to any other individual except a substitute who may temporarily perform the duties of the maker.
Records relating to individuals who are employed by the IIRP that are made and maintained in the normal course of business, relate exclusively to individuals in their capacity as employees, and are not used for another purpose. Note: Records of persons who are employed solely as a consequence of Institute attendance, e.g., tutors, are education records.
Records, including student health records, created and maintained by a physician, psychiatrist, psychologist, or other recognized medical or counseling professional or paraprofessional, to be used solely in connection with the provision of treatment to the student and not disclosed to anyone other than for treatment purposes, provided that records may be disclosed to physicians or professionals of the student’s choice. Note: Treatment in this context does not include remedial education activities or other activities that are part of the program of instruction at the IIRP.
Records of the institution that contain only information relating to a person after that person is no longer a student at the institution, e.g., accomplishments of alumni.
Records of the institution relating to violations of federal, state, or institutional regulations pertaining to alcohol or drugs.

Request for Review

Students wishing to review their education records must make a written request to the Dean of Student Services, who has the record in their custody, listing the item or items to be reviewed. Only those records covered by the Act will be available for review. The items requested shall be made available no later than 45 calendar days following receipt of the written request. A copy of the academic record may be refused if a hold for nonpayment of financial obligation exists. Copies may be made at the student’s expense. The fee for making copies of the educational record is $1 per page, to be remitted at the time the copy is requested. Students have the right to a copy of the education record when failure to provide a copy would prevent the student from inspecting and reviewing the record, e.g., when distance prevents the student from ready access to campus.

Limitations on Student Rights

There are some limitations on the rights of students to inspect records. Students have no right of inspection or review of the following items:

Confidential letters and statements of recommendation placed in the records after January 1, 1975, to which the student has waived the right of inspection and review and that are related to the student’s admission, application for employment or job placement, or receipt of honors.
Education records containing information about more than one student; however, in such cases the institution will permit access to that part of the record that pertains only to the inquiring student.

Waiver of Student Rights

Students may waive any or all of their rights under the Act. The IIRP Graduate School does not require waivers, and no institutional service shall be denied students who fail to supply waivers.

All waivers must be in writing and signed by the student. Students may waive their right to inspect and review either individual documents (e.g., a letter of recommendation) or classes of documents (e.g., an admissions file). The items or documents to which students have waived the right of access shall be used only for the purpose(s) for which they were collected. If used for other purposes, the waivers shall be void, and the documents may be inspected by the student. The student may revoke the waiver in writing, but revocation does not establish the right to inspect and review documents collected while the waiver was in force.

Consent Provisions

No person outside of the IIRP shall have access to nor shall the IIRP disclose any personally identifiable information from students’ education records without the written consent of the student. The consent must specify the records to be released, the purpose of the disclosure, and the party or class of parties to whom disclosure may be made. Consent must be signed and dated by the student.

Exceptions to Consent Policy

There are exceptions to the consent policy. The IIRP reserves the right, as allowed under the Act, to disclose education records or components thereof without written consent to:

Personnel within the IIRP who demonstrate a need to know and who act in the student’s educational interest, including faculty, administration, clerical and professional employees, and other persons who manage student records.
Officials of other institutions in which the student seeks to enroll, on the condition that the IIRP make a reasonable attempt to inform the student of the disclosure at the student’s last known address. In most instances, if the student initiated the request to transfer, a permission to transfer education records is explicit in the request.
Officials of other schools in which the student is currently enrolled.
Persons or organizations providing student financial aid in order to determine the amount, eligibility, or conditions of an award and to enforce the terms of an award.
Accrediting organizations carrying out their functions.
Authorized representatives of the comptroller-general of the United States, the secretary of the U.S. Department of Education, and state educational authorities, if the information is necessary for audit and evaluation of federal or state-sponsored programs.
State and federal officials to whom disclosure is required by state statute adopted prior to November 19, 1974.
Organizations conducting studies to develop, validate, and administer predictive tests, to administer student-aid programs, or to improve instruction, so long as there is no further external disclosure of personally identifiable information and the information is destroyed when no longer necessary for the project.
Persons in compliance with a judicial order or a lawfully issued subpoena if reasonable effort is made to notify the student.
Appropriate persons in a health or safety emergency, so long as there is a serious threat to the student or others, the knowledge of the information is necessary to meet the emergency, time is of the essence, and the persons to whom the information is disclosed are in a position to deal with the emergency.

Institutional Record of Disclosure

The IIRP will keep a written record of all such exceptional disclosures and the student has the right to inspect such records, which will include the names of parties or agencies to whom disclosure was made, the legitimate reason for the disclosure, and the date of the disclosure. No record of disclosure shall be required for those requests made by students for their own use, those disclosures made with a student’s written consent, those made to officials of the IIRP, or those specified as directory information.

Disclosure of Education Record Information

The IIRP will obtain written consent from students before disclosing any personally identifiable information from their education record (with exceptions as noted under Exceptions to Consent Policy). Such written consent for disclosure must: specify the records to be released, state the purpose of the disclosure, identify the party or class of parties to whom disclosure may be made, and be signed and dated by the student. All such consents shall be maintained in the education record of the student.

Challenge of Contents of Education Records

A student who believes that their education records contain information that is inaccurate or misleading or otherwise violates their privacy or other rights may discuss their concerns informally with the Provost. If the decision of the Provost concurs with the student’s request, the appropriate records shall be amended and the student shall be notified in writing of the amendment(s). If they disagree, the student must be notified within 15 calendar days that the records will not be amended and of the student’s right to a hearing on the matter.

Student requests for a formal hearing must be made in writing within 30 calendar days from the mailing of the notice from the Provost who, within 30 days after receipt of the written request, shall inform the student of the date, time, and place of the hearing. The student shall be afforded a full and fair opportunity to present evidence relevant to the issue(s) raised. If the student desires, they may be assisted or represented at the hearing by one or more persons of their choice, including an attorney, at the student’s expense. The hearing may be conducted by any party, including an official of the IIRP, so long as the person does not have a direct interest in its outcome. The panel that adjudicates such challenges is made up of members of the Board of Trustees. The hearing panel shall base its decision solely on the evidence presented at the hearing. Its decision shall be final and in writing, summarizing the evidence and stating the reasons for the decision. The written report shall be mailed to the student and any other concerned party within 30 calendar days of the hearing.

If the hearing panel determines that the information at issue is inaccurate, misleading, or a violation of privacy or other rights, the student’s record shall be amended in accordance with the decision and the student so informed in writing. If the hearing panel decision is unsatisfactory to the student, they may place with the education record a statement(s) commenting on the information in the record or setting forth any reason for disagreeing with the decision of the hearing panel. The statements shall be placed in the education record, maintained as part of the record, and released whenever the records in question are disclosed to an authorized party.

Note: Rights of challenge cannot be used to question substantive educational judgments that are correctly recorded (e.g., course grades with which the student disagrees).

Students who believe that the adjudication of their challenges was unfair or not in keeping with the provisions of the Act may request, in writing, assistance from the President of the IIRP to aid them in filing a complaint with the Family Policy and Regulations Office, Department of Education, Room 1087, 400 Maryland Avenue S.W., Washington, D.C. 20202.

Challenge of Institutional Compliance

Students may file complaints with the Department of Education concerning alleged failure of the institution to comply with FERPA. Written complaints should be directed to the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue S.W., Washington, D.C. 20202.

Destruction of Records

Once a student has requested access to their records, the records shall not be destroyed until inspection and review have been provided. The following items shall not be destroyed or removed from the record: (1) explanatory statements placed in the record by the student (see the section on challenging educational records, above); and (2) records of disclosure and requests for disclosures. The IIRP reserves the right to destroy information contained in student records and files when the information on file is no longer valid or useful, e.g., letters of recommendation once they have been used for their original purpose.

Appeal of Instructor Evaluation of Student Work

Course Credit Hours, Terms, and Modalities

All courses taken for credit at the International Institute for Restorative Practices (IIRP) that are applied toward completion of degree and certificate requirements conform to applicable state and federal regulations regarding assignment of credit hours.

The faculty of the Graduate School is responsible for developing, maintaining, and evaluating the curriculum. Assignment of credit hours for courses are determined based on the expertise of the faculty and course learning objectives. The Office of the Provost bears the responsibility for the execution of this policy.

Assignment of Credit Hours

The IIRP has adopted a variant of the traditional “Carnegie Unit” as a measure of academic credit. This unit is known by the familiar term, “credit hour,” and is the primary academic measure by which progress toward a degree is gauged. It is recognized that such a unit measures only a part, albeit a major part, of a composite learning experience, based upon formally structured and informal interactions among faculty and students, as well as work done by students independently, outside of class.

Two hours of work outside of class (reading, writing, research, project work, etc.) are expected of students for each hour of direct classroom or online participation.

Definition of a Credit Hour

The calculation of credit hours for graduate programs follows the Pennsylvania Department of Education guidelines, which are consistent with the U.S. Department of Education’s definition of a credit hour.

22 Pa. Code § 31.21 (5)

“A master’s degree must require the satisfactory completion of a minimum of 30 semester credit hours or 45 quarter credit hours beyond the baccalaureate level.”

22 Pa. Code § 31.21 (6)(d)

“To assure academic integrity, an institution shall provide students in a distance education program access to academic and student services, including textbooks, study guides, library and other learning resources, personal interaction with faculty, tutors or other educational personnel by computer, telephone, mail or face-to-face meetings. The institution shall assure integrity of student work and provide opportunity for student assessment. These programs must comply with the regulations that apply to resident-based programs as prescribed in this chapter and Chapters 35, 36, 40 and 42 and conform to generally accepted academic practices for delivery of instruction through distance education.”

At the IIRP a three-credit graduate course comprises:

42 hours of classroom (“in-class” or “in-seat”) instruction, plus
3 hours for final examination (when applicable), plus
90 hours of additional work outside of class (reading, homework, research, fieldwork, project creation, and other activities)

Total: 132 hours (135 hours if final exam is administered)

Academic Periods

There are three academic terms – fall, spring, and summer – within which the IIRP offers courses of varying durations. The fall and spring academic periods are at least 15 weeks long each; the summer academic period is typically less than 15 weeks long but nevertheless adheres to the policy in terms of instruction time and the amount of work required.

Course Durations

The length of individual courses, whether blended or online, can vary within each academic period. Published descriptions of courses clearly state the duration of each course. Every course, regardless of its duration, adheres to the credit hour policy in terms of the required instruction time and volume of work involved to earn full credit.

Course Delivery Modalities

Blended Courses
Attendance at an IIRP professional development event, symposium, or conference can be followed by online coursework to complete a blended course. Direct instruction time for the online portion of each graduate course is calculated based on the amount of time spent attending the professional development event. In all instances, these courses must meet the total amount of instructional and student work time required to earn full credit, based on the definition of a credit hour as described above.
Online Courses
These courses are offered entirely online with no on-site, in-person meetings. They have the same learning outcomes and substantive components as other courses offered by the IIRP. Contact time is satisfied by several means including, but not limited to:
(a) Regular weekly instruction or interaction with an instructor for the duration of the course, and
(b) Academic engagement through interactive tutorials, group discussions moderated by faculty, virtual study/project groups, engaging with class peers, and online projects reviewed and graded by faculty. In all instances, these courses must meet the total amount of instructional and student work time as traditional classroom courses.
Directed and Independent Study Courses
Each course is individualized to allow the student to either complete the requirements of an existing course on an individual basis, or to explore a personal interest related to restorative practices not currently addressed in the curriculum. The time spent on in-person instruction, direct interaction between the instructor and student, and additional external study, research, writing, fieldwork, and other activities will conform to the standard minimum of 45 hours of direct instruction or credit hour equivalencies plus 90 hours of outside work for a three-credit course. The total time a student spends in an independent study course, including research, fieldwork, and other activities, is documented in a contract, developed by the student with a Ph.D. faculty member and approved by the faculty, which ensures that the student’s educational objectives, work plan, assignments, activities, outcomes, and evaluation are equal to those of other IIRP courses.
Accelerated Courses
Courses offered outside of a standard academic period in which credit hours offered are the same as for courses offered in a standard academic period. The content and substantive learning outcomes for accelerated courses are the same as those in the standard academic period. These courses must meet the total amount of instructional time and student work as standard courses.

Definitions of In-Class and Out-of-Class Time

In online and blended courses, time spent in direct learning and interaction with the instructor and classmates via our learning management system, Moodle, is considered in-class time. Time spent in work, preparation, and related activities away from Moodle is considered out-of-class time.

Course Registration

Dismissal

Dropping a Course

Once courses begin, the following policies regarding your grade will apply:

For all courses, if you wish to withdraw from a course, you must submit a course withdrawal form through your Student Portal.

When you register for a course, you are committing to attend and complete the course that you are enrolled in. Only course withdrawal requests submitted through your Student Portal will be honored.

Failure to submit a course withdrawal form through your Student Portal by the deadlines listed below will result in a grade of “F.”

Fully online courses: Submit the course withdrawal form through your Student Portal before the start of the 6^th week in order to receive an official grade of "W."

Blended courses: Submit the course withdrawal form through your Student Portal by these deadlines in order to receive an official grade of "W."

Before the start of the 3^rd week of a 4-week course
Before the start of the 4^th week of a 7-week course

In-person courses: Submit the course withdrawal form through your Student Portal before the start of the 3^rd week in order to receive an official grade of "W."

Financial implications for dropping a course prior to the start date:

For any course, you may withdraw at least one day before the course begins by submitting the course withdrawal form through your Student Portal.

You will receive a refund or a credit for the tuition you have paid for that course, minus a $50 withdrawal fee.

Financial implications for dropping a course after to the start date:

For any course, if you submit your course withdrawal form through your Student Portal by the end of the third day, you will receive a refund or credit for 50% of the tuition you have paid for that course.

Refunds and credits will not be issued for course withdrawals submitted after the third day of the course. Once this deadline has passed, you will remain responsible for 100% of the tuition.

Please note: You must submit the course withdrawal form in order to be considered withdrawn from the course. Simply ceasing to participate in a course is not the same as withdrawing from a course; unless you have formally withdrawn, you are still responsible for all tuition for that course.

Final Examinations

Grades

Minimum course expectations are as follows:

Students must log in and participate in online activities and/or attend all scheduled classes as defined by the instructor.
Assignments must be completed by the due date according to the standards specified by the course instructor.
Written and oral assessments must satisfy the standards specified by the course instructor.
The course instructor will decide on whether to allow exceptions or extensions.

Grades will be reported as follows:

Grade	Percent	Grade Point Value	Explanation
A	93-100	4.0	Exceeding Expectations
A-	90-92	3.7
B+	87-89	3.3
B	83-86	3.0	Meeting Expectations
B-	80-82	2.7
C+	77-79	2.3
C	70-76	2.0	Minimally acceptable on a limited basis
F	< 70	0.0	Failure to meet minimum standards
P		No effect	Meeting Expectations
I		No effect	Incomplete
W		No effect	Withdrawal
O		No effect	Ongoing

An “F” in any graduate course will result in disqualification from the program. Students cannot continue in the graduate program or be issued a non-degree graduate certificate if they earn more than one grade of “C” in any graduate course. Students who earn a “C” may elect to retake the course to improve their grade, but if a “C” is earned again, they cannot continue in the program. Exceptions to such disqualifications may be made upon appeal to the Provost.

When all of the course expectations are met, the student’s transcript will indicate the letter grade assigned by the instructor(s) in grade reports and transcripts. Where exceptions or extensions have been granted, students must resolve any outstanding requirements within the timeframe specified. If that timeframe extends beyond the end of the term, the course will be designated as “incomplete,” abbreviated “I” in grade reports and transcripts.

A student who fails to complete a course within the prescribed period (as above) shall receive at the instructor’s discretion either a grade of “I” (incomplete) or “F” (failure). The instructor may permit an extension of time up to one year for the completion of the course. The student must request that the instructor grant a grade of incomplete prior to the last class meeting. The faculty member and the student will then fill out the Incomplete Grade Form found in the Student Portal. In such cases, any course that is still incomplete after one calendar year from its official ending will convert to the grade of “F” (failure). Depending on the circumstances, the period allowed to complete a course may be extended upon appeal to the Provost.

If a student chooses to withdraw from a course within the time specified in IIRP policy, the course will be designated a “withdrawal,” abbreviated “W” in grade reports and transcripts. Withdrawals do not impact the GPA, but the student will be required to retake the course in order to receive credit.

Students required to retake a course as a result of an incomplete or withdrawal or students who elect to retake a course to improve a “C” grade must pay full tuition on re-enrollment in that course.

Leave of Absence

Research Involving Human Subjects Policy

Scholarships

Textbook Cost Containment

Transcript Requests

If you need to obtain a copy of your official IIRP Graduate School transcript, you may request paper and electronic copies from the National Student Clearinghouse at no charge for normal processing. Any fees incurred for expedited delivery service will be at your expense.

The link below will direct you to a form at the National Student Clearinghouse website. Please complete the request form in its entirety to avoid processing delays. We are unable to honor transcript requests over the phone or via email as your electronic signature is required on the request form.

Request a Transcript

Go to the National Student Clearinghouse (NSC) ordering service.
Log in using your existing National Student Clearinghouse account or create a new National Student Clearinghouse account.
Complete each step of the order form.
Note: You will be given the option to delay the processing of your transcript order until final grades are posted, or until certificates or degrees are conferred for the current term.
If you have a form or document that must accompany your transcript, you must upload that document during the ordering process. It may be in one of the following formats: jpg, jpeg, gif, png, eps, cdr, ai, pdf, tif, tiff, bmp, zip, doc, docx, xls, xlsx, txt, xml. If you need the document to be filled out along with the transcript, note that you must request a paper transcript.

All transcript requests will be fulfilled within three to five business days. If there are any complications, Student Services staff will contact you directly by email.

Students may view and print unofficial IIRP Graduate School transcripts through their Student Portal under Enrollment, then View Academic Record.

Electronic Transcripts

You will receive an email notification when your transcript is processed. You must retrieve your electronic transcript from the emailed link from NSC within 20 days.

Prior to submitting an order, please verify that the recipient can accept electronic PDF transcripts from studentclearinghouse.org. If a paper transcript is also needed, you must place a separate order.

To ensure your request will be processed:

In order to fulfill a transcript request, Student Services must have an official undergraduate transcript on file for you. You may have a transcript sent directly from the undergraduate institution to:

This email address is being protected from spambots. You need JavaScript enabled to view it.
IIRP, 531 Main St., Bethlehem, PA 18018-5837

Circumstances that will cause a delay in receipt of transcripts include:

A financial hold.
Incomplete information on the request form.
An official undergraduate transcript is not on file at the IIRP.

Verification of Student Identity

All credit-bearing courses and programs offered through distance learning methods must verify that the student who registers for a distance education course is the same student who participates in and completes the course or program and receives academic credit for doing so.

Students seeking enrollment in distance education courses will provide appropriate information to establish their identity. All methods of verifying student identity in distance learning must protect the privacy of student information in compliance with FERPA (Family Educational Rights and Privacy Act). Personally identifiable information collected, such as a photo ID, may be used at the discretion of the institution as the basis for identity verification.

Each student establishes a unique username and password when creating a Student Portal to manage their student account online. The secure username and password are required to access both the Student Portal and the Learning Management System (LMS).

Should a student forget their unique information and not be able to reset access through the online password reset procedures, Student Services is responsible to verify student identity and reset access. Security questions using non-directory information are asked by Student Services to verify student identity when resetting student passwords or accessing student records for other purposes. There are no additional charges associated with verification of student identity.

Having a secure online learning environment is critical to verification of student identity.

All users of the IIRP’s Student Portal and Learning Management System are responsible for maintaining the security of usernames, passwords, and other access credentials. An account is assigned to an individual for exclusive use by that individual. Attempting to discover another student’s password or gain unauthorized access to someone else’s Student Portal is prohibited. It is against the IIRP’s Academic Integrity policy for a student to give someone else their password or allow others to use their account, and doing so could lead to disciplinary action. Users are responsible for any and all activity on their account.

Faculty teaching courses through distance education methods have a role in identity verification insofar as they can be alert to changes in student behavior, such as sudden shifts in academic performance or changes in writing style or language used in discussion groups or email, which may indicate academic integrity issues. Faculty will routinely use a variety of assessment instruments whenever possible.

Withdrawal from a Program

With our Transparent Tuition provisions, students who are admitted to the degree or certificate program are guaranteed that their tuition will never increase throughout the completion of their program.

Students who are admitted to the Graduate Certificate program are entitled to a total tuition cost of $6,844 (effective 2022-23), discounted 8.35% from the full tuition.

Students who are admitted to the Master of Science Degree program are entitled to a total tuition cost of $17,110 (effective 2022-23), discounted 8.35% from the full tuition. Students who are also approved for the Thesis Option will pay $3,507 for the Thesis Research seminar.

Students who are admitted to the master’s degree program and choose mid-program to add a specialization may need to take additional courses in order to fulfill their requirements. In those instances, students will receive their existing Transparent Tuition rate for those courses. Similarly, master’s degree students who are admitted to the Thesis Option mid-program may need to take additional courses at their existing Transparent Tuition rate, in addition to paying $3,507 for the Thesis Research Seminar.

Alumni who have earned a master's degree from the IIRP and who wish to continue taking courses will receive the current discounted rate of $1,711 per course. Alumni with an IIRP master’s degree who are approved to pursue the Thesis Option will also pay $3,507 for the thesis research seminar.

A student enrolling in their first course at the IIRP will be afforded the benefit of discounted tuition of $1,711 for that three-credit course.

Individuals who are not seeking a degree or certificate will pay the non-discounted rate of $1,867 per three-credit course.

Tuition Costs Effective 2023-24

Current students admitted prior to 2023-24 pay the discounted rate in effect at the time of their admission and/or approval to pursue the Thesis Option.

Course/Program	Full Tuition	Admitted Students
Tuition (per course)	$1,867	$1,711
Graduate Certificate (4 courses)	$7,468	$6,844
Master of Science (10 courses)	$18,670	$17,110
Master of Science with Thesis Option (10 courses, plus Thesis Seminar at a flat fee of $3,507)	$22,177	$20,617

Fees

$25.00 late registration fee
$50.00 course withdrawal fee
$75.00 Interest-Free Line of Credit start-up fee

We do not charge fees for course registration, materials, graduation, or transcripts.

Students are responsible for the cost of textbooks and materials in each course.

For more information, please refer to the IIRP’s financial aid webpage.

Generally, the terms are as follows:

Fall: September to December
Spring: January to May
Summer: June to August

2023

July 1	Registration for Fall 2023 Begins
July 1	Applications for Fall 2023 Graduation Open
July 1	Impact and Shawn Scholarship Applications Open
July 23	Commencement for Classes of Fall 2022 and Spring 2023
August 1	Deadline to Submit Scholarship Applications
August 1	Deadline to Register for RP 699 for Fall 2023
August 1	Deadline to Apply for Graduation for Fall 2023
August 9	Late Fee for Fall Registration Begins
August 15	Scholarship Awards Announced
August 30	Deadline for Registration for Fall 2023 Fully Online Courses
September 6	Fall 2023 Fully Online Courses Begin (including RP 699)
October 4	Deadline to Register for RP 541
October 11	RP 541 Begins
October 10	Deadline to Drop Fall 2023 Fully Online Courses
October 25	Deadline to Register for RP 500 for Fall 2023
October 31	Deadline to Drop RP 541
November 1	Registration for Spring 2023 Begins
November 1	RP 500 Begins
November 14	Fall 2023 Fully Online Courses End
November 14	Deadline to Drop RP 500
November 28	RP 541 Ends
November 28	RP 500 Ends
December 6	Late Fee for Spring Registration Begins
December 20	Deadline for Registration for Spring 2024 Fully Online Courses (except RP 699)
December 30	Fall 2023 Degree Conferral

2024

January 3	Spring 2024 Fully Online Courses Begin (except RP 699)
February 1	Applications for Spring 2024 Graduation Open
February 13	Deadline to Drop Spring 2024 Fully Online Courses (except RP 699)
March 1	Deadline to Apply for Graduation for Spring 2024
March 12	Spring 2024 Fully Online Courses End (except RP 699)
March 20	Registration Deadline for RP 699 for Spring 2024
March 27	RP 699 Begins
March 27	Registration Deadline for RP 500 for Spring 2024
April 1	Registration for Summer 2024 Begins
April 3	Spring RP 500 Begins
April 16	Deadline to Drop Spring RP 500
April 30	Spring RP 500 Ends
May 1	Late Registration Fee for Summer Begins
May 7	Deadline to Drop RP 699
May 22	Summer 2024 Registration Deadline
May 29	Summer 2024 Fully Online Courses Begin
June 4	RP 699 Ends
June 30	Spring 2024 Degree Conferral
July 1	Registration for Fall 2024 Begins
July 1	Applications for Fall 2024 Graduation Open
July 1	Impact and Shawn Suzch Scholarship Applications Open
July 2	Deadline to Drop Fully Online Courses for Summer 2024
July 3	Deadline to Register for Summer RP 500
July 10	Summer RP 500 Begins
July 10	Deadline to Register for RP 532 for Summer 2024
July 17	RP 532 Begins
July 21	Commencement for Classes of Fall 2023 and Spring 2024
July 23	Deadline to Drop RP 500.01
August 1	Deadline to Register for RP 699 for Fall 2024
August 1	Deadline to Submit Scholarship Applications
August 1	Deadline to Apply for Graduation for Fall 2024
August 6	RP 500.01 Ends
August 6	Summer 2023 Fully Online Courses End
August 6	Deadline to Drop RP 532
August 7	Late Registration Fee for Fall Begins
September 3	RP 532 Ends

January 3	Spring 2024 Fully Online Courses Begin (except RP 699)
February 1	Applications for Spring 2024 Graduation Open
February 13	Deadline to Drop Spring 2024 Fully Online Courses (except RP 699)
March 1	Deadline to Apply for Graduation for Spring 2024
March 12	Spring 2024 Fully Online Courses End (except RP 699)
March 20	Registration Deadline for RP 699 for Spring 2024
March 27	RP 699 Begins
March 27	Registration Deadline for RP 500.01 for Spring 2024
April 1	Registration for Summer 2024 Begins
April 3	RP 500.01 Begins
April 16	Deadline to Drop RP 500.01
April 30	RP 500.01 Ends
May 1	Late Registration Fee for Summer Begins
May 7	Deadline to Drop RP 699
May 22	Summer 2024 Registration Deadline
May 29	Summer 2024 Fully Online Courses Begin
June 4	RP 699 Ends
June 30	Spring 2024 Degree Conferral
July 1	Registration for Fall 2024 Begins
July 1	Applications for Fall 2024 Graduation Open
July 1	Impact and Shawn Suzch Scholarship Applications Open
July 2	Deadline to Drop Fully Online Courses for Summer 2024
July 3	Deadline to Register for RP 500.01
July 10	RP 500.01 Begins
July 10	Deadline to Register for RP 532 for Summer 2024
July 17	RP 532 Begins
July 21	Commencement for Classes of Fall 2023 and Spring 2024
July 23	Deadline to Drop RP 500.01
August 1	Deadline to Register for RP 699 for Fall 2024
August 1	Deadline to Submit Scholarship Applications
August 1	Deadline to Apply for Graduation for Fall 2024
August 6	RP 500.01 Ends
August 6	Summer 2023 Fully Online Courses End
August 6	Deadline to Drop RP 532
August 7	Late Registration Fee for Fall Begins
September 3	RP 532 Ends

A grievance is a claim that action has been taken that involves a student, staff, faculty, or administration member’s status or the specific terms or conditions of employment or academic study and which is believed to be inconsistent with the International Institute for Restorative Practices’ (the IIRP’s) policies and procedures, or a perceived circumstance of discrimination, harassment, or inequity.

The IIRP, consistent with its name and mission, will use restorative processes, whenever possible, in dealing with wrongdoing and conflict among students, staff, faculty, and administration. Restorative processes focus on repairing the harm done by conflict and wrongdoing. They are usually held in a circle format and provide every person with an opportunity to be heard and to express feelings in a safe and supportive environment.

Restorative processes bring together those who have been affected by an incident. When there are identifiable wrongdoers and victims, those individuals have the choice of participating voluntarily. Furthermore, their colleagues, optionally their friends and family members (depending upon the nature of the incident), and others in the institution who have been affected are also invited to come together to resolve the emotional consequences of the incident and to have a say in how the conflict or wrongdoing might be handled.

There may be instances where the nature of the grievance is such that the use of restorative processes may not be appropriate according to the sole discretion of the IIRP’s President, who may confer with other professionals, including legal counsel and/or mental health professionals.

In the event the grievance is against the Director of Human Resources, the contact should be directed to the President throughout the outlined process. If the grievance is against the President, it should be directed to the Board of Trustees Chair throughout the outlined process.

Steps for the Grievance Resolution Process

Step 1
If possible, concerns that result in a grievance should first be addressed through discussions or a restorative circle. If a solution is reached, it should be put in writing, signed and dated by both parties, and provided to the Director of Human Resources within ten (10) business days, via email or hardcopy.

Step 2
If, after attempting resolution in Step 1, no solution is reached, the aggrieved party or parties may appeal the issue in writing within ten (10) business days to the Director of Human Resources via email or hardcopy. The Director of Human Resources must respond to the grievance in writing within ten (10) business days, beginning the business day following receipt of the written appeal.

Step 3
If the aggrieved party is not satisfied with the outcome of Step 2, they may appeal to the President, who will respond in writing within ten (10) business days beginning the business day following receipt of the written appeal. The President’s response is the final step within the organization.

Reporting Violations of the Harassment, Sexual Harassment, and Stalking Policy

Reports, including anonymous reports, may be submitted online at any time using the reporting button. Reports go directly to the Associate Dean for Administration.

Report an Incident

Civil Rights Violation

In the case of an alleged violation of Civil Rights, the complaint may be brought directly to the Office for Civil Rights:

Barbara Holland, Regional Manager, Office for Civil Rights
U.S. Department of Health and Human Services
150 S. Independence Mall West
Suite 372, Public Ledger Building
Philadelphia, PA 19106-9111

Customer Response Center: (800) 368-1019 Fax: (202) 619-3818
TDD: (800) 537-7697 Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

General Complaint or Grievance

Initial Contact
Consult with the appropriate faculty or staff member.

or

Jamie Kaintz
Dean of Student Services
531 Main Street, Bethlehem, PA 18018
610-798-1300
Escalated Contact
Michael Valdez Raffanti, Ed.D., Provost
531 Main Street, Bethlehem, PA 18018
215-416-3723

or

Melissa Ash, Associate Dean of Administration
531 Main Street, Bethlehem, PA 18018
484-523-2688

Americans with Disabilities Act

Melissa Ash, Associate Dean of Administration
610-807-9221

Appeal of a Grade

Initial Contact:
Consult with faculty member
Escalated Contact:
Michael Valdez Raffanti, Ed.D., Provost
531 Main Street, Bethlehem, PA 18018
215-416-3723

FERPA compliance (privacy of student records)

Dean of Student Services
Jamie Kaintz
610-807-9221

Student Right to Know and Campus Security

Melissa Ash, Associate Dean of Administration
610-807-9221

Should you have exhausted all avenues to resolve an issue informally and wish to file an official complaint, that complaint must be submitted in writing to:

General Complaint or Grievance
Melissa Ash, Associate Dean of Administration
531 Main Street
Bethlehem, PA 18018-5837
Americans with Disabilities Act
Melissa Ash, Associate Dean of Administration
531 Main Street
Bethlehem, PA 18018-5837
FERPA compliance (privacy of student records.)
Family Policy Compliance Office
U.S. Department of Education
600 Independence Avenue, S.W.
Washington, DC 20202-4605
Grade Appeal Provost
Craig Adamson, Ph.D.
531 Main Street
Bethlehem, PA 18018-5837
Student Right to Know and Campus Security
Melissa Ash, Associate Dean of Administration
531 Main Street
Bethlehem, PA 18018-5837

General Complaint or Grievance	Melissa Ash, Associate Dean of Administration 531 Main Street Bethlehem, PA 18018-5837
Americans with Disabilities Act	Melissa Ash, Associate Dean of Administration 531 Main Street Bethlehem, PA 18018-5837
FERPA compliance (privacy of student records.)	Family Policy Compliance Office U.S. Department of Education 600 Independence Avenue, S.W. Washington, DC 20202-4605
Grade Appeal	Provost Craig Adamson, Ph.D. 531 Main Street Bethlehem, PA 18018-5837
Student Right to Know and Campus Security	Melissa Ash, Associate Dean of Administration 531 Main Street Bethlehem, PA 18018-5837

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. (See 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.

Graduate Program Information

If you would like to speak about graduate courses and programs, please contact Student Services.

Email: studentservices@iirp.edu

Schedule a time to talk »

“With every course, there was a sense of community.”

Rosie Arcona ‘19
Sacramento, USA

Required Courses for all Programs		Credits
RP 500 (blended) or RP 504 (online)	Basic Restorative Practices Foundations of Restorative Practices	3 3
RP 525 (online)	Restorative Practices in Action	3
General Electives
RP 506 (online)	Restorative Practices: The Promise and the Challenge	3
RP 517 (online)	Restorative Approaches to Leadership	3
RP 532 (blended)	Aggression Replacement Training ®: Behavioral Interventions that Work	3
RP 541 (blended)	IIRP World Conference	3
RP 550 (online)	Transforming Relational Harm	3
RP 556 (online)	Restorative Practices for Community Health and Well-Being	3
RP 622 (online)	History, Evolution, and Critical Issues in Restorative Justice	3
RP 623 (online)	Restorative Justice: Global Perspectives	3
RP 625 (online)	Restorative Practices in Life Space Crisis Intervention	3
RP 635 (online)	Narrative Inquiry for Empowering Facilitators	3
RP 637 (online)	Social Justice and Restorative Practices	3
RP 645 (online)	Transgenerational Resilience and Community Striving	3
RP 652 (online)	Social and Emotional Learning in the Restorative Classroom	3
RP 662 (online)	A Restorative Approach to Educating the High-Risk and High-Need Students	3
RP 680 (online)	Designing Restorative Practices Research	3
RP 685 (online)	Data Analysis for Restorative Practices Research	3
RP 694 (ind. study)	Directed/Independent Study	3
RP 707 (online)	Thesis Seminar	0
Master of Science Degree Required Courses (6 credits)
RP 610 (online)	Evaluation of Research	3
RP 699 (online)	Integrating Seminar (final course for the M.S. degree – all other coursework must be completed prior to RP 699)	3

Course Offerings

Equal Opportunity Statement

Non-discrimination Statement

Our Commitment to Diversity, Equity, Inclusion, and Belonging

Americans with Disabilities Act

General Information

Interest-Free Payment Plan

Course List

Course Offerings

Previously Offered Courses

Master of Science in Restorative Practices

Specializations

Program Goals

Graduation Requirements

Master of Science Course Requirements

Total Credits: Master of Science in Restorative Practices

30

Total Credits: Master of Science in Restorative Practices with Thesis

36

Master of Science with Thesis Option

Graduate Certificate in Restorative Practices

Program Goals

Course Requirements

Total Credits: Graduate Certificate in Restorative Practices

12

Application for Admission to the Master of Science Degree Program

Approval to Pursue the Master of Science with Thesis Option

Application Requirements for International Applicants

Application for the Graduate Certificate

Notification of Admission

Transfer Credits

Academic Advising

Academic Freedom

Freedom in the Classroom

Protection of Freedom of Expression

Protection Against Improper Academic Evaluation

Protection Against Improper Disclosure

Academic Integrity

Plagiarism

Cheating

Helping or Hindering Others

False Testimony

Copyright

Library

Internet

Consequences of Violating the Academic Integrity Policy

Academic Records (FERPA)

Rights of Inspection

Education Records: Definition

Request for Review

Limitations on Student Rights

Waiver of Student Rights

Consent Provisions

Exceptions to Consent Policy

Institutional Record of Disclosure

Disclosure of Education Record Information

Challenge of Contents of Education Records

Challenge of Institutional Compliance

Destruction of Records

Appeal of Instructor Evaluation of Student Work

Course Credit Hours, Terms, and Modalities

Course Registration

Dismissal

Dropping a Course

Financial implications for dropping a course prior to the start date:

Financial implications for dropping a course after to the start date:

Final Examinations

Grades

Leave of Absence

Research Involving Human Subjects Policy

Scholarships

Impact Scholarships

Shawn Suzch Scholarship

Textbook Cost Containment

Transcript Requests

Request a Transcript

Electronic Transcripts

To ensure your request will be processed:

Verification of Student Identity

Withdrawal from a Program