Graduate Course Schedule

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 taking this course will complete 18 hours of coursework online after attending the 4-day Basic Restorative Practices event. 

Students will implement and evaluate a restorative practices project that builds on their previous experience.  Students will acquire restorative skills through readings, lecture, self-assessment and an interactive online process.

Prerequisite: Participation in two professional development days — Introduction to Restorative Practices and Using Circles Effectively — taken after January 1, 2009. 

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.

An intensive group experience, this course will immerse students in a culture of restorative practices in class.  The course will emphasize self-assessment of both personal and professional styles and growth in restorative practices. Students will also learn to facilitate and implement a professional learning group.

Students will complete 30 hours of coursework online after attending the 2-day Restorative Leadership Development: Authority with Grace event.

In this course students gain 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 27 hours of coursework online after attending the conference.  Registration for the conference can be completed online.

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.

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

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 taking this course will complete 18 hours of coursework online after attending the 4-day Basic Restorative Practices event. 

Students will implement and evaluate a restorative practices project that builds on their previous experience.  Students will acquire restorative skills through readings, lecture, self-assessment and an interactive online process.

Prerequisite: Participation in two professional development days — Introduction to Restorative Practices and Using Circles Effectively — taken after January 1, 2009. 

PREREQUISITE:  ALL REQUIRED MASTER'S DEGREE PROGRAM COURSEWORK

In the capstone course, students create a culminating multimedia project that describes how restorative practices positively influences human behavior and strengthens civil society. Students 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.

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.

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 2-day Aggression Replacement Training® event.  Register for the 2-day event at a date and location convenient to you »

In this course, students will develop an understanding of social construction theory 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.

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