Graduate Course Schedule

Before taking RP 500, students will need to have attended IIRP professional development experiences within five years of starting this course: Introduction to Restorative Practices and Using Circle Effectively (in-person) or Restorative Practices for Educators (online) AND EITHER Facilitating Restorative Conferences (in-person) or Restorative Justice Conferencing (online) OR Reimagining Campus Community with Restorative Practices (online or in-person).

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. 

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. 

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.

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.

*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.

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.

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

Note: 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.

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

This course explores the deeper implications of transgenerational trauma and community resilience within our everyday lives. Using mindfulness practices in group processes and a range of witnessing circles, students will address transgenerational harm in personal and cultural contexts.

Students will learn how neuroscience describes trauma from a lateral and transgenerational lens. We will discuss how certain resiliency patterns may limit potential. Students will gain a new understanding of how neuroscience and community awareness can transform traumatic experiences into effective resiliency patterns to positively impact relationships and culture.

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

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 and 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.