RP 525: Restorative Practices in Action Syllabus

IIRP Mission Statement

The mission of the International Institute for Restorative Practices Graduate School is to strengthen relationships, support communities, influence social change, and broaden the field of restorative practices by partnering with practitioners, students, and scholars.

Diversity, Equity, Inclusion, and Belonging

The IIRP Graduate School’s commitment to diversity, equity, inclusion, and belonging (DEIB) reflects our core values. You can find our full DEIB statement at the end of this syllabus and on the About Us page of our website.

Course Description

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.

Credit Hours: 3

This is a 3-credit course; instruction time is measured by Carnegie units. Students can expect to spend
a total of 42 hours in direct instruction activities (45 hours if a final examination is given), which can include in-class seat time and/or online interaction with faculty and classmates in Moodle, plus approximately 90 hours in indirect instruction outside of class (course readings, research, projects, writing, reflection and analysis, etc.).

Course Delivery Modality: Online, 10 Weeks

This course is delivered fully online via Moodle Learning Management System over 10 weeks. This course follows an asynchronous format, although there are three voluntary virtual check ins to meet
as a group through Zoom video conferencing to discuss student projects.

Prerequisite

Any one 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

Course Outcomes

Upon successful completion of the course, students will be able to:

1. Design an experiential restorative project that influences their own awareness and practice.
2. Examine ethical and cultural issues related to restorative practices.
3. Implement explicit actions modeling restorative practices.
4. Assess the impact of their restorative actions within the experiential project.
5. Develop the reflective skills essential to restorative practices.

Course Materials

The articles, documents, and other learning materials contained in Moodle, the IIRP’s learning management system, are provided for students’ personal use for educational purposes.

Some materials may be copyrighted; they are used in this course with permission of the rightsholders.

No course materials may be shared or redistributed without permission from the rightsholders. Please direct any questions in this area to the Librarian.

Required Readings

It is the student’s responsibility to obtain textbooks. (Check local or online bookstores.)
* Available in both print and e-book editions.

* Bassot, B. (2023). The reflective practice guide: An interdisciplinary approach to critical reflection. Routledge.

These required readings are provided in Moodle:

Adamson, C. W., & Bailie, J. W. (2012). Education versus learning: Restorative practices in higher education. Journal of Transformative Education, 10(3), 139-156. https://doi.org/10.1177%2F1541344612463265

Center for Community Health and Development. (2023). Chapter 13, section 8. Ethical leadership. Community tool box. https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/ethical-leadership/main

Fisher-Borne, M., Cain, J. M., & Martin, S. L. (2015). From mastery to accountability: Cultural humility as an alternative to cultural competence. Social Work Education, 34(2), 165-181. https://doi.org/10.1080/02615479.2014.977244

Kavanaugh, J., & Tarafdar, R. (2021, May 3). Break down change management into small steps. Harvard Business Review. https://hbr.org/2021/05/break-down-change-management-into-small-steps

McNiff, J. (2017). Action research: All you need to know. Sage. (Chapter 8: The responsibilities of practitioner-researchers: Engaging with the literatures)

Race & Social Justice Initiative. (n.d.). Building a relational culture. City of Seattle. https://www.seattle.gov/Documents/Departments/RSJI/Building%20a%20Relational%20Culture_For%20Web_3.12.21.pdf

University of Waterloo. (n.d.). Literature review. https://writeonline.ca/litreview.php?content=intro

Wachtel, T. (n.d.). Defining restorative. International Institute for Restorative Practices. https://www.iirp.edu/images/2022/WachtelDefiningRestorative2016.pdf

Wilfrid Laurier University. (n.d.). Reflective writing. https://writeonline.ca/reflective-essay.php?content=intro

These required videos are linked to in Moodle:

Abrams, G. (2019, May 6). Your restorative practices coach – part 2 [Video]. https://youtu.be/ydWVsgtNoIM

libncsu. (2009, July 30). Literature reviews: An overview for graduate students [Video]. https://youtu.be/t2d7y_r65HU

Smull, B. (2022, November 21). Your restorative practices coach part 1 [Video]. https://youtu.be/MMWIOKXiRXw

Suggested Readings

If needed, students should contact the Librarian at This email address is being protected from spambots. You need JavaScript enabled to view it. for help locating these items in their area.

* Available in both print and e-book editions.

* Kotter, J., & Rathgeber, H. (2017). Our iceberg is melting: Changing and succeeding under any conditions. Portfolio/Penguin.

These suggested readings are provided in Moodle:

Kligman, L. (2019). Engaging in difference using restorative practices. Penumbra, 6, 14-27. https://unionpenumbra.org/article/engaging-in-difference-using-restorative-practices/

Sheety, A., & Rundell, F. (2012). A PLG (professional learning group): How to stimulate learners’ engagement in problem-solving. US-China Education Review, A 5, 497-503. https://files.eric.ed.gov/fulltext/ED534285.pdf

Course Expectations

• Students must log in and participate each week in online activities.
• Assignments must be completed by the due date according to the standards specified
  by the course instructor(s).
• Assignments must satisfy the standards specified by the course instructor(s).
• The course instructor(s) will decide on whether to allow any exceptions or extensions.

Minimum Technology Requirements

Students need the following equipment and software:

• A computer or other device with video and audio capabilities
• A headset or speakers, webcam, and microphone
• The most recent versions of Microsoft Word and Adobe Reader
• The ability to connect to Zoom and Moodle Learning Management System

Course Calendar

The course calendar displays assignment deadlines and Zoom sessions and can be exported to calendar apps. The course calendar can be accessed from several locations on every Moodle page.

The course schedule is subject to change. Students will be notified of any changes to the schedule in a timely manner.

Grading

The final course grade will be determined as follows:

Evaluation Activity	Points	Percent of Course Grade
Reading Discussion Forums (9 discussion forums, 20 points each)	180	40%
Professional Learning Community Forums (5 PLC forums, 20 points each)	100	30%
Project Outline Form	40	10%
Literature Review	30	7.5%
Final Paper	50	12.5%
Total	400	100%

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

Late Work

It is the expectation that students will complete and submit assignments on time.

• Reading Forum grades will be reduced by one point per day late.
• Project Outline Form and PLC Forum grades will be reduced by two points per day late.
• Literature Review grades will be reduced by two points per day late.
• Final Paper grades will be reduced by three points per day late.

Incompletes

Students who are concerned they might not finish their coursework before the end of the term
should discuss with their course faculty if it is appropriate to arrange for an Incomplete. In certain circumstances, students may have an extension to finish their coursework and receive a passing grade
if their assignments are satisfactorily completed according to the adjusted schedule.

Dropping a Course

Students must submit a course withdrawal form by the deadline in order to drop a course.
Time frames and financial implications of dropping a course are detailed in the Academic Catalog.

Course Communication (Netiquette)

In an online learning environment, there are norms and expectations for appropriate communication
to ensure that messages sent in email, discussion forum interactions, and other online mediums of communication via the internet, are used to promote respect and collegial interactions. The norm is
to communicate showing the respect you would in a face-to-face conversation or in constructing a professional email with your professor, colleague, or student.

IIRP Graduate School Policies

Students are expected to read and abide by all policies of the IIRP Graduate School. Please reference
the Academic Catalog and Student Handbook for further information.

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. Please reference the Academic Catalog for further information about Academic Integrity.

Code of Conduct

The IIRP recognizes the basic rights and responsibilities of the members of the Institute and accepts its obligation to preserve and protect those rights and responsibilities. Further, the Institute must provide for its members the opportunities and protections that best serve the nature of the educational process. Please reference the Student Handbook for further information about the Code of Conduct.

Student Support Services

The IIRP is committed to creating a learning environment that meets the needs of its diverse student body. The Office of Student Services has resources to assist you in many areas, including advising, registration, tuition payment, and academic support. If you anticipate or experience any barriers to learning in this course, please discuss your concerns with your course faculty or Student Services (This email address is being protected from spambots. You need JavaScript enabled to view it.).

Learner Support

The IIRP has contracted with Tutor.com for writing support and quantitative statistics tutoring. In the Moodle page of each course, students can follow a link to Tutor.com where they can choose to:

1. Chat online with a live tutor (available 24/7).
2. Schedule a virtual meeting to discuss questions.
3. Upload a paper for review and feedback.

The IIRP Library lists additional details about services provided by Tutor.com.

Each student is allotted a total of three (3) hours of free support per academic year. A student who needs additional time should email Student Services at This email address is being protected from spambots. You need JavaScript enabled to view it..

Note: Tutor.com is a third-party service provided as a convenience for students; it is not affiliated with
the IIRP. Tutors can assist with writing style, grammar, and mechanics; they cannot assess subject content.

Our faculty are involved and interested in the development of each student and do their best to help students if they are experiencing difficulty. Students should reach out to their advisor for guidance.

The IIRP Graduate School Library also has resources available to assist students in a variety of skills.

Students with Disabilities

The International Institute for Restorative Practices (IIRP) adheres to the principles and mandates of the Americans with Disabilities Act of 1990, as amended, and the Rehabilitation Act of 1973.

The IIRP will review requests for accommodations for a student whose condition meets the legal definition of a disability under the ADA and who is considered otherwise qualified for IIRP admission.
In addition, when required by law, the IIRP will facilitate access to individuals with disabilities to ensure the delivery of and access to its educational programming. 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 that impact their ability to access the IIRP’s educational programs to request accommodations. This should be done well in advance of need in order to give the IIRP a reasonable amount of time to evaluate the request and, if determined to be appropriate, implement the accommodation.

Please submit your request by completing the accommodations form. If you prefer, you may instead send an email to This email address is being protected from spambots. You need JavaScript enabled to view it.. The Dean of Student Services, Associate Dean of Administration, and Provost will review your request and respond to you within 48 business hours.

Technical Support

Your course faculty is able to answer questions that may arise regarding Moodle and other technologies used in this course. For technical support with Moodle, please visit our Moodle FAQ page, and consult Zoom Support for guidance about Zoom video conferencing.

Our Helpdesk (This email address is being protected from spambots. You need JavaScript enabled to view it.) is staffed during our regular business hours: Monday through Friday, 8–4:30 U.S. Eastern time, excluding holidays.

• Student Portal (including lost password)
• Other Technical Issues

Health and Well-Being

The IIRP faculty and staff care about you and strongly encourage anyone who may need assistance with any issue, including mental or physical health; drug, alcohol, or other addiction; domestic, sexual, or other violence; life events; or general stress, to seek appropriate support.

Taking courses at the IIRP is powerful and inspiring – but it can also be stressful, due to either competing demands on students’ time or content presented in courses exploring issues of trauma or violence.

If this course is a significant source of stress for you, please contact your course faculty.

For all other areas of concern, the IIRP advises you to seek appropriate care providers and resources in your community or online. For more information, please refer to the Student Handbook.

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.