RP 652: Social and Emotional Learning in the Restorative Classroom Syllabus

Please Note:
Elements of this syllabus are subject to change prior to the start of class, but the scope and breadth of the course will remain. All IIRP syllabi are finalized 4 weeks prior to the start of each course.

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

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.

Prerequisites

RP 525, plus RP 500 or RP 504.

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 two voluntary virtual check ins to meet
as a group through Zoom video conferencing to discuss student projects.

Course Outcomes

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

Describe key concepts in Social and Emotional Learning (SEL).
Identify best practices in SEL curriculum and instruction.
Analyze connections between SEL and restorative practices.
Construct a plan that integrates the learning into a restorative classroom or organization.

Course Materials

The articles, documents, and other learning materials located in Moodle, the IIRP’s online learning platform, 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.

* Ribas, W. B., Brady, D. A., & Hardin, J. (2022). Social-emotional learning in the classroom: Practical
guide for integrating all SEL skills into instruction and classroom management (2^nd ed.). Ribas Associates.

Note: Print edition available from publisher here. (Be sure to order the 2022 edition.)

* Thorsborne, M., Riestenberg, N., & McCluskey, G. (2018). Getting more out of restorative practice in schools: Practical approaches to improve school wellbeing and strengthen community engagement. Jessica Kingsley Publishers.

These required readings are provided in Moodle:

Aspen Institute. (2018, May 9). Pursuing social and emotional development through a racial equity lens: A call to action. https://www.aspeninstitute.org/publications/pursuing-social-and-emotional-development-through-a-racial-equity-lens-a-call-to-action/

CASEL. (n.d.). Frameworks, competencies, standards, and guidelines. https://casel.org/state-resource-center/frameworks-competencies-standards-and-guidelines/

CASEL. (2020). Restorative practices and SEL alignment. https://schoolguide.casel.org/uploads/sites/2/2020/12/2020.12.11_Aligning-SEL-and-RP_Final.pdf

CASEL. (2022). Guide to schoolwide SEL: Indicators of schoolwide SEL. https://schoolguide.casel.org/what-is-sel/indicators-of-schoolwide-sel/

Cohen, J. (2012). School climate and social improvement: A prosocial strategy that recognizes, educates, and supports the whole child and the whole school community. In P. M. Brown, M. W. Corrigan, & A. Higgins-D’Alessandro (Eds.), Handbook of Prosocial Education (Vol. 1, pp. 227-252). Rowman & Littlefield Publishers.

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3),
162-184. https://doi.org/10.1080/00461520.2019.1623032

Jones, S. M., McGarrah, M. W., & Khan, J. (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129-143. https://doi.org/10.1080/00461520.2019.1625776

Ma, A., Miller, A. A., Tucker, A., & Steele, L. (2023, October 24). Supporting parent and family engagement to enhance students’ academic, social, and emotional learning. CASEL. https://casel.org/policy-brief-fce-2023/

Schonert-Reichl, K. A., Kitil, J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. University of British Columbia. https://casel.org/to-reach-the-students-teach-the-teachers/

Skoog-Hoffman, A., Coleman, B., Nwafor, E., Lozada, F., & Olivo-Castro, S. (2023, January). Building authentic school-family partnerships through the lens of social and emotional learning. SEL Innovations Series. CASEL. Https://casel.org/sel-innovations-1/

These required videos are linked to in Moodle:

APB Speakers. (2021, August 13). Building a culture of equity through social-emotional learning - Dena Simmons [Video]. YouTube. https://youtu.be/76xt2_-q62I

CASEL. (2012, November 14). Austin Independent School District student panel [Video]. YouTube. https://youtu.be/c7-U3W2BIo4

CASEL. (2013, July 13). Reflections, recommendations and commitments [Video]. YouTube. https://youtu.be/lKv5weIKPZU

CASEL. (2013, June 13). Setting a broader vision for social and emotional learning [Video]. YouTube. https://youtu.be/rH4onHQOW5E

Chicago Humanities Festival (2014, December 11). Bruce D. Perry: Social and emotional development in early childhood [CC] [Video]. YouTube. https://youtu.be/vkJwFRAwDNE

Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating climate for learning, participation in democracy and well-being. Harvard Educational Review, 76(2), 201-237. https://doi.org/10.17763/haer.76.2.j44854x1524644vn

Edutopia. (2010, January 25). Selling social and emotional learning: An interview with Daniel Goleman [Video]. YouTube. https://youtu.be/j30KPuYiKII

Edutopia. (2010, November 16). Smart hearts: Social and emotional learning overview [Video]. YouTube. https://youtu.be/4wOWEGyO60o

LLCCedu. (2021, March 24). Recording a voiced-over PowerPoint presentation with Screencast-O-Matic.com [Video]. YouTube. https://youtu.be/G0p3z-Qq_Dw

Universe Creative. (2019, February 21). Natasha Akery // The letter [Video]. Vimeo. https://vimeo.com/318854405

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 video conferencing and Moodle Learning Management System.

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 whether to allow any exceptions or extensions.

Generative AI Guidelines for This Course

The use of generative artificial intelligence (GAI) tools, such as ChatGPT, is freely permitted in this course.

If you wish, you are welcome to use GAI as a “thought partner” to brainstorm, organize your thoughts, refine your language and grammar, and/or in any other way you find helpful.

Course assignments are designed for students to make connections between the learning materials and their own lived experiences through analysis, action, and reflection. Tools such as ChatGPT cannot produce authentic personal responses; human input is required to create quality answers to prompts focused on personal thoughts and experiences.

Artificial intelligence can support and enhance our learning but should not be used as an attempt to replace our own intellectual and developmental growth. Using GAI responsibly and ethically is a critical skill that you are invited to exercise in this course.

Specific uses of GAI must be cited using APA conventions. For information about this and other aspects of using GAI, please refer to the resources provided in the course, as well as the IIRP’s Generative AI Information for Students.

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

Evaluation Activity	Points	Percent of Course Grade
Discussion Forums (6 forums, 20 points each)	120	40%
Narrated Slide Deck Presentation	24	40%
Annotated Bibliography (3 parts, 20 points each)	60	10%
Learning Portfolio	20	10%
Total	224	100%

The final course grade will be determined as follows:

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

Weekly discussion forums provide the primary means of sharing and reflecting on our asynchronous learning together. As such, it is the expectation that students will complete and submit discussion forum assignments promptly so that members of the learning community can review and respond to each other’s work in a timely manner. Should a complication arise that may impact your ability to turn in an assignment on time, please reach out to your course instructor via email as soon as possible to discuss adjustments to support your individual learning goals and progress.

In general:

Reading Forum grades will be reduced by one point per day late.
Annotated Bibliography grades will be reduced by two points per day late.
Slide Deck Presentation grade will be reduced by three points per day late.
Learning Portfolio grade will be reduced by two 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)

All communications between faculty, students, staff, and administrators at the IIRP are expected to reflect the values of restorative practices and the IIRP’s commitment to diversity, equity, inclusion, and belonging. Email, discussion forum posts, and other electronic communications should be conducted in a collegial manner, demonstrating the same respect you would in a face-to-face conversation or professional email to your professor, supervisor, colleague, client, or student.

IIRP Graduate School Policies

Students are expected to 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 Student Handbook 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.).

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.

Tutor.com

The IIRP has contracted with Tutor.com for writing support and quantitative statistics tutoring.

At the top section of every Moodle course, students can follow the link to Tutor.com and choose to:

Chat online with a live tutor (available 24/7).
Schedule a virtual meeting to discuss questions.
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.

Turnitin

Some courses enable Turnitin (”turn it in”) for specific assignments. Turnitin is a tool that compares submitted writing with content found on the internet, in various published works, and in papers submitted by other students to determine how similar the texts are.

Text that is similar to other work but is not correctly cited is a form of plagiarism. Students can upload a draft of their paper anytime prior to the assignment deadline to view their Similarity report. If a student determines their paper requires corrections, they can upload a revised version of their work for grading. Using Turnitin is a way for students to feel confident that they have cited source materials appropriately in their academic papers.

Instructions for using Turnitin are provided with any assignment that has Turnitin enabled.

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)
Moodle and other course-related technology 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. Please refer to the Student Handbook for more information about Health and Well-Being.

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.