1 Applying Restorative Justice to Higher/Tertiary Education in the U.S. Molly C.S. Pierson IIRP 13th World Conference October 14, 2010
2 Overview Student Affairs in U.S. Higher Education Judicial Affairs/Student Conduct University RJ Programs Restorative Justice/Student Learning Community Circle Program, University of Michigan, Ann Arbor, U.S.
3 U.S. Higher Education Milestones Colonial Colleges Starting with the founding of Harvard 1636 Land-Grant Institutions Gott v. Berea Dixon v. Alabama CAS Standards Student Learning Imperative
4 Judicial Affairs/Student Conduct Always misconduct Birth of formal judicial affairs/conduct personnel, 1961 Disciplinary legalistic conflict resolution Promote moral and ethical development Growth in complexity & formation of national organization
5 Restorative Justice Programs in U.S. Higher Education Models: conduct boards, conferences, harmfocused conversations Restorative Conferences: facilitators, respondent(s), harmed parties, respondent support Colorado State University, Judicial Office Victim/Offender Restorative Conferences University of Michigan, Housing University of Colorado at Boulder, Municipal Connection Large student impact on surrounding town Representative harmed parties
6 Restorative Justice & Student Learning Situating learning in the learner s experience (Baxter Magolda 2004) One study found (Meagher 2009), Changed how they viewed themselves & others Feeling of resolution Learned new information & skills Changed behaviors
7 Changed How They View Themselves & Others It made me not as bitter to my neighbors that called either, cause when we were talking about everything, it made me kind of realize it was my fault. I wasn t as much like, I hate those neighbors. They need to move out.... so it made me feel a lot more put more blame on myself than I hate them kind of thing. JAMIE
8 Feeling of Resolution It is a cleansing process, and after you re done, it won t I m not gonna say it won t be on your mind ever again, but it is dramatically decreased, the amount of time that you spend thinking about like what happened what you would ve done. And you know, I think that most people, when they do something wrong, they have regrets, and they feel bad about the ways they ve affected their own lives, but also other people that they ve affected. So, mostly I would just say it s just a cleansing process. You feel a lot better coming out the other end. FARM BOY
9 Learned New Information &Skills The restorative process kind of instilled the notions of being a decent person, a civil human being, and sort of like a team player, like we re all in this together, and through communication, we can work most of our problems out that we have and really move on from any mishaps or any unfortunate occurrences that have happened in the past. BILLIAM
10 Changed Behavior Like, I haven t been into a fight since, and, like I said before, I mean, I ve been in quite a few.... Whereas, in the past, had that guy just said somethin to me like he did that night... when he made that racial remark towards me, I woulda just hit him, you know, and I would ve fought him, and I wouldn t have thought about it, you know, for a second. But right in that moment, I was like, This is not worth it. You know, I thought beyond the fact that, like, Okay, this guy s just ignorant. Like, Whatever he has to say, you know, it doesn't matter. So, it really changed me from that perspective. ANTONIO
11 Community Circles Program, University of Michigan Housing/Residence Education CLAM Student Facilitators Conference Model Howard Zehr & IIRP Conference Training
12 UM Housing RJ History Restorative justice principles infused in housing conflict resolution processes in 2003 Piloting the Community Circles Program Recruited and trained facilitators in Fall 2007 Cases began in Winter 2008 with 13 respondents Since then: Academic Year respondents Academic Year respondents Currently have 26 student facilitators Vander Velde, S., Gallagher, M., & Costa, A. (2010).
14 Resolution Options in UM Housing Arbitration: One-on-One meeting conducted by the hearing officer with those who caused the harm (respondent) to determine what restorative measures can be taken to the repair the harm committed. Community Circle: Group meeting involving the respondent(s), impacted parties, and any other affected party. All work together to come up with a resolution that will repair the harm done to the community. The dialogue is structured by two student facilitators. Vander Velde, S., Gallagher, M., & Costa, A. (2010).
15 Student Respondent Student (respondent) violates a CLAM policy Judicial administrator reviews incident report & determines if a CC is appropriate Arbitration or community circle is offered if accountability is taken by the respondent Information regarding the process is given & the respondent chooses to resolve it through CC Participates in community circle Fulfills community agreement & incident is removed from student record
16 Impacted Parties Residence Hall Director Resident Assistants Other Community Members Roommates Neighbors Housekeeping Police Officers Coaches Impact Statements
17 Student Facilitators Competitive selection process University Housing residents Day-long retreat/continued training Scheduling Co-facilitate circles using conversation guide & write agreement
18 Community Circles Process Welcome and Introduction Ground Rules discussed Telling the story Respondents and impacted parties review their involvement with the incident Impact statements from absent impacted parties are read Levels of community harm are explored by Circle participants Options to repair harm are discussed Restorative agreement is created Circle is closed Vander Velde, S., Gallagher, M., & Costa, A. (2010).
19 UM Respondent Survey Demographics Vander Velde, S., Gallagher, M., & Costa, A. (2010).
20 UM Respondent Reasons for Participating in CCs Vander Velde, S., Gallagher, M., & Costa, A. (2010).
21 UM Respondent Results 93.9% felt sorry for what they did 95% felt responsible for their alleged violation 92.1% satisfied with their circle experience 77.8% felt they benefited from meeting with the harmed parties 98% felt the community agreement was fair ~80% felt they had a strengthened sense of community
22 Student Respondent Statements I respect the Hall Directors and Resident Advisors more. I feel better that the issue has been resolved. I don t want to drink as much. My impact was greater than I thought. I feel better as a person. I need to be held accountable for my and my friends actions since many peopl are affected. Knowing that community cares makes the community seem stronger.
23 UM Impacted Parties Results Main reasons for participating: To support other students or staff members To explain harms caused to the community To talk to the respondent student 88.64% were satisfied with the Community Circle 98% felt the agreement was fair Overall, I was happy with the community circle - it offered the respondent the chance to learn from his actions, and to get a little enjoyment out of the restorative measures he received. I also felt that it was a good opportunity for the harmed individual to voice their thoughts, which was definitely needed.
24 UM Conclusions Program evaluation indicates general success Vast majority of participants (respondents as well as impacted parties) benefited from the meeting Hearing input from others leads respondents to: A greater understanding of the impacts of the incident A sense of responsibility to repair the community harm, and ownership in their plans for reparations A stronger sense of community in University Housing Turning conduct violations into educational experiences and opportunities for personal growth Vander Velde, S., Gallagher, M., & Costa, A. (2010).
25 STARR Project (current & future research) Student Accountability Restorative Research Goal: To evaluate student learning and change as a result of participation in student conduct processes especially comparing outcomes for administrative hearings, student conduct board hearings, and restorative practices. Method: Collect data on a set of cases from a variety of student conduct processes on multiple campuses. Data would include post-participation surveys of student offenders and case management data. Offender, Participant, and Case Administrator surveys David Karp (principal investigator)
26 Questions & Follow-Up Method Group Response to?s Contributors: Stacy Vander Velde, Assistant Director for Student Conduct & Conflict Resolution, University of Michigan, Community Circle Program & Data, Pete Meagher, Assistant Dean, Reed College, Dissertation Research, Molly Pierson, Residential College Director, Washington University in St. Louis, Presenter,
27 THANK YOU! Resources Baxter Magolda, M. B. (2004). Self-authorship as the common goal of 21 st century education.. In M. B. Baxter Magolda, & P. M. King (Eds.), Learning partnerships: Theory and models of practice to educate for self-authorship (pp. xvii-xxvi). Sterling, VA:Stylus. Karp, D.R. (2004). Introducing restorative justice to the campus community. In D. Karp & T. Allena (Eds.), Restorative justice on the college campus: Promoting student growth and responsibility, and reawakening the spirit of campus community (pp. 5-15). Springfield, IL: Charles C. Thomas. Lowery, J.W., & Dannells M. (2004). Contemporary practice in student judicial affairs: strengths and weaknesses. In D. Karp & T. Allena (Eds.), Restorative justice on the college campus: Promoting student growth and responsibility, and reawakening the spirit of campus community (pp ). Springfield, IL: Charles C. Thomas. Meagher, P.J. (2009). A phenomenological study of the experience of respondents in college-based restorative justice programs. Dissertation. Bowling Green State University. Vander Velde, S., Gallagher, M., & Costa, A. (May 18, 2010). Restorative justice in residence education: The community circles program. Presentation. Univeristy of Michigan. Zehr, H. (2002). The little book on restorative justice. Intercourse, PA: Good Books.
28 What are Community Circles? Community Circles are a method of conflict resolution based on principles of restorative justice. The foundations of restorative justice focus on repairing the harm, to self and the community, caused by misconduct. The process involves a meeting a community circle between those who caused the harm (the respondent), those who were impacted, and any other affected parties. The goal of this meeting is to repair the harm, rebuild trust, and understand how one s actions affect others. Each session lasts about an hour and a half and is led by trained student facilitators. Outcomes of the Community Circle Program After participating in a community circle, students will: Recognize how an individual s actions affect others Learn how to make things right when harm occurs Understand the philosophy of restorative justice Develop better conflict resolution and communication skills Community Circle Program Rebuilding Relationships... Benefits of Participating Repairing damaged relationships Helping impacted parties to have a say in the process Assisting those who caused the harm to feel better about themselves and those around them Removing the incident from the student s record if the restorative agreement is successfully completed Changing community impacts from negative to positive Appreciate how to speak to someone after a disagreement Housing Student Conflict Resolution 1500 Student Activities Building 515 East Jefferson Street Ann Arbor, MI Phone: (734) Fax: (734) Strengthening Community. Housing Student Conflict Resolution Residence Education, University Housing
29 Restorative Justice Key Concepts Harm: Harm may include physical damage to person or property, but it often involves damage that is less visible. While the tangible effects of physical harm may fade with time, other types of harm do not fade as fast, including: Fear of others Loss of self-esteem Loss of reputation Ongoing anxiety Academic disruption Damaged relationships Repairing the Harm: Making things right is the goal of restorative justice. There are a number of ways that this can occur, including: An apology (written or verbal) Repairing damaged property Educational project for personal growth Community service project (related to incident) Restorative justice encourages outcomes that promote responsibility, reparation, and healing for all. Howard Zehr, The Little Book of Restorative Justice Community Circle Referral Process 1. Hall director/hearing officer reviews the incident and decides if the case is appropriate for a community circle. 2. The respondent student accepts responsibility and agrees to participate. 3. The community circle is scheduled with assistance from HSCR staff. 4. The circle occurs. A written agreement is created for the respondent to complete. 5. Once the responsibilities outlined in the agreement are fulfilled, the community circle process is complete and the case is closed. Respondent Reactions It really helped us open up to what happened, and made us learn how to fix it and make better decisions. I feel that we are giving back to those affected. It s the best learning experience. Everyone will benefit from this meeting. By hearing it directly from [the community,] it helped me realize how I affected them. It was a reconciling experience. It is a positive and reflective process with good results. Community Circle Step-by-Step No two community circle meetings are alike, but there is a process that is followed: Welcome Participants are greeted; goals and ground rules are reviewed. Telling the Story Each participant is able to share their thoughts and feelings about the incident. Levels of harm will be discussed. Brainstorming Options After everyone has discussed the incident, participants will brainstorm options to repair the harm caused by the misconduct. Restorative Agreement With input from the entire group, a restorative agreement is finalized that includes an outline of how and when tasks/projects will be completed. Closure Facilitators provide formal closure to the circle, including offering information on agreement accountability and opportunities for follow-up. Each participant will also be asked to fill out an evaluation of the session.
WHOLE -SCHOOL CHANGE Through Restorative Practices The Whole-School Change program achieves 100% staff participation and reliably produces the following positive outcomes, which start to occur at the very
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