Restorative Justice @ MSU

1. RestorativeJustice @ MSU

2. Two Approaches • Traditional Discipline Asks: • Restorative Justice Asks: • What rules have been broken? • Who did it? • What do they deserve? • Who has been hurt? • What are their needs? • Who has the responsibility to make things right to restore relationships? Howard Zehr, From his Keynote Address to the 12th International Institute for Restorative Practices, October 2009 • Restorative Justice (RJ) is central to the way many cultures from around the world (e.g., Native American, Maori) to resolve conflict/ misconduct. • Here in the U.S., RJ has emerged in the criminal justice system (particularly juvenile justice), school discipline systems and social movements (e.g. Black Panthers).

3. In addition to its focus on healing rather than punishment, Restorative Justice: • Provides an option for addressing situations where harm has resulted, but no rule has been violated. • Actively engages all those directly affected by conflict or misconduct—victim, members of the community, supporters—who talk together about what happened and lay out actions necessary to make things right. • Accountability is based on the expectation that the person who caused the harm will complete the steps defined by those affected. • It is based on respect and collaboration around a shared experience or issue.

4. Why RJ @ MSU? President’s Statement on Core Values “As we build on our heritage to move from land-grant to world-grant, our actions and plans must stem from . . . [o]ur three core, interwoven values are quality, inclusiveness and connectivity.” Lou Anna K. Simon, President, Michigan State University • Inclusiveness - a belief in the value of varying perspectives and a promise of mutual respect. At MSU, this means “a vibrant, intellectual community that offers and respects a broad range of ideas and perspectives. We embrace a full spectrum of experiences, viewpoints and intellectual approaches.” • Connectivity - align our assets to reinforce and enhance one another. . . working as creatively as possible . . . Organically build connections so that each part of our institution can enhance and benefit from the others.

5. Liberal Learning Goals University Committee on Liberal Learning April 22, 2009 Students who complete an undergraduate degree program at Michigan State University will demonstrate the knowledge, attitudes and skills associated with the following interconnected goals and outcomes: Analytical Thinking The MSU graduate uses ways of knowing from mathematics, natural sciences, social sciences, humanities, and arts to access information and critically analyzes complex material in order to evaluate evidence, construct reasoned arguments, and communicate inferences and conclusions • Acquires, analyzes, and evaluates information from multiple sources • Synthesizes and applies the information within and across disciplines • Identifies and applies, as appropriate, quantitative methods for defining and responding to problems • Identifies the credibility, use and misuse of scientific, humanistic and artistic methods Cultural Understanding The MSU graduate comprehends global and cultural diversity within historical, artistic, and societal contexts • Reflects on experiences with diversity to demonstrate knowledge and sensitivity • Demonstrates awareness of how diversity emerges within and across cultures Effective Citizenship The MSU graduate participates as a member of local, national, and global communities and has the capacity to lead in an increasingly interdependent world • Understands the structures of local, national, and global governance systems and acts effectively within those structures in both individual and collaborative ways • Applies knowledge and abilities to solve societal problems in ethical ways Effective Communication The MSU graduate uses a variety of media to communicate effectively with diverse audiences • Identifies how contexts affect communication strategies and practices • Engages in effective communication practices in a variety of situations and with a variety of media Integrated Reasoning The MSU graduate integrates discipline-based knowledge to make informed decisions that reflect humane social, ethical, and aesthetic values • Critically applies liberal arts knowledge in disciplinary contexts and disciplinary knowledge in liberal arts contexts • Uses a variety of inquiry strategies incorporating multiple views to make value judgments, solve problems, answer questions, and generate new understandings

6. At MSU, we are developing life-long learners by engaging student residents in restorative justice for a variety of situations beyond misconduct. • We embedding residence halls and neighborhoods with RJ tools, such as, circles and restorative approaches to community-building and conflict resolution to situations students face every day such as: • Here is how we define our approach http://vimeo.com/24566473 • Interpersonal Conflicts • Room-mate disputes • Staff disagreements • Bias incidents • Vandalism • Assaults • Theft • Other

7. MSU is pioneering a holistic integration of Restorative Justice (RJ) in our residence hall culture. • To date, we have: • Certified all full time & graduate CLSRL staff, and many campus and community partners in RJ Conferencing. • Trained all undergraduate CLSRL and OCAT staff in RJ principles and practices. • Embedded RJ principles into the student conduct system. • Developed a website with a variety resources and links. • Hosted two annual RJ symposia.  • Engaged RJ practitioners by hosting community lunches & state gatherings. • Presented MSU’s approach to RJ at national and international conferences. • Developed training and educational materials. • Facilitated conferences/circles in response to conflicts from study abroad, classroom disruptions, ASB, employee grievances, and criminal conduct.

8. RJ Student Staff Survey • Assess student staff use within CLSRL • Disseminated survey to 451 students • 13 questions; 95 response options • Response rate: 47%

16. Where do we go from here? We will … • Collect data to inform our practice. • Pilot “Community Circles” for marijuana referrals. • Develop culturally appropriate ways to train, promote and utilize RJ practices and philosophy. • Help live-in staff members find meaningful application in everyday work. • Promote and encourage use of RJ principles proactively (e.g., to build community) not just to resolve existing conflicts. • Develop training materials for communities beyond CLSRL.

17. Learn more about RJ at MSU at: www.reslife.msu.edu/rj Or e-mail questions to:rj@msu.edu