Note that some courses contain a link to recent syllabi. Please do not rely on these syllabi for upcoming course information; it's likely the instructor and the time/day/location listed in the syllabus won't be accurate. Additionally, the list below is regular course offerings (most of which are offered in the fall and spring semesters). Many additional electives are offered yearly through our Summer Peacebuilding Institute/SPI.
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This pass/fail course for MA in Transformational Leadership (MATL) students contributes to creating a foundation for the student’s personal development and supports the development of the learning community that supports students throughout their time at CJP and beyond. Learning in a community is a key brand differentiator for CJP. This course supports that community process while also supporting each student individually. This online course will include significant one-on-one coaching from the instructors, as well as small group and class reflection and learning activities. This course will explore themes of vocation/purpose, community creation, professional development and leadership.
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Praxis Project is designed to be taken alongside another course to help students think through projects, programs, and/or interventions. Throughout the course, students will explore the MasterMind methodology and receive training in leading and participating in a MasterMind group, explore Human Systems Dynamics and the concept of the “the next wise step,” and live into trauma-informed and resilient interpersonal engagement.
Praxis Project is a one- or two-credit pass/fail course; whether a student passes or fails is determined by whether a student attends course online sessions, and whether assignments are turned in on time, and meet all requirements laid out in the assignment’s guidance note.
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Praxis: Capstone is a one-credit pass/fail course; whether a student passes or fails is determined by whether a student attends synchronous sessions and whether assignments are turned in on time, and meet all requirements laid out in the assignment’s guidance note.
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Pre-requisite: PAX 535 Research Methods for Social Change; or permission of the instructor.
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In focusing on these four areas, we’ll consider the roles we play, the skills we have and need, and the processes available to us for doing the work. The intensive on-line experience will make use of in-person instruction and conversation, video inputs, personal action and reflection, paired and plenary discussion, demonstration/presentation and a sampling of non-traditional forms of learning and integration (e.g. arts-based methods, play, music/rhythm, etc.). We will also plan and practice (as appropriate) selected strategies for structuring conversations and decision-making. Course participants will strengthen their abilities to understand and manage self, attend to self/communal care, and assess appropriateness of action. And in this unusual time globally, we will practice and reflect on physical, intellectual, emotional, social and spiritual elements of well-being and growth. This course is being offered for 3 graduate academic credits. It cannot be taken for reduced credit or as training.
This course is taught during our annual Summer Peacebuilding Institute and will take place online in 2021 (www.emu.edu/cjp/spi/).
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This course is taught during our annual Summer Peacebuilding Institute and will take place online in 2021 (www.emu.edu/cjp/spi/).
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Foundations 1 cannot be taken for reduced credit or for professional education/training. Those students enrolling in the BA to MA program will register in the PXD 494 section of the course.
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[1] This course is not available for reduced credit or professional development. In addition to this course, students will be strongly advised to take one of the existing applied research project courses or complete a research project as part of another course or their practicum placement.
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Learn more about STAR on the STAR website!
View Syllabus section A
View Syllabus section B
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This class is a core requirement for all MATL students.
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This is a core requirements for MA in Restorative Justice students. This course is offered every fall and in the Summer Peacebuilding Institute.
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This course introduces you to the field of global development through examining both the history of the field and the current debates and challenges faced by development practitioners. The purpose is to explore and critically evaluate the basic assumptions underlying the competing theories and current approaches towards alleviating poverty and global inequality. This course approaches the phenomenon of development in its broadest sense as the study of change, with attention to global justice, equity, and the historical links between development, colonialism, and global capitalism. In the course, we will explore what development means, how to measure it, and how to understand attempts to balance between economic, ecological, and equity concerns. The course engages the key propositions that emerge in contemporary development debates, and offers frameworks for evaluating theories, interventions and policies. With attention to power relations, we will consider critiques of the development project sensitive to race, gender, ecology and other political economy traditions, in dialogue with the dominant understanding of development as technical interventions for enhancing the market mechanism. This will provide a foundation for uncovering and assessing social and political structures, institutions, inequalities, and development policies as theories meet practice. [This course is cross-listed with undergraduate course PXD-485.]
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In addition to engaging in classroom discussions and activities, readings and multimedia resources, and group research and presentations on real-life scenarios, opportunities to contribute to planning and carrying out nonviolent campaigns will be built into the learning experience. This includes a weekend trip to Washington DC, March 12-15, to participate in the advocacy and lobbying efforts with government representatives will be built into the learning experience.
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For CJP MA in Conflict Transformation students this course satisfies the skills assessment course requirement.Each student will be evaluated by the instructor and by class peers for competency in mediation and negotiation skills.
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This course is designed for participants enrolled in CJP’s graduate studies program and presumes knowledge of basic conflict analysis and peacebuilding concepts and methods. As such, Foundations 1 or an equivalent course is preferred. This class qualifies as a skills assessment course for the CJP MA degree.
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This is one of several seminar courses that are geared primarily to second year graduate students at the Center for Justice & Peacebuilding. They require that a student have taken Foundations 1 & 2 unless otherwise noted. These seminar courses will be capped at 15 students, with up to 18 students with special instructor permission. Students from other graduate programs should meet with the professor to determine the suitability of the course for their learning goals. In order to participate in this particular advanced seminar, students will be required to have completed either PAX 534 Foundations 1 (offered by CJP) OR OLS 530 Organizational Behavior 530 Organizational Behavior (offered by EMU’s Organizational Leadership program).
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Foundations 2 is required for all MA in Conflict Transformation and MA in Restorative Justice students.
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Please note: for the 2021-22 year academic year, PAX 635 plus a 3 credit hour course from an approved list will satisfy the PAX 634 Foundations 2 requirement.
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Learn more about STAR on the STAR website!
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3 SH version of this class is typically offered during our annual Summer Peacebuilding Institute (www.emu.edu/cjp/spi/).
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For MA in Conflict Transformation or Restorative Justice, this satisfies the skills assessment course requirement if taken for 3 credits and is a required course for all students enrolled in the MA and Certificate in Restorative Justice programs. PAX 571 Restorative Justice is a prerequisite for this class unless special permission granted.
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This is one of several seminar courses that are geared primarily to second year graduate students in the Center for Justice & Peacebuilding. These seminar courses will be capped at 15 students, with up to 18 students with special instructor permission. This course satisfies a core requirement for MA in RJ students. Students from other graduate programs should meet with the professor to determine the suitability of the course for their learning goals. In order to participate in this advanced seminar, students will be required to have completed either PAX 571 Restorative Justice OR, for MAED students, EDRJ 551 Foundations of Restorative Justice in Education. In addition it is strongly recommended that students take PAX 533 Analysis or PAX 534 Foundations 1 OR, for MAED students, EDRJ 581 Analyzing Conflict in Educational Settings prior to enrolling in this course.
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The Center for Justice & Peacebuilding is a practice-oriented academic program. The theories of change and the practice skills offered at CJP are meant to prepare individuals for a career in real world settings of complex conflict and injustice. The practicum is a time for learning and preparing for a career through personal involvement in and reflection on initiatives in actual situations. It is also a time to learn new theories and practice skills at the practicum site. Overall this hands on experience, with extensive interaction with people outside the classroom, and in organizations dealing with the subjects of students’ specializations, provides first-time or additional work experience for CJP students. Their experience is critical to employers as well as overall career development. Therefore, being prepared academically and having additional work experience through a practicum strengthens the individual student’s ability and capacity to offer a full range of experience to the people they will eventually work for and serve. In addition to doing an organizational practicum, CJP students may do a research-based practicum (independent or nested within an organization). For more information, refer to the practicum webpage. The practicum is required for MA in Conflict Transformation and MA in Restorative Justice students. In very select cases, a student may be granted permission to pursue a thesis (PAX 683 described below) in lieu of a practicum.
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CJP MA in Restorative Justice or MA in Conflict Transformation full-time, residential students are able to petition the Academic Committee for an exception to the general rule that all students will do a practicum (PAX 682). Students will be vetted based on their experience and the quality of their proposal. A maximum of two persons per year will be granted this thesis option. This option is normally available only for those students planning on doing their practicum/thesis in the spring of their second year and for those that will be in residence. An exception to these guidelines will be considered for a student who has proven themselves to be both an excellent writer and a self-initiator. A student can make the case to write from a distance or on an alternate time table if they have:
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Formally ask two professors to serve as their thesis advisors (the student should have preliminary conversations with faculty members to gauge their interest).
Research and write a publishable master’s level thesis (for example, 40-50 pages for 6 credits).
Present the thesis (both a thesis defense and capstone to broader CJP and EMU community).
Submit thesis to be bound and placed in the EMU library collection.
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This course was offered fall 2020 as an advanced seminar course available to students who had taken PAX 634 Foundations 2 or received permission of the instructor.
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Many of the systems in which we live and work are dysfunctional and mired in conflict. One strategy for transforming them is through deliberative dialogue processes that engage the whole system: whether community, organization or society. Such processes can enable us to respond creatively to our most complex challenges and move us toward more equitable, just and positive relationships and structures. Through this class, we will explore how complexity and identity theories, conflict analysis, and power assessment inform collaborative process design. We ask tough questions about what kind of processes are relevant for cultivating different phases of change and explore ethics underpinning the praxis of process design rooted in awareness of our ‘positionality’ in the system. We will learn about many process methodologies such as Appreciative Inquiry, Courageous Conversations, Emergent Strategies, Narrative Practice, Open Space, Polarity Management, Transformative Scenario Planning, World Café, and others. We will critically explore their underlying theories of change and theories of practice in ways that enable participants to become more creative and astute process designers. This class will be most appropriate for participants who already have some familiarity working with groups and is ideal for those with some facilitation practice experience.
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Caste is an ancient concept of social stratification. It adapts to different concepts and manifest itself in newer forms. The core principles and practices of this system is deeply entrenched in society and dominates popular discourse. In practice, it has found ways and means to justify itself and stay relevant. Its attachment to the politics of identity and domination have been causes for concern over generations. In today’s context it continues to transform itself to promote and continue its dehumanizing practices.
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The Bible has often been used to justify war and other forms of violence. The biblical story has also been read and interpreted as pertaining to only personal beliefs and behavior rather than communal concerns or social issues. The intent of this course is to explore the biblical story and what it says about issues of violence, justice, and peace. How are people who embrace the biblical story called to apply these understandings to their lives, personally and collectively? How have Christian communities around the world made use of the biblical story as a core component of their efforts to work for safety, emancipation, self-determination, and healing? How can we use biblical narratives in our work to build peace and justice within communities? As we examine these questions, we will center perspectives and traditions of reading the Bible birthed by people experiencing direct violence and oppression. This course is an elective at EMS and CJP and is not offered on a regular basis.