Chart A: Restorative Justice (original Course Learning Outcomes revised)

Original New Version Revised Course Learning Outcome Breakdown

Original Course Learning Revised Course Learning Performance Context/Learning Criterion/Standard/Level Domain (s) Level
Outcome Outcome Verb Statement of Performance (Cognitive/ (Foundational or
Affective/ Advanced)
Psychomotor)
1. Discuss conflict and Describe key theories of Describe key theories of using industry-specific Cognitive Foundational/Low
change theory. conflict and change using conflict and terminology.
industry-specific change
terminology.

2. Explain culture, Explain the impact of Explain the impact of in criminal justice Cognitive Advanced/Higher
power, and ethnic culture and power in culture and mediation and Level
conflict in the context criminal justice mediation power alternative dispute
and alternative dispute resolution in Canada. (If there were a
of conflict and
resolution in Canada. “mid-range level”
mediation. option, I’d choose
that here)
3. Describe basic court Distinguish courts in the Distinguish courts in the by structures, functions, Cognitive Foundational/Low
structure and court Canadian criminal justice Canadian and jurisdiction.
process in Canada as it system by structures, criminal justice
functions, and jurisdiction. system
relates to crime-
related justice.

JMED 1301 Restorative Justice course learning outcomes redesigned and anlaysed_by Dale Burt
Chart B:

Revised Course Learning Outcome Relationship to other courses/learning

1. Describe key theories of conflict and change using industry- How does this relate to other courses in the program?
specific terminology.  This course is offered in term two of a two-term program. It relates to other
courses in the program because it provides the origin/ theoretical basis of the
concepts and industry-specific vernacular used across courses in the program.

What previous knowledge/skills/attitudes does it build upon?

 Students will have been exposed to mediation and alternative dispute
resolution terminology in term one in other classes such as Introduction to
Negotiation and Introduction to Mediation. This course provides an
opportunity to continue to apply, and to build upon, previously learned dispute
resolution verbiage, concepts, and terms; this time in a criminal justice context.

How does it contribute to the learning after this course?

 In this course, students will have been exposed to a variety of mediation and
alternative dispute resolution terminology that can be applied to criminal
justice in Canada. Students leaving the program will recognize, understand, and
be able to appropriately use the vernacular related to conflict and change
theory in their careers—whether in or out of the criminal justice system.

JMED 1301 Restorative Justice course learning outcomes redesigned and anlaysed_by Dale Burt
Revised Course Learning Outcome
2. Explain the impact of culture and power in criminal justice
mediation and alternative dispute resolution in Canada.
JMED 1301 Restorative Justice course learning outcomes redesigned and anlaysed_by Dale Burt
Relationship to other courses/learning
How does this relate to other courses in the program?
 This course relates to other courses such as Family Mediation and Conflict
Management in the Workplace in that it continues to explore, at a much deeper
level, the requirements for a mediator to remain neutral, how to do it, and
what might impede neutrality as a mediator. In this course we dig deeper
(higher level of learning complexity) into this neutrality concept by having
students anticipate the various ways the mediation process, the mediator, and
stakeholders, could be impacted by elements of culture and power. Students
also learn ways to proactively prevent and address potential bias,
discrimination, and/or abuse of power so as to keep the mediation process
ethical and to remain neutral as a mediator.
What previous knowledge/skills/attitudes does it build upon?
 Throughout the program, students learn the basic tenet that an ethical and
effective mediator remains neutral. This previous knowledge is vital in this
course as we shine a light on the reality that it is not necessarily “easy” to
remain neutral. Given that we may have biases, assumptions, or
preconceptions that can impact our ability to remain neutral, it is important to
select and apply appropriate techniques to remain neutral when helping parties
to prevent and/or resolve conflicts.
How does it contribute to the learning after this course?
 Learning the valuable skill of reflecting and acknowledging personal biases,
assumptions, or preconceptions (related specifically to culture and power) in
the program can contribute to learning after the course in practical ways.
Consistent with professional ethics and practice, students will be able to
adeptly and proactively consider their own possible biases and/or abuses of
power; and addressing these is a skill set that can and should be applied after
the course—in any conflict resolution, mediation, or alternative dispute
resolution context.
Revised Course Learning Outcome Relationship to other courses/learning

3. Distinguish courts in the Canadian criminal justice system by How does this relate to other courses in the program?
structures, functions, and jurisdiction.  In the course, Legal Relationships for Non Lawyers in term one, students will
have been introduced to some elements of the Canadian justice system
including, torts, contracts, wills and estates, civil litigation, family law, and
tribunals. This course will further explore elements of the Canadian criminal
justice system; and introduce the various ways mediation, negotiation, and
other methods of alternative dispute resolution can exist in this arena.

What previous knowledge/skills/attitudes does it build upon?

 While this course provides a unique opportunity to explore aspects of the
Canadian criminal justice system (as it relates to mediation, negotiation, and
other methods of alternative dispute resolution such as restorative justice) the
previous core knowledge, terminology, and interest-based approach to conflict
resolution that is learned in other courses in the program will be applied and
expanded upon in a criminal justice context in this course. Students will apply
their previous knowledge of specialized substantive and procedural laws, as
they relate to mediation and/or alternative dispute resolution, in this course.

How does it contribute to the learning after this course?

 Whether students decide to work in the Canadian judicial system or elsewhere,
as a conflict resolver, it is important to understand that negotiation, mediation,
and other methods of alternative dispute resolution often occur within legal
settings in Canada. This course enables students to recognize and analyze
conflict situations that may be addressed within the Canadian criminal system.

JMED 1301 Restorative Justice course learning outcomes redesigned and anlaysed_by Dale Burt
Chart C:

Revised Course Learning Program Learning Outcome (s) How does this Course Learning Outcome relate to the Program Learning
Outcome Outcome(s)? Does this course learning outcome partially or fully evaluate
the PLO(s)? Explain why or why not.
1. Describe key PLO 2: Recognize and analyze conflict This CLO relates to the PLOs in that the ability to describe key theories of
theories of conflict situations. conflict and change will enable students to then recognize and analyze
and change using conflict situations, and explain how these concepts apply to disputes in the
PLO 10: Explain the process, principles, criminal court context.
industry-specific
terminology. techniques and significance of mediation
Yes, this outcome is strongly aligned with PLO 2. Students will need to be
and/or alternative dispute resolution and
able to understand conflict and change theories as a base for then being able
how they apply to family disputes. to recognize “What constitutes a conflict?” and in analyzing how said conflict
came to be or became escalated.

This CLO partially evaluates PLO 10 because PLO 10 refers to the limited
arena of “family” disputes; whereas this course explains and addresses
disputes in the criminal justice arena. I wonder if removing the word “family”
OR adding a more encompassing list of dispute arenas (criminal justice,
restorative justice, workplace, community etc.) would be a valuable
consideration.

JMED 1301 Restorative Justice course learning outcomes redesigned and anlaysed_by Dale Burt
Revised Course Learning Program Learning Outcome (s)
Outcome
2. Explain the impact
PLO 3: Select and apply appropriate conflict
of culture and
resolution and negotiation skills and
power in criminal
techniques to enable parties to prevent
justice mediation and/or resolve conflicts.
and alternative
dispute resolution
in Canada. PLO 4: Create and implement personal and
professional development plans to achieve
ongoing competence in the practice of
mediation and/or alternative dispute
resolution professional practice.
JMED 1301 Restorative Justice course learning outcomes redesigned and anlaysed_by Dale Burt
How does this Course Learning Outcome relate to the Program Learning
Outcome(s)? Does this course learning outcome partially or fully evaluate
the PLO(s)? Explain why or why not.
This CLO relates to the PLOs in that students would need to raise their
awareness, and be cognizant of, the potential for culture and/or power to
impact the ethics, efficacy, utility, and outcome of any mediation. With this
awareness, students can then select and apply the appropriate skills, and
work on their own professional development to build competency in these
areas, so as to be a neutral and thus ethical as a conflict resolver.
This CLO aligns nicely with both PLO 3 and PLO 4 because the PLOs will be
achieved via mastery of the CLO. The student must first understand the
impact of culture and power, in general and, specifically on the student as a
mediator/ conflict resolver. Next, the student can select and apply the
appropriate skills AND reflect on their own areas for professional
development to further recognize and address their own biases that may
prevent them from adopting the mandatory neutral approach. The CLO is at
an advanced/higher level that aligns with the two PLOs through two lenses. I
call this “split screen thinking” in my classes and it involves looking at a
conflict scenario from (1) an external/observational/substantive perspective
as well as (2) an internal/ self-reflective/self-development perspective.
Revised Course Learning Program Learning Outcome (s) How does this Course Learning Outcome relate to the Program Learning
Outcome Outcome(s)? Does this course learning outcome partially or fully evaluate
the PLO(s)? Explain why or why not.
3. Distinguish courts This CLO relates to the PLO in that each level of the Canadian judicial system
PLO 7: Apply knowledge of specialized
in the Canadian operates in a unique/specialized manner. A working understanding of these
substantive and procedural laws as they distinctions is vital for students to be able recognize where different types of
criminal justice
relate to mediation and/or alternative dispute cases could be addressed, and how, within our judicial system. It can
system by dispute resolution. also provide a glimpse into the value and benefit of engaging potential
structures, clients in a mediation-alternative dispute resolution process outside of the
functions, and costly and time-consuming legal system.
jurisdiction.
This CLO is aligned strongly with PLO 7. The CLO is a precursor to the PLO.
Specially, students need to be able to distinguish the various Canadian
courts, their structures, functions, and jurisdictions BEFORE they are able to
apply that knowledge to the various mediation and alternative dispute
resolution cases and options that are available to deal with them within the
Canadian judicial system (e.g. the use of restorative justice sentencing circles
rather than prison sentencing).

JMED 1301 Restorative Justice course learning outcomes redesigned and anlaysed_by Dale Burt