Education Sector


Alumni Highlight l Careers l Elective Courses l Internships l Final Project l Faculty Highlight

Includes special education mediation (among parents, their special needs children, school districts, school staff, and teachers), designing and managing peer mediation programs, and violence prevention and anti-bullying programs. Mediation, facilitation, training, and ombuds services can also apply in any organizational/workplace setting like Education.

Alumni Highlight 

Emily Heizer '15

Graduate Advisor, Mediator, Civil Rights Coordinator

St. HOPE Public Schools (Sacramento, CA)

Emily Heizer

Emily manages complaints, in-house mediations and facilitations, and she provides guidance and coaching to incoming teachers and administrators. She also serves as a civil rights coordinator for the district, handling compliance issues related to sex, gender, race, color, national origin, and disability.

"CRES was a perfect blend of all my intersecting interests. The thought processes I learned in the program literally changed the way I think — in a positive way."


  • Director of Dispute Resolution, College of Continuing Education, Southern New Hampshire University, Millyard-Manchester, NH.
  • Director, Employment Dispute Resolution, Baltimore County Public Schools, Towson, MD.
  • Mediator, Bureau of Special Education Appeals, Malden, MA.
  • District Ombudsperson, Riverside Unified School District, Riverside, CA.

Elective Course Ideas

CFT 625 – Violence, Trauma, and Healing

CPSY 510 – Crisis Intervention

CRES 540/541– Dialogue Across Differences 1 & 2

EDLD 620 – Educational Leadership

EDLD 683 – State and Local Policy Development

PPPM 565 – Program Evaluation

PSY 510 – Group Dynamics

SOC 621 – Teaching in Social Sciences

SPED 628 – Law and Special Education


Internship Ideas

  • Bethel School District
  • Boys and Girls Club of Emerald Valley
  • Center for Dialogue and Resolution, Restorative Justice Program
  • Oregon Department of Education
  • Peace Village
  • School Wide Positive Restorative Discipline Team
  • UO Student Conflict Resolution Services

Previous Final Projects

A Program Evaluation of the Bias Response Team at the UO

Conflict Management in Higher Education: A Review of the Literature and Exploration of Current Practices in College and University Ombuds Offices

Conflict Resolution Activities for Middle School Skill-Building: Review of Research and Theoretical Foundation

Conflict Resolution and Education: Addressing the School to Prison Pipeline

Learning to Play Nice: A Recommendation to Improve Recess Culture for 4th & 5th Grade Students in Lyle, WA

School Based Restorative Justice

Student and University-Based Conflict Through a Restorative Lens

Teaching Restorative Discipline to UO Teach K-12 Teacher Licensure and Master’s Degree in Curriculum and Teaching Students

Faculty Highlight

John Inglish

Pro Tem Instructor and Director of the CRES Program

John Inglish

Professor Inglish teaches Professional Development Seminar and serves as the Program Director for the CRES Program. HIs academic interests include: conflict resolution education, restorative justice, education law & policy. John practiced school-based occupational therapy for many years before pursuing graduate studies in law and public administration. After graduate school he served as associate director for the Disability Law Center of Utah, advocating for individuals with disabilities in a variety of areas including education, public benefits, and housing.  Upon moving to Oregon, John held a research faculty position in the UO College of Education, where he directed a consulting unit serving state education agencies across the nation.

Prior to joining the CRES Program John oversaw safe and healthy schools initiatives and managed the state mediation program for the Oregon Department of Education. John serves on the board of directors for the Oregon Mediation Association, and the coordinating committee for the Restorative Justice Coalition of Oregon. He holds undergraduate degrees in occupational therapy, psychology, and legal studies, a master’s in public administration and policy, and a doctorate in law. He is currently a co-investigator on a federal research grant focused on integrating restorative justice practices with current school behavior management frameworks.