For more information, visit graduate degree and certificate programs on trauma and resilience in the MA in Education program and this hub for upcoming professional development, training and courses at EMU’s Center for Justice and Peacebuilding.

Webinars on racial justice and social justice

The , 听a program of 贰惭鲍鈥檚 Center for Justice and Peacebuilding, offers a webinar series each fall and spring semester. Past webinars are available on the website, including a听, and on criminal justice reform, racial justice and the intersection of these efforts.

Also visit听CJP听and听Eastern Mennonite Seminary听to view course offerings on racial and social justice.

Navigating Ministry During COVID-19

This series of six online forum discussions provides resources to pastors, but all are welcome to attend. Visit emu.edu/seminary/forum-series

• June 10, 3 p.m. Ethical Issues of Medical Care, facilitated by Donald Tyson and Catherine Lee.
• June 24, 3 p.m. Biblical Resources for Despair and Hope, facilitated by Nancy Heisey, Andrea Saner and Matthew Bucher.

Trauma and Resilience in Healthcare Settings

Visit emu.edu/lancaster/continuing-ed/

• June 9, 12 p.m. Trauma-informed Strategies for Healthcare Providers: During and After COVID-19, presented by Janelle Bitikofer.

Trauma and Resilience for Parents & Educators

Elaine Zook Barge presents the following webinars. Visit emu.edu/lancaster/continuing-ed/

• June 23, 12 p.m. Helping Parents Respond to the Impact, focusing on the impact of the waves (overwhelm) and wounds (trauma) on the body, brain and behavior and some tools to release trauma energy, re-integrate the brain and self-regulation.
• August 11, 12 p.m. Helping Parents Prepare for Whatever is Ahead, This webinar will focus on resilience and the window of tolerance and resources for widening it.

Educators: see also the June 23-24 Restorative Justice in Education Conference, now online

• June 23-24, 8:30 a.m. – 6 p.m.
• $100 per participant
• Theme: 鈥淵outh-Led Restorative Justice鈥�
• Input from experts in the field of restorative justice as it pertains to education. Sessions will be offered for newcomers to the field as well as those with experience in RJE. Keynote speaker is Dr. Anita Wadhwa, with Ram Bhagat, Martha Brown, Joe Brummer, Kathy Evans, Laura Feichtinger McGrath, Bob Garrity, Kevin Gilbert, April Howard, Emily Imgram, Deb Lokrantz, Judy Mullet, Dwanna Nicole, Sal Romero, and David Shenk.
• For more information, visit emu.edu/maed/rje-conference

The first tour to Israel/Palestine, with longtime leaders Linford and Janet Stutzman, traveled in November 2017 to rave reviews.

The Cuba group filled quickly鈥攁nd another trip is scheduled for March 21-30, 2019. (The deadline to register is Aug. 31. There are also trips to Lithuania, Israel/Palestine and Ireland: go here to read more.)

If you鈥檙e interested in going to Cuba, now is the time, says Jeff Shank, director of alumni and parent engagement. Restrictions by the Trump Administration in November 2017 limit travel to those going with an organized, U.S.-owned company.

These same regulations, Shank says, call for Americans to participate in 鈥減eople-to-people鈥� tours emphasizing educational and meaningful experiences shared with area residents 鈥揺xactly the kind of travel EMU cross-cultural planners have specialized in for their undergraduate students for years.

That means the schedule is full and the experience truly informative about a country鈥檚 culture, arts and history, said Braydon Hoover 鈥�11, director of development & annual giving, who traveled to Cuba on this first trip with his wife Heidi Muller 鈥�11 Hoover, leaders Nathan Barge and Elaine Zook Barge, and 17 others.*

鈥淥ur alumni tour to Cuba was everything a cross-cultural ought to be 鈥� challenging our preconceptions, expanding our worldviews, introducing us to new friends, and surprising in all the right ways,鈥� he added.

More from Braydon Hoover

It鈥檚 easy for Americans to condense Cuba into a few choice images. Of course, all those beautiful Chevys and Fords frozen in time come immediately to mind. 听Old women smoking enormous cigars and the smooth Afro Cuban rhythms of the Buena Vista Social Club, too.

Romanticizing the 40鈥檚 and 50鈥檚, my mind鈥檚 eye could picture Papa Hemingway himself, sipping daiquiris in the warm tropical breeze while drafting The Old Man and the Sea.

Perhaps the most prominent image, especially for those of us who lived through the Cuban Missile Crisis and its aftermath, is the ever-looming legacy of Fidel Castro and that big, scary C-word (turns out it鈥檚 more akin to democratic socialism than Soviet Union-era politics, but more on that later鈥�)

While Cuba is certainly an amalgamation of all these, the country and its people are so much more than what we鈥檝e been led to believe 鈥� I certainly discovered that from our first day in Havana.

What we don鈥檛 hear is that one of the very first programs instituted by the Revolutionary government was a literacy campaign (it鈥檚 historic impact now enshrined in the National Museum of the Campaign for Alphabetization, one of the first stops of our trip). This campaign led to the complete eradication of illiteracy on the island and began a series of reforms that nationalized education through the 11th grade and beyond. The Latin American School of Medicine, another stop on our cultural tour, provides tuition-free medical education to anyone (even citizens of the U.S. whom we met). The only stipulation? Students must return to their home community after graduation and serve those that need it most.

While the national discourse in the U.S. on universal healthcare reaches a boiling point, Cuba has settled into an effective, communal system that cares for every citizen. A doctor is a public servant, serving community blocks of approximately 1,000 from birth to death. They live above their clinics and are on hand 24/7. A newborn will be looked in on every day during their first year of life and the medical histories and nutritional habits of the elderly are comprehensively known. Dr. Barb even joked that she sticks her finger in the dinner pot on her rounds to make sure her treatment instructions are being followed!

We were also fortunate to visit Cuba during the lead-up to their elections in April where, for the first time in 60 years, a non-Revolutionary was likely to take the helm of governance (and did!). The excitement was palpable without a single billboard, pamphlet, or political television ad to be seen (a novel idea, I know). What鈥檚 more, the people have more of a direct say in their elected representatives than what the Electoral College grants the U.S. And as Cuba continues to evolve, so too does its economy. We frequently ate our dinners at privately owned and operated restaurants, called paladars, which was one of the first steps Raul Castro took toward a mixed economy.

Soaring above everything else is the indelible nature of the Cuban people, the resiliency. It鈥檚 a land of near-constant revolution. Through upheaval after upheaval, oppression upon oppression, Cubans 鈥� an eclectic and beautiful mix of cultures 鈥� have adapted, been transformed, and, I suspect, be transformational on the world鈥檚 stage in the years to come. 听听

Lest you think these alumni cross-cultural tours are all work and no play, we also had ample opportunity to walk along the Malec贸n and be kissed by the sea; purchase fruit and sandwiches, art and mojitos in Old Havana; and swim in the Bay the Pigs (you read that correctly). We met with some of the top scholars and leaders in Cuban culture and traveled with tour guides as knowledgeable as they were kind鈥� Muchas gracias, Martin Luther King Jr. Center and Natan y Elena!

*Editor’s note: Because all four of these folks are EMU alumni and Elaine and Nathan are “double Royals,” grad years were omitted so the sentence didn’t get overly numerical. But for the curious, Braydon graduated in 2011 and Heidi in 2010. Nathan earned his BA in 1984 and an MA in conflict transformation in 1999. Elaine earned her BA in 1975 and completed an MA in conflict transformation in 2003.

鈥淭his was a trip of a lifetime,鈥� she said. 鈥淚ts impact will be lifelong.鈥�

During two weeks from Oct. 20 – Nov. 3, 24 participants learned about and discussed the region鈥檚 Biblical history, explored archaeological sites, engaged in current social issues of Palestinians and Israeli Jews, and enjoyed local food and the unique geography of the region.

Professor ’84, SEM ’90 and his wife Janet SEM ’91, who have led many semester and summer international cross-cultural trips for EMU, guided the group. Participants included alumni, parents of EMU alumni 鈥渁nd friends of EMU students who had always heard about how wonderful our cross-cultural experiences are and wanted one of their own,鈥� said Jeff Shank ’94, director of alumni and parent engagement.

Learn more about EMU Alumni and Friends Cross-Cultural Trips.

A hallmark of EMU cross-cultural trips is making personal connections with local residents, and this trip was no exception. The group visited the 鈥�Tent of Nations,鈥� a family farm under threat of settlement expansion; heard the firsthand account of how an Arab Israeli became a business partner with an Israeli Jew; and met two guides 鈥� a Palestinian Muslim and an Israeli Jew 鈥� who are both friends and co-workers and who gave the travelers two contrasting perspectives on some lesser known features of Jerusalem.

The tour was the first for alumni and friends offered by EMU, but more travels in 贰惭鲍鈥檚 unique immersive and educational format are in the works. A trip to Cuba, led by ’75, MA ’03 (conflict transformation) and her husband Nathan Barge ’84, leaves March 2018. (While the trip is full, a wait list has been started.)

The Stutzmans will lead a fall 2018 Mediterranean Voyage. In summer 2019, Professor ’80 will lead an exploration of Lithuania鈥檚 music, art and culture.

Firsthand experiences come 鈥榝ull circle鈥�

For some members of the Middle East tour group, the inspiration to attend came from hearing about other people鈥檚 travels to the Middle East as part of 贰惭鲍鈥檚 undergraduate .

When Kendra Martin ’05 was a student, many of her close friends went on that trip, and returned having been “impacted, deeply,鈥� she said. Going on this trip brought her 鈥渇ull circle鈥� and allowed her to experience first hand what her college friends had told her about.

Maddie Clemens ’16 had a 鈥渓ife-changing鈥� semester on the Middle East cross-cultural trip led by the Stutzmans in 2014, and was eager for the rest of her family, including sister Abby Clemens ’16听and parents Becky and Doug 鈥渢o experience the people and places that had so greatly impacted her,鈥� said her mother. This fall, the four participated in the Alumni and Friends Tour, together.

鈥淲e couldn鈥檛 have asked for a more enriching experience,鈥� said Becky Clemens.

Connecting the dots

The trip traced 2,000 years of the biblical story and 4,000 years of human history, and offered Martin something she鈥檇 been wanting: motivation to read the Bible.

鈥淭he Bible was feeling like a big collection of stories about people in places I had no context for,鈥� Martin said. 鈥淣ow when I read about the Jordan River, for example, in Joshua 1:2 or Matthew 3:6, there is a connection point: 鈥楬ey! I’ve been there! I can picture what that may have been like.鈥� The Bible, its characters and the hope we have in Christ are coming alive with dust, sights and tastes.鈥�

Leon Miller ’68听lived for 鈥渢hree wonderful years鈥� in Jerusalem and the West Bank in the early 1970s, and went on this trip with his wife Sandy. He said that seeing Jesus鈥檚 teachings in his historical, political, cultural and geographic context was 鈥渆nlightening.鈥� But he was also sobered by the Israel and Palestine鈥檚 ongoing conflict, and said that before the trip, the prospect of returning to the region had given him 鈥済reat inner tension.鈥�

鈥淚 wasn鈥檛 sure I would be prepared to see the negative changes which I was anticipating: settlements, the wall, checkpoints and the stories of Palestinian repression by the Israeli military,鈥� he said. 鈥淭here were few surprises.鈥�

Clemens said that she is still processing her experiences and the 鈥渘ew perspectives鈥� she gained from the trip. The Stutzmans, she said, 鈥渉elped us connect the dots from what we thought we knew about the ongoing conflict in the region to the reality of what it鈥檚 like for Palestinian families living under occupation.鈥�

One especially meaningful experience, Clemens said, was a dinner hosted by a Palestinian Christian family in Beit Sahour who 鈥渟hared their story with warm hospitality.鈥�

鈥淲e were encouraged by those on both sides of the conflict who expressed their unwavering commitment to continually seek ways to live as neighbors and bring peace to their land,鈥� she said.

Linford Stutzman said that he and Janet love the impact they observe on cross-cultural participants.

鈥淭his potential for life-changing moments occurs in random encounters walking the streets of Jerusalem, around a meal in a Palestinian home, standing on the cliffs of Arbel overlooking the Sea of Galilee,鈥� he said. 鈥淭he enthusiasm and joy of travelers is our most rewarding part of the journey.鈥�

Jeff Shank, who went on the trip, agreed. 鈥淭he alumni and friends who attended this trip to the Middle East not only learned and experienced interesting things but became friends in the process. Everyone seemed to thoroughly appreciate the trip, the leaders, and the experience.鈥�

The conference is hosted by the (PJSA), dedicated to bringing together academics, K-12 teachers, and grassroots activists to explore alternatives to violence and share visions and strategies for peacebuilding, social justice and social听change.

“PJSA is an important bi-national alliance for peacebuilding research, scholarship, training and activism,鈥� says , executive director of 贰惭鲍鈥檚 . 鈥淚t is a great honor that so many CJP and EMU faculty, staff and graduates will be featured in prominent conference roles this year, and allows a rare opportunity to highlight our distinctive contributions to the peacebuilding field.”

Those 鈥渄istinctive contributions鈥� include both conceptual and practical dimensions to the fields of , , , peace and justice studies pedagogy and the pedagogy of practice within the field, experiential education, reflective pedagogy and the arts and peacebuilding.

Catherine Barnes offers keynote address

Dr. Catherine Barnes, affiliate professor at CJP, will share from more than 30 years of experience working with deliberative dialogue processes in places as varied as the UN General Assembly Hall to village gathering places. Her address is titled 鈥淓ngaging together: exploring deliberative dialogue as a path towards systemic transformation.鈥�

鈥淒eliberative dialogue鈥� is a process that can empower participants to foster collaborative relationships and perceive the underlying mental models that maintain the status quo with the goal of fostering new approaches to complex challenges.

For the past seven years, Barnes has been working in support of transitional processes in Burma/Myanmar. She has worked and lived in more than 30 countries as a teacher, trainer, researcher, policy advocate and consultant with the focus of helping civil society activists, diplomats and politicians, and armed groups to build their capacities for preventing violence and using conflict as an opportunity for addressing the underlying causes giving rise to grievance. Barnes has worked with numerous peacebuilding and human rights organizations, including Conciliation Resources and Minority Rights Group International.

Focusing on education

贰惭鲍鈥檚 on peace and justice guides its educators, many of whom are sharing their pedagogical practices and discussing ways to educate future peacebuilders in the 鈥渆ducator鈥檚 strand,鈥� designed for personal and professional development of K-12 teachers, undergraduate and community educators. Themes include pedagogy, curriculum development, building a culture of peace in your classroom or school, alternative education programs, and restorative听practices.

On the undergraduate level, professor , who leads the in the department of applied social sciences, leads a roundtable discussion for faculty and administrators of peace and justice studies programs.

, the with CJP鈥檚 , joins professor and graduate students in a session on mentoring student peacebuilders and the importance of those mentors being experienced practitioners themselves.

Restorative practices are highlighted by professors and in a 鈥渞elational justice鈥� workshop on how mindful teachers can prepare and prime 鈥渢heir best selves鈥� in preparation for inviting students into models of restorative justice. Mullet also joins , professor of education at Bridgewater College, for a workshop on relational literacy in multicultural K-12 classrooms.

Cheree Hammond, professor of counseling, leads educators in a workshop on contemplative pedagogies and the cultivation of a just and peaceful self.

Restorative justice, trauma healing, playback theater featured

The conference offers an opportunity to highlight 贰惭鲍鈥檚 unique peacebuilding initiatives. The brings together practitioners from EMU and JMU, as well as local law enforcement. Collaborators in the initiative will speak: , co-director of the; education professor ; Harrisonburg Police Department lieutenant Kurt Boshart; , restorative justice coordinator at the ; and , director of JMU鈥檚 Office of Student Accountability and Restorative Practices.

Another definitive CJP program, (Strategies for Trauma Awareness and Resilience), will be introduced in a workshop by professor and program director .

troupe co-founders and lead a workshop on playback theater as qualitative research. Vogel is a professor of theater; Foster instructs in the applied social sciences department and with CJP. The applied theater method invites dialogue and healing through community-building, as audience members share stories and watch as they are 鈥減layed back鈥� on the stage. Among other settings, Inside Out has performed on campus with college students returning from cross-culturals, among international peacebuilders and in workshops for and research about trauma and sexual abuse survivors.

, professor of applied social sciences, speaks about social capital networks as forms of resistance among battered undocumented Latinas, sharing just one strand of a .

, assistant professor of restorative justice and peacebuilding, leads a discussion on the film 鈥淰ision is Our Power,鈥� a film about black youth ending violence in all its forms. The documentary was created by four young filmmakers participating in a multi-year arts and leadership Vision to Peace Project led by Turner; the film debuted in 2008 at the National Museum of Women in the Arts.

And more鈥�

, professor of English, presents on life narratives and identity issues in the Balkans with his wife Daria, a CJP graduate who teaches in the counseling department at JMU. The two lived and taught in the Balkans.

, professor of philosophy and theology, explores the recent work in philosophy and science on theory of emotion.

, a new faculty member coming to EMU next semester after concluding his PhD research at American University, participates several panels, with a diversity of topics including transnational solidarity and police brutality and racism in the contested areas of Palestine and Ferguson, Missouri. Seidel is a board member of PJSA.

Among the alumni presenting: Vesna Hart, Sue Praill and Tom Brenneman join a panel discussion on justice and the nature of human nature. Ted Swartz presents the satire with Tim Ruebke and JMU professor of theater Ingrid DeSanctis.

View the . Registration听fees will be covered for attendees听from the Shenandoah Valley who are affiliated with or sponsored by Bridgewater College, James Madison University, 草莓社区, or Mary Baldwin College. For more information, click .

Even though 鈥渆veryday鈥� traumas are a normal part of life, if left undealt with, they can hinder one鈥檚 growth as much or more than the 鈥渂ig鈥� life struggles, she says. Mutungi would know. Her conviction is rooted in personal experience that has defined her professional counseling career, both in Uganda and around the world.

She was born in a western Ugandan cattle-keeping community. When she was seven, her father died suddenly on an operating room table. He left her mother with eight young children. Life was difficult, but her mother, though uneducated herself, committed to sending all eight of her children to school, even the six girls. Mutungi says her mother鈥檚 resolve was remarkable in a culture that wasn鈥檛 supportive of girls鈥� education.

By the time Mutungi was in secondary school, stories of atrocities committed by the terrorist group the Lord鈥檚 Resistance Army began to filter south. Mutungi, in school in southwestern Uganda, says she was never personally in danger because the LRA stayed mostly in northern Uganda, South Sudan and the Democratic Republic of the Congo, but she did witness the aftermath of the violence.

By the mid-1990s, Mutungi had graduated with a degree in social sciences from Makerere University and was working for the National Council for Children. 鈥淚 had to visit areas that had been affected by the violence,鈥� she says. 鈥淧eople were living in internally displaced camps and sometimes were missing parts of their bodies from torture or landmines.鈥� The people she met struggled to cope with the aftermath of violence, displacement and a concurrent growing AIDS epidemic.

Driven by her desire to help people heal from trauma, Mutungi returned to Makerere University to earn one of the program鈥檚 first master鈥檚 degrees in counseling psychology. In Uganda, as in many other countries, counseling is an unusual profession (Mutungi says those who seek counseling are stigmatized as 鈥渃razy people鈥�). So instead of working as a clinical psychologist, she worked as a health program manager of Peace Corps Uganda volunteers, many of whom were working with HIV/AIDS patients and in post- conflict communities in northern Uganda.

She saw that the need for helping people work through their struggles went beyond the work she was doing for the Peace Corps, though. Even people without devastating diseases or living in peaceful regions can struggle to manage whatever it is they are dealing with, she says.

Guiding from negativity to ‘positivity’

In light of this, Mutungi realized that healing must begin with the self before it can filter to larger society. Everyone experiences trauma, she says, but the key is learning how to respond.

In 2012, Mutungi left her Peace Corps job and founded , an organization that seeks to foster resilience in individuals and groups through a combination of workshops, trainings and individualized 鈥渓earning journeys,鈥� a 6-week program in which participants produce a reflective portfolio on a subject of their choice.

Reflective Learning Uganda utilizes a “strengths-based” approach developed by psychologist Tony Ghaye called, also known as PAAR. (Ghaye is a founder of and related organizations in the United Kingdom, Italy and Nigeria; he is a chairman of Mutungi鈥檚 organization.). PAAR uses personal reflection and questioning to change negative thoughts into positive ones, a process that helps participants feel more empowered and resilient, Mutungi says.

鈥淧ositivity workshops鈥� are particularly helpful in schools, Mutungi says, offering the example of, a headmaster of a rural secondary school who was worried his students lacked the hope necessary to continue their education and pursue 鈥減rofessional鈥� jobs as lawyers, teachers or doctors.

鈥淭he headmaster wanted me to talk to the students about the responsibility they have to shape their own destiny,鈥� she says. So she began a series of workshops to help students reflect on their past and ask questions about what they needed to do to change their attitude.

鈥淭he students became excited,鈥� she says. 鈥淪ome of them said they had never thought of themselves as having strength, just problems. The students ended up forming a group called the Positive Energy Group and planting trees as symbols of growth. The trees don鈥檛 grow fast, but if you water them, they will eventually grow into big things.鈥�

STAR tools used in workshops

Another tool she uses in her workshops is (STAR) training. Since 2010, Mutungi completed STAR I and II and the first of the two practicums required to become a certified STAR trainer. In her first practicum, Mutungi helped facilitate a STAR training in South Sudan under the guidance of CJP professor . When she finishes her second practicum (at a yet undecided location), she will be qualified to teach STAR I to others.

鈥淪TAR is very important because it is a training that raises awareness about trauma at the very deepest personal level,鈥� she said during a 2013 video interview. 鈥淲hile I had done training as a counseling psychologist and counselor at master鈥檚 level, I had not had an opportunity to have such an awareness about trauma resilience and how to get over such an experience before.鈥�

Learning experiences such as those offered by the Summer Peacebuilding Institute, STAR and Reflective Learning, says Mutungi, provide a safe space to share stories people never felt able to share before. Participants learn they don鈥檛 have to carry their burdens alone and how to turn their struggles into strength.

Subsequent legs in her journey:

鈥� Three years with in Kenya, where she did STAR work with Doreen Ruto, a from 草莓社区 (EMU).
鈥� Four years with the for International Peace Studies at the University of Notre Dame, where she studied under and then apprenticed with John Paul Lederach, founding director of .
鈥� Beginning a PhD in expressive arts and conflict transformation from the .

It began here

On the morning of Sept. 11, 2001, Mansfield was on the 18th floor of an office building in lower Manhattan when she noticed scraps of paper floating by her window. She and her colleagues evacuated the building and began walking rapidly northward to get away. She heard and then saw the collapse of the twin towers. Dozens of people from her home suburb of Garden City died in the attack.

鈥淔or over a year I couldn鈥檛 plan more than five days out,鈥� Mansfield recalls. 鈥淎 Somali friend later told me, 鈥楴ow you know how we feel every day.鈥欌�� Ultimately she quit her job at Goldman Sachs, traveled for a year, and found her way to teachers and mentors working in peace education and conflict transformation.

One of these teachers was , who co-facilitated Mansfield鈥檚 STAR cohort in 2010. Now they are working as a team, together with program associate and trainer . Zook Barge鈥檚 focus is on curriculum development and training; Mansfield鈥檚 is on administering the program, developing the STAR network (鈥渓earning community鈥�), and producing communications.

STAR鈥檚 birth

In late 2001, STAR was born as a partnership between CJP-EMU and to provide resources for responding to trauma in the wake of the 9/11 attacks.

鈥淲hat began as a program to provide tools to pastors working with traumatized congregations in New York City and Washington,鈥� says CJP executive director , 鈥渉as blossomed into a valuable resource for peacebuilders from East Africa to the Middle East to Central America.鈥�

STAR has trained over 5,000 people from 62 countries on five continents. The program has been a springboard for: , which deals with the wounds of racism; , addressing veterans鈥� re-entry; and , emerging from post-Hurricane Katrina work with teenagers.

鈥淪TAR is proof that even out of the most dreadful violence it is possible to grow life-giving and peace-supporting responses,鈥� says , CJP鈥檚 program director.

Becoming the director

Mansfield was named director of STAR in early 2015, a position she will hold while continuing to pursue her doctoral studies focused on dance-based and movement-based healing, restorative justice and transforming the wounds of trauma. She succeeded Zook Barge, who had led the program as both its top administrator and chief instructor for eight years, until her requests for splitting the duties bore fruit.

Mansfield鈥檚 first job after earning a bachelor鈥檚 degree from Harvard in 1996 was at Goldman Sachs. She started as an analyst, then became an associate and finally a vice president in the investment management division. She spent four years in New York City and four years in London.

In STAR trainings, participants create a drawing called the 鈥渞iver of life.鈥� Reflecting on the flow of her river, Mansfield says the powerlessness she experienced immediately after 9/11 set her on the path 鈥� and helped prepare her 鈥� for her new role with STAR.

The -sponsored workshops in July and August introduced the approaches used by 贰惭鲍鈥檚 for addressing trauma, breaking cycles of violence, and building individual and collective resilience, said STAR lead trainer .

Though the content was condensed and delivered in two- or three-day sessions, the workshops 鈥渁ffirm the power of the integrated STAR curriculum,鈥� Barge said. 鈥淲hen you look at conflict and violence through a trauma lens, it gives people on the ground new perspective and new possibilities.鈥�

Barge facilitated the August training in South Sudan鈥檚 capital city, Juba. She was joined by faculty member and two alumni of , (MA 鈥�06) and (MA 鈥�98), both from Kenya. Shiphrah Mutungi, a Ugandan alumnus of 贰惭鲍鈥檚 , also facilitated.

The introductory workshops, held in Nairobi in July, were led by Ruto and a 2005 CJP grad, of , with input from CJP administrator .

Having experienced violence . . .

Many of the participants had recently returned to South Sudan, after having fled with their families during a December 2013 attempted military coup and related ethnic violence. This upheaval displaced more than 1 million people. The men in the workshop 鈥� almost all were male Foreign Service Nationals 鈥� were from a range of professions, including drivers, guards, program managers, office staff, doctors and lawyers.

In the six months when they were displaced, many had similar experiences of 鈥渞unning, refugee camps, and deaths in the family,鈥� one participant explained.

Many also came to the trainings preoccupied by strong feelings of anger and abandonment towards 鈥渙thers they felt had wronged them, such as the political system, the government and their employer,鈥� said Ruto. 鈥淢ost of them felt that the training would not be sufficient to resolve some of the unmet needs and grievances that had not yet been expressed.鈥�

But after activities and small-group discussions that focused on the impacts of the conflict in their personal and professional lives, workshop participants began to see these events with a new perspective.

Seeing with a new perspective

鈥淭hey realized that traumatic events are caused by multiple events, especially in a situation of war, and that the evacuation they were focused on might not have been the only traumatic event they were experiencing at the moment,鈥� Ruto said.

One participant noted that learning about the cycles of violence 鈥渉elps us understand how we keep hurting each other and why the violence/conflict hasn鈥檛 ended.鈥�

鈥淎s participants learned about more tools and developed more of an understanding of the STAR principles, they became more hopeful about how they could use this training for themselves and their families,鈥� Barge said.

Participants advocated for further exposure of trauma-resilience training beyond the 鈥渇oreign service national鈥� community served by the USAID-sponsored workshops.

More trainings wished for

鈥淭hey do not want their children to experience 21-plus years of conflict and violence, and they see that this training could play a real peacebuilding role in the region,鈥� Barge said. 鈥淚t鈥檚 important that USAID supports the development of trauma-informed staff, but the positive reaction of the participants and their recommendations to get this training to more people in South Sudan challenges USAID and CJP to do more.鈥�

Generations of South Sudanese have been affected by two civil wars lasting a total of nearly 40 years, encompassing 1955-1972 and 1983-2005. In 2005, a comprehensive peace agreement was signed. South Sudan voted for independence in January 2011 and was declared a sovereign nation six months later. Inter-ethnic warfare, a large refugee population, and internal unrest are among the young nation鈥檚 challenges.

In de-briefing sessions after the workshops, Barge said that (who recently left that role, but stays engaged with South Sudan issues) and other officials expressed optimism about the training. Discussion touched on the potential for longer and more extensive workshops for local and expatriate staffers, as well as STAR trainings for a trauma resource team and USAID employees.

Both Barge and Ruto return to South Sudan in October 2014 to lead follow-up workshops.

And those SPI alumni who aren鈥檛 aiming to earn a degree? Some of them just keep coming back year after year 鈥� almost as an educational vacation 鈥� or they send their colleagues and friends to SPI.

Of the 2,800 SPI participants over the last 19 years, more than one in five have been repeat participants, taking courses during a second year or even multiple years of SPI. In that number must be counted almost all of CJP鈥檚 398 master鈥檚 degree alumni, plus 91 graduate certificate holders. Some of their MA classmates are now SPI instructors, plus many of their professors have taught at SPI year after year.

Detouring six hours to reconnect

Among the first drop-bys to SPI 2014 were Florina Benoit and Ashok Gladston of India, both 2004 MA grads from CJP and now PhD-holders. They made a six-hour round-trip detour from a family-related stop in Baltimore, Maryland, to say 鈥渉ello鈥� to folks at SPI.

Gladston was last at EMU in June 2011 when he gave a heart-wrenching talk at EMU centering on women from a minority group in southern India who were being violently victimized by mobs from the surrounding majority group.

The two, both former Fulbright Scholars married to each other, happened to arrive on May 7 when Doreen Ruto of Kenya, a 2006 MA graduate, was the featured SPI 鈥淔rontier Luncheon鈥� speaker, along with her colleague (and son) Richy Bikko, a 2011 BA graduate who majored in justice, peace and conflict studies.

Over that day, Gladston and Benoit interacted with a dozen professors, staffers and alumni whom they recalled from their studies at CJP 10 years ago.

When the day turned to evening and their borrowed car was found to have a non-working headlight, they lingered for activities very familiar to them 鈥撎齛 community 鈥減otluck鈥� meal, followed by a cultural program led by SPI participants, and informal dancing. (They huddled with this writer for much of that time answering questions about their work in India 鈥� but more on that later.)

They then accepted the impromptu invitation of Margaret Foth, a retiree who has been a long-time liaison with CJP alumni, and slept in a guest room at the Foths鈥� home, adjacent to EMU.

听鈥淚t was like we recalled from our time as graduate students,鈥� says Benoit. 鈥淲e felt like we were visiting our second home.鈥�

In 2013, Gladstone and Benoit had been scheduled to teach an SPI course on the logistics of humanitarian aid 鈥� more specifically, on how such aid intersects with peacebuilding practices, including the 鈥渄o no harm鈥� principle 鈥� but, unfortunately, that year the number of people seeking such training was insufficient to hold the course.

Always more to learn

A third former Fulbright Scholar, Shoqi Abas Al-Maktary, MA 鈥�07, took a break from his job as country director in Yemen for Search for Common Ground and spent May 15-23 taking the SPI course 鈥淒esigning Peacebuilding Programs 鈥� From Conflict Assessment to Planning. 鈥�

鈥淚 don鈥檛 think anyone in this field can afford to stop being a student,鈥� says Al-Maktary, who holds a second master鈥檚 degree in security management from Middlesex University in the United Kingdom. 鈥淭here is always more to know, more to explore with others in the field. And SPI 鈥� with its intensive courses 鈥� is a great place to do this.鈥�

Thomas DeWolf of the United States just finished attending his fourth SPI in six years, with the course 鈥淢edia for Societal Transformation.鈥� He first came in 2008 where he explored Coming to the Table (explained in next paragraph). He returned for a restorative justice course in 2009, and then in 2012, received a scholarship to take 鈥�Healing the Wounds of History: Peacebuilding through Transformative Theater.鈥�

DeWolf鈥檚 connection to SPI began with CJP鈥檚 sponsorship of Coming to the Table, an organization focused on addressing the enduring impact of the slavery era in the United States. DeWolf has played a leading role in this organization, which held its annual conference at EMU this year, over a weekend between two sessions of SPI.

Seven times at SPI

A 76-year-old clinical psychologist from Argentina, Lilian Burlando, has an astonishing record of attendance at SPI, having attended about a third of all the years SPI has been held. From her home at the southern-most tip of South America, Tierra del Fuego, Burlando has attended SPI seven times: in 2006, 2008, 2010, 2011, 2012, 2013 and 2014. Often with her, also taking classes, have been members of her family of five children and 19 grandchildren. One of her daughters, Maria Karina Echazu, for instance, is a prosecuting attorney in Argentina who took a restorative justice course in 2007 and a practice course in 2011.

Burlando calls SPI 鈥渁 refreshing experience,鈥� citing interesting course topics, excellent professors and the sense of community. 鈥淭o me,鈥� she says, 鈥淪PI has been a fountain of intellectual and spiritual enrichment.鈥�

Almost all the teachers at SPI 鈥� even those like Johonna McCants, who holds a PhD from the University of Maryland 鈥� have also been students at SPI at some point. McCants explains how she found her way to SPI:

In 2009, while finishing my doctoral dissertation, I began searching online for practical training in the issues I was writing about. I discovered CJP and SPI and quickly fell in love. I was attracted by the integration of theory and practice, the variety of courses, the diversity of participants, backgrounds of the instructors, and that the program was housed at a Christian university. I participated in Strategies for Trauma Awareness and Resilience (STAR) at SPI just a few weeks after receiving my PhD. The STAR experience, which was phenomenal, kept me coming back for more.

McCants brought along a first-timer to SPI 2014, Julian Turner. These two, who first met as teenagers, would be married in a month. But first Turner, who works at an infectious disease clinic in Washington D.C., soaked up the wisdom of Hizkias Assefa in 鈥淔orgiveness and Reconciliation,鈥� while McCants co-taught with Carl Stauffer 鈥淩estorative Justice: The Promise, the Challenge.鈥�

Loves the diverse people

From her base as a high school teacher in a public school in Washington D.C. 鈥� and with experience as an adjunct professor at the University of Maryland 鈥� McCants says she is struck by the egalitarian learning community formed by SPI, where the instructors and participants respect and learn from each other.

Her favorite part about SPI?

Definitely, the people! I enjoy learning from people from different parts of the United States and countries all over the world, hearing their stories and developing new relationships. I also like reuniting and reconnecting with people I鈥檝e met during previous times at SPI.

Discovering SPI on the internet, as McCants did, is not typical. More often, SPI participants are encouraged to attend by previous participants.

Libby Hoffman, president and founder of the Catalyst for Peace foundation, for example, attended SPI in 1996 and took another CJP course in 2000. This year she dispatched two rising leaders of Fambul Tok 鈥� an organization doing amazing work of promoting post-war reconciliation throughout Sierra Leone 鈥� to take two successive courses at SPI. Micheala Ashwood and Emmanuel Mansaray both took 鈥淟eading Healthy Organizations,鈥� in addition to 鈥淎nalysis 鈥� Understanding Conflict鈥� and 鈥淧sychosocial Trauma,鈥�
respectively.

Ten CJP master鈥檚 degree alumni had teaching roles at SPI 2014: Dr. Sam Gbaydee Doe, MA 鈥�98; Dr. Barb Toews, 听 MA 鈥�00; Dr. Carl Stauffer, MA 鈥�02; Elaine Zook Barge, MA 鈥�03; Roxy Allen Kioko, MA 鈥�07 (PhD candidate);听Paulette Moore, MA 鈥�09 (PhD candidate); Jacqueline Roebuck Sakho, MA 鈥�09 (PhD candidate); Caroline Borden, MA 鈥�12; Soula Pefkaros, MA 鈥�10 (PhD candidate); and Danielle Taylor, MA 鈥�13. < 鈥� Bonnie Price Lofton

To mark STAR’s 10th anniversary, founding director Carolyn E. Yoder 鈥�72 collaborated with current director Elaine Zook Barge 鈥�84, MA 鈥�03 (in conflict transformation), to produce a 38-page booklet, STAR 鈥� The Unfolding Story, 2001-2011, that explores the program鈥檚 astonishing growth. The teachings of STAR are also outlined in the booklet, which is available as an e-book at .

STAR began when Church World Service asked 贰惭鲍鈥檚 Center for Justice and Peacebuilding (CJP) to design a trauma-training program for civil society leaders whose communities had been affected by Sept 11.

In developing STAR, Yoder tapped the expertise of the professors at CJP, as well as of experts in religion, psychology and neurobiology in the larger community. She came as a licensed professional counselor, also licensed in marriage and family therapy.

parked by Yoder鈥檚 quest, CJP began to break down disciplinary boundaries, melding the principles of restorative justice, conflict transformation, trauma healing, and religious faith into better practices for positive change. The result was a week-long training program to raise awareness of the links between trauma and cycles of violence, along with ways to de-couple those links and thereby emerge from the cycles.

I work and live in an inner city where people have experienced multiple layers and kinds of trauma,鈥� said New Jersey pastor Sheila Holmes in the booklet. 鈥淭he youth are very angry and frustrated. All the STAR materials have been helpful in my work. The most helpful in my community is the understanding of 鈥榓bnormal becoming normal鈥� and how we just come to accept that and don鈥檛 realize we can be set free.鈥�

As STAR鈥檚 first director, Yoder facilitated over 50 trainings with about 800 people from 60 countries during STAR鈥檚 first five years. The number of people who have now taken STAR tops 7,000.

鈥淭he general perception is that trauma healing is soft, a warm fuzzy, that it has little or nothing to do with realpolitik and no role to play in reducing violence,鈥� wrote Yoder in her 2005 book, The Little Book of Trauma Healing. 鈥淵et trauma and violence are integrally linked: violence often leads to trauma, and unhealed trauma, in turn, can lead to violence and further loss of security.鈥�

鈥� BPL

Among the vehicles he encountered that night was an ambulance, which continued to advance slowly despite Lauro鈥檚 commands to stop. Intelligence reports had been warning against possible attacks from emergency vehicles filled with explosives, and Lauro began to run down the rules of engagement checklist: verbal commands, flashing lights, warning shots. The ambulance finally stopped, but a man climbed out and continued to approach on foot, carrying something in his arms. Lauro was preparing to exercise his final, lethal option when he saw that the man was weeping, carrying his badly wounded son, in a desperate search for help. Lauro waved the ambulance on its way and radioed back to the convoy for medical help. The boy died, Lauro later learned.

Months later Lauro returned home to his family in Virginia, but he continued to be troubled by the incident, especially by the way he鈥檇 nearly shot another man who was simply trying to save his son.

The and the war that Mark Lauro helped fight in Iraq can both trace their origins to the terrorist attacks in the United States on September 11, 2001. They were very different responses by very different institutions to unprecedented traumas in modern American history. More than a decade after the wars in Iraq and Afghanistan began, public concern is growing about the psychological cost of those conflicts on American soldiers. In early 2013, the U.S. Department of Veterans Affairs reported that 22 veterans commit suicide every day. As a result, the STAR program has increasingly looked for ways to work with veterans still struggling on the home front.

One of those closely involved with the issue is Beverly Prestwood-Taylor, executive director of the , a Massachusetts-based organization that promotes trauma-healing and peacebuilding. She was familiar with by way of graduate classes she鈥檇 taken while pursuing a doctorate at Hartford Seminary. Seeking ways to prepare church congregations and veterans鈥� families to support soldiers after their return home, Prestwood-Taylor took the week-long STAR training at EMU and began to incorporate its methodology into her work.

The result: a program called the , a specialized STAR workshop designed for veterans and people in their families, communities or congregations looking for ways to support them. Prestwood-Taylor led the first Journey Home from War workshop in 2009, and has since spun off a variety of similarly designed programs aimed at specific audiences like the clergy and women veterans.

More recently, the Brookfield Institute has also provided trauma-healing and resilience training to a group of United Church of Christ congregations in Massachusetts that were looking for ways to support returning veterans. The participating churches have since launched their own programs, including several support groups and a yoga class for veterans.

Not long after his return to Virginia, Lauro enrolled in the to earn a degree in management and organizational development. Among his final assignments was a paper about his difficulty readjusting to life back home. The style of discipline Sergeant Lauro used for 20-year-old Army privates in Iraq didn鈥檛 translate well to a household with two young children. One night, driving to Washington D.C. for a getaway with his wife, a pair of approaching headlights on the interstate triggered a flashback to his reconnaissance patrols in Iraq.

The professor who read Lauro鈥檚 paper told him about the STAR program and connected him with STAR director , who was looking for ways to reach out to veterans. Barge invited Lauro to a STAR training, and in 2011, he went, intending to do nothing more than provide her with feedback from a veteran鈥檚 perspective. To his surprise, the experience became intensely personal. He talked about the night he met the ambulance, and in doing so, explored the grief and remorse he鈥檇 held ever since.

鈥淚 felt free of that burden I鈥檇 been carrying.鈥� Lauro says STAR has brought considerable healing to his life, though he still deals occasionally with the effects of his experiences in combat.

In November 2012, Lauro returned to STAR as a speaker at a Journey Home From War workshop led by Prestwood-Taylor on 贰惭鲍鈥檚 campus.

鈥淲hat STAR offered that we didn鈥檛 receive from the military was an explanation of the trauma process. It helped me to understand the technical side of trauma, to understand its actual dynamics, and how these can affect the different parts of the brain,鈥� says Lauro, who works in human resources for the Virginia Department of Transportation. 鈥淚t wasn鈥檛 just theory and concepts. It was science.鈥�

Prestwood-Taylor says STAR is unique in integrating a physiological understanding of trauma with a broader view of its impact on one鈥檚 spiritual and social health.

鈥淲hen most programs look at post-traumatic stress disorder, they deal with body-brain dysfunction and try to help the veteran manage that,鈥� says Prestwood-Taylor. 鈥淏ut there are other aspects of healing that are crucial to finding wholeness.鈥�

She also notes that the majority of veterans who commit suicide today have been home for years (69 percent are over 50 years old, according to the Department of Veterans Affairs), meaning programs like Journey Home from War need to take a long view.

鈥淭he need for the community to reach out to veterans and provide support isn鈥檛 a short-term need,鈥� Prestwood-Taylor says. 鈥淢y hope is that there will be something sustainable for 10 years from now, 20 years from now, when it is needed just as much as it is today.鈥�

Article originally published in magazine, Spring/Summer 2013.

That is one reason more than 1,000 Haitians have welcomed trainings, materials and principles derived from 草莓社区鈥檚 .

鈥淭he training has helped me understand the relationship between violence and trauma,鈥� says Reginald, a 26-year-old disabled Haitian man who attended STAR workshops this year in Port-au-Prince. 鈥淢y dream is to share the trainings with all the disabled people in Haiti to help them overcome their own traumas and become resilient.鈥�

Using STAR curriculum translated and contextualized for Haiti, project staff have taught basic trauma awareness and response skills to a core group that exceeds 1,000 volunteers, including Reginald, many of whom are now putting the concepts to work in their own communities.

Enthusiasm for the trainings 鈥� sponsored by six Christian organizations including 鈥� demonstrates the profound need for trauma work in Haiti, as well as STAR鈥檚 relevance across cultures and contexts, say several people affiliated with the project.

鈥淚t is really a blessing. It is really amazing to have this kind of program in Haiti to contribute to the construction of human beings as well as the resilience of the Haitian people,鈥� says Garly Michel, the program coordinator with the STAR project in Haiti who is overseeing trainings throughout the country.

The three-year project, now entering its final year, was launched in the aftermath of the 2010 earthquake that killed 316,000 and left 1.5 million homeless, according to Haitian government statistics. Originally focused on the areas most affected by the earthquake, Michel says the project鈥檚 scope soon expanded to include all 10 d茅partements, or states, in Haiti.

鈥淲e鈥檇 like to see a non-violent, healthy and resilient Haiti where each Haitian feels comfortable, safe and proud to live,鈥� says Harry Th茅lusma, program officer with the STAR project in Haiti.

鈥淭he curriculum works, and it works in so many contexts,鈥� says STAR director . 鈥淔or me, that鈥檚 just really affirming.鈥�

STAR founding director Carolyn Yoder says one reason STAR principles can be so widely applied is that they address basic, universal human responses and reactions to pain and hurt.

Yoder, who now works part-time with STAR as its systems developer, joined Barge in Haiti in the early fall of 2012 where they trained 15 facilitators who will continue work with the larger group of STAR participants in the country. In the coming year, Michel says he and his colleagues plan to provide STAR training to at least 480 more people.

Michel and Th茅lusma, who are both alumni of , said their biggest wishes for the future are prayers for Haiti and continued financial support that will allow them to continue STAR trainings beyond the end of the initial three-year pilot program in September 2013.

For 10 years, – has been helping to break that cycle.

A February celebration at EMU marked a decade for this program that emerged at from the ashes of Sept. 11.

A model that works

The STAR model has proven effective and is evolving for specific populations reported founding director Carolyn E. Yoder and current director . The two shared stories of transformation and future plans during the February celebration. University leadership, Center for Justice and Peacebuilding staff, STAR alumni and community members were also present during the event.

Both Yoder and Barge shared that previously living in international settings had laid a foundation for their work with STAR.

“When I worked in Central America during the 1980s we often used the book ‘Where there is no doctor,'” shared Barge. “I listened to my neighbors who were traumatized by war. I wished we had a reference called ‘Where there is no psychologist.’ STAR has become that resource.”

STAR training is applicable to people from all walks of life whether they have experienced a profound loss in a natural disaster, war, or are carrying hurts from something on a smaller scale such as a church conflict. STAR participants come to training sessions with questions as varied as: “How do I help people in my country deal with the earthquake?” to “I’m surrounded by conflict. How do I keep from burning out?”

“By offering a safe space to address trauma which is often the ‘elephant in the room,'” said Barge, STAR is making a difference on an individual and collective level.

Breaking boundaries

The STAR model breaks down disciplinary boundaries, melding the principles of restorative justice, conflict transformation, trauma healing, and 听听faith into better practices for positive change. The week-long training raises awareness of the links between unhealed trauma and cycles of violence, along with ways to 听break those links and thereby emerge from the cycles.

Barge and Yoder see barriers break down between people from opposing “sides” as a result of STAR training and hear reports of “increased resilience” for people working in high stress situations.

“The information on the links between resilience and addressing trauma is very helpful to me in understanding how to stay healthy in the midst of a stressful work environment,” wrote a humanitarian aid organization worker from Syria after a recent STAR training.

As STAR鈥檚 first director, Yoder facilitated over 50 trainings with about 800 people from 60 countries during STAR鈥檚 first five years. STAR has now trained more than 7,000 people worldwide.

Today trainings take place in Harrisonburg, Va., across the United States and all over the world in places like Mexico City, Lebanon and Haiti. The material is easily adapted to different contexts and is effective whether taught outside under the trees, in a well-equipped conference room, or in a small church hallway. STAR trainers come with rich experience in different cultures and contexts; some offer the training in Spanish.

What next?

The foundational STAR trainings – STAR Level I – are offered both on and off campus and can be taken for continuing education credits. STAR Level II trainings or “specialized” seminars are now available for those who have completed the first training and want additional tools for working with particular audiences. So far, these include , and , a program that helps communities support veterans.

Plans are underway for the development of a certification process for those who want to become STAR trainers. A 38-page booklet, “” explores the program鈥檚 astonishing growth. The teachings of STAR are also outlined in the booklet, which is available as an e-book at .

To learn more, explore STAR training dates or register for a training, visit the website at , call 540-432-4651 or email star@emu.edu.

Founders of the program will reflect on its early years and Elaine Zook Barge, director of STAR, will share a vision for the program over the next 10 years.

The program will be held in Strite conference room in the Campus Center.

The event is open to the public. Refreshments will be served.

For more information contact Jennifer Fawley, program coordinator, at 540-432-4651 or jennifer.fawley@emu.edu.

The inspiring story of how STAR emerged in late 2001 to support traumatized religious leaders and caregivers in New York City is contained in a just-issued e-book “STAR, The Unfolding Story, 2001-2011, A 9/11 Commemorative Edition.” It is available for downloading on 贰惭鲍鈥檚 website, emu.edu.

“We wanted to commemorate 9/11 in a way that honors those who died and those who have died since then as a result of the events unleashed that day,” said , program director of STAR, a program of 贰惭鲍鈥檚 Center for Justice and Peacebuilding. “The second purpose of the book was to document the impact of the STAR program and the effects it has had throughout the world.”

In addition, Barge believes the e-book can provide another informational tool for organizations and individuals who are interested in knowing more about STAR and how it facilitates trauma healing and training.

“A core concept of STAR that is found in the book is that unhealed trauma has some predictable characteristics,” said Carolyn Yoder, program director of STAR during 2002-06. “One being that it leads to cycles of violence that are acted out against ourselves or others. Breaking free of cycles of violence is a process that begins with an awareness of what trauma does to individuals and groups.”

Persons affected by Sept. 11 are not the only ones who have benefited from STAR, said Barge. “At first the focus was on 9/11 in terms of trauma and conflict transformation, but now we are assisting 听persons affected by natural disasters and conflict and violence of all types.”

Interest in the STAR program is as high as ever, according to Barge. The challenge for Barge and the STAR trainers is getting the program in the hands of non-government organizations (NGOs), specifically those struggling due to economic stress. The e-book seeks to change that.

“I’ve already talked with a new NGO in Minnesota and in Guatemala,” said Barge. “It was very beneficial to have an electronic resource available to send to them.”

Over the next 10 years Barge believes STAR can continue growing through government and non-governmental organizations.

“We anticipate the growth of STAR to continue through expansion of technical assistance, specialized training for veterans and youth, and offering STAR for credit at EMU,” said Yoder.

To learn听more about STAR, the commemorative e-book or training opportunities contact Jennifer Fawley at 540-432-4651 or jennifer.fawley@emu.edu.

More stories and resources鈥�

• Beyond September 11th 鈥� Reflecting on the events and the legacy of 9/11
• 鈥� Blog posts and articles related to the STAR program
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