This session includes multiple presentations. Timestamps are indicated in parentheses so you can forward to the presentation you want to view.
Reimagining dual credit through community partnerships (00:00)
Presented by Brent Fryrear, University of Louisville
Sustainability 101 – Introduction to Sustainability – is an important course for students of today, both in secondary or post-secondary education. Some schools are making SUST 101 a General Education requirement and students where it is not Gen Ed are working to get it listed as such. Our university, community college and Jefferson County Public Schools have partnered together with instructors, professors and teachers working together to create a dual credit opportunity for high school students in addition to an articulation agreement between JCTC and UofL between their sustainability 2-year AA to 4-year BA. Concurrently, in the UofL College of Education is working with us on dual credit while they are working on creating Sustainability Academies at certain JCPS Middle and High Schools to focus students on a topic integral to their future. Attendees can learn what has worked for us (and what did not), how the course is set up, how things are going, and how to replicate the process in their own town.
Integrating trauma informed practices into higher education curriculum (16:45)
Presented by Kathryn Young, Anna Joseph, and Ofelia Castro Schepers, Metropolitan State University of Denver
During this session, Anna Joseph, Dr. Ofelia Schepers, and Dr. Kathryn Young will be sharing Trauma-Informed Practices as a tool for your social emotional health and trauma informed teaching. They will provide a framework and teaching examples on how to be trauma-informed educators in higher education. Faculty can create trauma-responsive spaces for themselves and their students.
Becoming a trauma-responsive educator means building consciousness of what trauma is and how the effects of trauma can manifest in behavior, even years later. It also means trauma-informed practices can support faculty to understand how our own trauma(s) might show up as we navigate the teaching and the tenure process.
Generally, you may not know what students have experienced prior to their enrollment in your classes. Have you ever had a student completely break down over a video you’ve shown? Worked with a student who engaged in significant self-doubt about what they can accomplish? Taught a student who is always present and on time but deeply unengaged? These can be the long-term effects of trauma. There can be strong emotional responses or disassociation to concepts covered in class or unconscious messages instilled in students (and ourselves) that they will never be able to be successful because of the identities they hold.
- Case Study: One Program’s Process of Integrating Trauma-Informed Practices into Educator Preparation