Skip to main content

Tuesday, November 16, 2021

Today's Message

Posted: Monday, November 15, 2021

CUMU Learning and Sharing Virtual Series - 'Reimagining Dual Credit through Community Partnerships' - November 16

Please join the Civic and Community Engagement Office for the webinar "Reimagining Dual Credit through Community Partnerships," presented by Brent Fryrear from the University of Louisville, on Tuesday, November 16, at 1:00 p.m.

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 where they are not, student are working to get it listed as such. The University of Louisville, community college and Jefferson County Public Schools have partnered with instructors, professors, and teachers to create a dual credit opportunity for high school students in addition to an articulation agreement between JCTC and UofL between their sustainability two-year A.A. to four-year B.A. Concurrently, the UofL College of Education is working on dual credit and 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 (and what did not), how the course is set up, and how to replicate the process in their own town.


Immediately following is "Integrating Trauma-Informed Practices into Higher Education Curriculum," presented by Kathryn Young, Anna Joseph, and Ofelia Castro Schepers from the Metropolitan State University of Denver.

The presenters will share trauma-informed practices as a tool for 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, we may not know what students have experienced prior to their enrollment in our 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.

This hour-long event is presented by the CUMU Learning and Sharing Virtual Series and is free to members of the Buffalo State community. Please register online for this webinar and any others in the series you may be interested in.

Submitted by: Naomi W. Hall
Also appeared:
Tuesday, November 16, 2021