Equity-Centered Trauma-Informed Education
Course Outline

Course Fee: $270
Course Numbers: EED x701, SED x701
Standard Course Time: 45 hours
Semester Credits: Three (3) academic credits at the post-baccalaureate level (available for an additional fee)
Credit Issued by: Cal Poly Humboldt (refer to our University Credit page for credit pricing and details)
Subject Area: Special Topics

This course has been developed and optimized for online delivery using the licensed title Equity-Centered Trauma-Informed Education, published by Routledge and authored by Alex Shevrin Venet.

Introduction/Course Description:

In this course, the author highlights the power of trauma-informed practices to guide our journey toward more equitable and just schools while also cautioning against potential missteps that may sidetrack or weaken our work. The hope for you as a teacher is that you will finish this course with a more complex understanding of trauma-informed education and a drive to bring your own trauma-informed work to the next level, with equity at the center.

Course Objectives/Program Outline

Module One: Bringing Equity to the Center

Students will:

• Explore Trauma-Informed Education
• Define Equity

Project 1: I AM a TU Educator
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two: Adopt a Universal Approach

Students will:

• Demonstrate Trauma is More than a Number
• Illustrate Trauma is a Lens, Not a Label
• Identify Four Proactive Priorities for Decision Making

Project 2: I've Got My Trauma Shades On
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three: Rethink Your Role as an Educator

Students will:

• Build Relationships Rooted in Equity
• Cultivate Unconditional Positive Regard
• Make Connections, Respect Boundaries

Project 3: I Know Better, Therefore I'll Do Better
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four: Move from Mindset to Systems Change

Students will:

• Support Teacher Wellness
• Foster Professional Growth
• Work Toward Policy Change

Project 4: CH-CH-CH-Changes, Nothing Remains the Same
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five: Change the World from Inside Your Classroom

Students will:

• Examine the Curriculum, Disrupt Harmful Narratives
• Get to Work: Activism and Action as Healing

Project 5: Building a Better World
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of what did you learn?. To help get you thinking, here are some suggested questions:

• What are the major concepts of the course that you have learned?
• What new professional language have you acquired relating to the topic?
• What teaching techniques for implementing new strategies in the classroom did you come away with?
• Thinking back to your project reflections, were you surprised at the outcomes?
• What new resources did you find in the study of the content?
• As an educator, what new concepts will you now integrate into your teaching?
• Are there any ideas that presented themselves as enlightening and useful?

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--- Sample Course Project ---

Project #3 Overview: I Know Better, Therefore I'll Do Better

In Module 3, we explored how relationships can heal but also harm and unpack the dangers of a savior mentality. Approaching our work with a savior mentality perpetuates rather than heals trauma. We were introduced to unconditional positive regard and how it supports equity-centered trauma-informed environments and the necessity of boundaries to keep both students and teachers safe.

We need to shift from a savior mentality to unconditional positive regard, a mindset that focuses on the inherent skills, capacities, and value of every student. Educators shouldn't aim to heal, fix, or save but to be connection makers and just one of many caring adults in a child's life. This shift helps to move us closer to Principles 2 and 4 of equity-centered trauma-informed education.

(Go to the Additional Materials section in the course dashboard, where you will find a printable version of the 6 principles of equity-centered trauma-informed education.)

For this project, take a moment to answer the following questions:

• What does the author mean by saying "Build relationships with students?" What does "Relationships rooted in equity" mean?
• What does the author mean when they say, "Be a connection maker?" How do you currently make connections in the classroom? Is it a well-honed skill you have or a place to be developed? Share in detail.
• What is the author referring to when they say, "Don't be a trauma detective?" Share your understanding.

For Your Written Project Reflection Submission

After taking some time to answer the questions outlined above for this project, reflect on your findings using the following bullet points as a guide:

• What are your views about the savior mentality? Have you experienced it? Please share details. Are you more aware of it after reading this module? How so?
• What are some questions you can ask yourself to help build and maintain boundaries in your classroom? Do you have solid boundaries? Are you working on developing your boundaries? Are you now understanding the power of boundaries? How will these questions help you on your boundary journey?
• Why is it important to "Not be the only one?" Please explain.

Visit the Module Projects section located within the Course Dashboard, and take a moment to share your findings by submitting your written project reflection.

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Cal Poly Humboldt Credit Specifics

• Cal Poly Humboldt offers post-baccalaureate level university credit in the 700 series.
• The semester credit is post-baccalaureate level appropriate for those students with teaching credentials but not generally applicable to a master's degree program.
• Courses are letter graded on official transcripts from Humboldt.
• Cal Poly Humboldt is accredited by the Western Association of Schools and Colleges Senior College and University Commission (WSCUC), a regional accrediting agency serving a diverse membership of public and private higher education institutions.

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Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.