Neurodiversity and Social Engagement Badges & Micro-Credential

Each of the three non-credit courses are offered over a six-week period, in four modules using a blended format. Each module starts with a self-paced asynchronous format that includes assigned readings, videos, discussion boards, and quizzes. Each module ends with a required in-person synchronous 90-minute Zoom session. Participants are expected to complete required asynchronous assignments and actively participate in the four interactive Zoom sessions.

You can earn a badge for each course, and if you take all three courses and earn three badges, you can receive the micro-credential.

What You'll Learn

All of our workshop-style courses examine how the latest research in neuroscience and interpersonal neurobiology to expand and inform your current work in education to support your own thriving and flourishing. To be specific, the courses explore ways to support human brain development, social-emotional learning, trauma-informed teaching practices, and social justice through a deeper understanding of the human brain and nervous system. When adults can regulate their own emotions, they can create the spaces to co-regulate with students, colleagues, and those they interact with.

You will learn to:

1. Recognize, identify, and understand the neuroscience and interpersonal biology in teaching and learning.
2. Differentiate and explain human brain development, social and emotional learning, and trauma-informed practices to support all students thriving and flourishing academically.
3. Learn and integrate appropriate somatic practices in the learning and teaching exchange that supports academic progression and social and emotional balance.

Courses

Upon completion of each course, you will be awarded a badge associated with that course.

Psychological Safety in Teaching and Learning

Psychological Safety in Teaching and Learning is a 15-hour, non-credit course that focuses on getting to know our nervous system. Our brain’s central focus is to keep us safe. Through a process called neuroception, we are constantly scanning our surroundings to determine if we are safe. Understanding Polyvagal Theory enables us to identify our levels of safety and patterns of behavioral expression. Mindfulness, breathwork, and other contemplative practices facilitate shifts in patterns of expression to better support our authentic being and belonging. This course is offered each Fall semester.

Trauma-informed Approaches

Trauma-informed Approaches is a 15-hour, non-credit course that explores the impact of adverse childhood experiences (ACEs) on student learning. An understanding of how discrimination and marginalization base on race, ethnicity, gender, language, varying abilities, orientation, religion, social-economic status, and other factors can be experienced as trauma and contribute to mental health issues. This course is offered each Spring semester.

Neurodiversity in the Classroom

Neurodiversity in the Classroom is a 15-hour, non-credit course that explores evidence-based practices that centers neurological diversity in the classroom to support all students thriving and flourishing. Participants will learn evidence-based instructional approaches for centering neurological diversity in the classroom to support the thriving of students with learning disability labels, as well as those with neurotypical development. This course is offered each Summer semester.

After completing all three-courses and receiving all three badges you will automatically be awarded a non-credit Micro-Credential in Neurodiversity and Social Engagement.

We Can Help You Build Your Career Goals!

Content and technical skills are two components necessary for a successful career in working with children and youth across fields, education, health, not-for-profit, etc. Communication and interaction with others, whether it is adult to young person, adult to adult, or young person to young person. Professionally we called these executive functioning or people skills. Understanding the intersection of culture, past experiences, and the neurobiology of the brain supports greater understanding of self and interaction with others. Understanding psychological safety, trauma-informed approaches, and neurodiversity in the classroom can assist in designing environments that support greater communication and interaction. Additionally, learning somatic practices that can assist n resetting the nervous system when challenges arise.

Admissions Requirements

These courses are tailored for children and youth providers working in education, health, not-for-profit, or government organizations. They are also beneficial to those working with the families of children and youth, and with work in communities. Whether your role or responsibility is that of direct service, supervision of those in direct service, out-reach to families and caregivers, or community advocate, the courses sharpen your awareness of engagement and interaction. There are no prerequisites for the courses.

Ready to start? Navigate to the Neurodiversity and Social Engagement Micro-Credential page in the Catalog to enroll in current offerings.

Contact

Questions about course schedules or the program or want more information?

Velma Cobb
velma.cobb@touro.edu