Course Genesis

The development of this course was generously funded by the William and Flora Hewlett Foundation, whose mission is to support “creative thinkers and problem solvers who are working to ensure everyone has a meaningful opportunity to thrive.”

The course is led by Dr. Mays Imad, who was awarded the Hewlett Foundation grant. She assembled a team–the course co-creators and facilitators–who represent a diverse group of institutions, disciplines, professional roles, backgrounds, and individual experiences. 

Creating and delivering this course is a labor of love. It has been crafted by a group of educators who share a deep belief in the transformative power of education and its potential for repair and growth.  

Our course includes asynchronous and synchronous learning modalities, including three scheduled synchronous sessions. The course focuses on personal growth, incorporating elements of critical self reflection, and creating a community of like-minded learners and practitioners, who will share experiences and resources. 

A Distinctive Experience

Our course is rooted in two key elements: the voices of students themselves and the neurobiology of trauma, stress, and wellbeing. Our student-centered, science-based approach is coupled with the goal of creating a community of learners and practitioners who will share their experiences and expertise. Our course stands out for several reasons that differentiate it from typical professional development offerings.

Curious about the Design Elements of Our Course?

Yes, they do mean something!

We worked with Lucy Rossi-Reder, a student at Wesleyan University, to further develop our vision for the course. Lucy has carefully drawn a series of icons that serve as visual metaphors, each resonating with the core principles of trauma-informed care.