HE 4060 – Special Topics in Translational Research (Spring 2026)

Credits: 1

About this course

Translational research involves the use of research findings for the development of innovative interventions, practices, and policies and the use of knowledge derived from interventions, practices, and policies to inform research. In this course, students will learn and apply research on a special topic within translational research and learn with and from community partners. Each section has a unique topical and partnership focus.

Section 101: Development and Healing in Youth Care Services
Instructors: Deborah Sellers (Bio|Email) and Charlie Izzo (Bio|Email)
Open to undergraduate and graduate students. 
Time: Wednesdays 12:20 p.m. – 1:10 p.m.

In this course, students will learn about the opportunities and challenges of applying social science research to the critical task of helping youth workers and foster parents build resilience among children and youth who have experienced developmental trauma. Discussion will revolve around a program being developed and studied by the instructors that helps providers enhance the developmental and therapeutic impact of their daily interactions with the children in their care. Students will learn how neurodevelopmental and ecological theories guide the program’s design, how it is being implemented in communities, and will explore methods of evaluating its impact. Course content has broad applicability to an array of service settings beyond child welfare.

We will cover topics such as understanding the phenomenon of developmental/attachment trauma; its developmental and neurobiological impacts; the role of caregiving relationships and interpersonal processes in promoting healing and resilience; enhancing the capacity of non-parental caregivers to promote therapeutic change (i.e., ways that we can help the helpers); applying a Human Ecology framework to the design of interventions; and approaches to scientifically study the positive impacts of such efforts. Readings will draw on emerging research and theory from Developmental and Relationship Sciences,  Affective and Social Neuroscience, and Positive Psychology, among others.

Student learning outcomes

As a result of participating in this course, you will be able to:

1. Understand the bidirectional transfer of knowledge between research and practice
2. Understand the perspectives of researchers and practitioners
3. Communicate and/or collaborate effectively with community members and practitioners
4. Apply disciplinary learning and skills to community issues and/or human needs
5. Describe and reflect on connections between personal experience, community-engaged experiences and academic theories, concepts, and ideas.

Assignments and assessments:

Class Participation: 20% of your grade will be based on your attendance and participation in class and engagement with peers and speakers. Active engagement with course material is essential. Practicing translational research skills in class will help you prepare for your own collaborative project.

Group Discussion Facilitation: 10% of your grade will be based on helping to facilitate class discussion during one week of class.  The goal of this assignment is to engage more deeply with course materials, build your communication skills within the classroom setting to be better prepared for work with community partners, and encourage critical thinking about class materials among your peers.

Reflection: 35% of your grade will be based on completing a series of brief reflection assignments. The goal of this assignment is to engage in pre, during, and post-reflection practices as you interact with community partners and learn about the application of translational research knowledge. Reflections will focus on what assumptions you entered these experiences with, any key moments of learning during the course, and reflection on experiences and what they meant.

Collaborative Project: 35% of your grade will be based on a collaborative project applying what you’re learning about research, partnership, and design (program, intervention, or functional). These projects should be feasible proposals to address a real world need or issue as defined within your section. In addition, the scope of these projects will be shaped by input from your community partners. Because these are collaborative projects with your classmates, grading will incorporate a peer rating system to ensure that all team members are accountable to one another to share project effort.