For university instructors who teach human trafficking as a comprehensive course, design decisions often begin with determining scope, disciplinary orientation, and learning goals. Further decisions involve pedagogical approaches and how to best support and sustain student learning. With civic engagement principles, universities can situate themselves within local anti-trafficking initiatives by offering courses to expand organisational capacities to end human trafficking. Using Human Trafficking 4160 at Metropolitan State University of Denver as an example, this paper provides key design questions to create a civically-engaged multidisciplinary course, partnered with agencies statewide, and equipped to support students primed for social justice and systems change. It offers suggestions for community partnerships to deliver content and co-create learning activities. It also provides pedagogical techniques to facilitate inclusive, trauma-informed learning spaces.

中文翻译：

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公民参与和包容性教学法：促进关于人口贩运的多学科课程

对于将人口贩运作为综合课程教授的大学教师，设计决策通常从确定范围、学科方向和学习目标开始。进一步的决定涉及教学方法以及如何最好地支持和维持学生的学习。借助公民参与原则，大学可以通过提供课程来扩大组织能力以结束人口贩运，从而将自己置于当地的反人口贩运倡议中。本文以丹佛城市州立大学的 Human Trafficking 4160 为例，提供了关键设计问题，以创建一门公民参与的多学科课程，与全州的机构合作，并为准备好迎接社会正义和制度变革的学生提供支持。它为社区伙伴关系提供建议，以提供内容和共同创建学习活动。它还提供教学技术，以促进包容性、创伤知情的学习空间。