Twin Cities campus
 
Twin Cities Campus

Transgender & Gender Diverse Health Postbaccalaureate Certificate

CCAPS Graduate Programs Instruction
College of Continuing and Professional Studies
Link to a list of faculty for this program.
Contact Information
College of Continuing and Professional Studies, Transgender & Gender Diverse Health Certificate, 20 Ruttan Hall, 1994 Buford Ave, St. Paul, MN, 55108. Phone: 612-624-4000
  • Program Type: Post-baccalaureate credit certificate/licensure/endorsement
  • Requirements for this program are current for Spring 2023
  • Length of program in credits: 12
  • This program does not require summer semesters for timely completion.
  • Degree: Trans and Gender Diverse Health PBacc Cert
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
The 12-credit graduate-level online certificate in Transgender & Gender Diverse Health is offered by the College of Continuing and Professional Studies (CCAPS), in collaboration with the Institute for Sexual and Gender Health (ISGH) and the National Center for Gender Spectrum Health (NCGSH). Students may complete this certificate as a standalone credential, as elective coursework for their graduate degree housed outside of CCAPS, or as a second 12 credit certificate in the 30 credit Master of Professional Studies in Sexual Health (MPSSH) degree. Students who elect to complete the Sexual Health degree can earn up to 3 graduate-level credentials, enhancing their employability and providing them with a strong foundation in the content knowledge areas required for future certification with the World Professional Association for Transgender Health (WPATH).
Program Delivery
  • completely online (all program coursework can be completed online)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 3.00.
Other requirements to be completed before admission:
Applicants must have a bachelorís degree from an accredited post-secondary US institution or an international equivalent. Applications must include: resume or CV; and professional statement (1-2 pages articulating career goals as related to the Transgender & Gender Diverse Health Certificate. Optional: two academic or professional letters of recommendation.
Special Application Requirements:
International students who want to attend this program on a student visa should contact the University's International Student and Scholar Services (ISSS) office at https://isss.umn.edu/.
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 84
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
  • IELTS
    • Total Score: 65.0
    • Reading Score: 6.5
    • Writing Score: 6.5
  • MELAB
    • Final score: 84
Key to test abbreviations (TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 2.80 is required for students to remain in good standing.
Students must earn a minimum grade of B- for courses taken on the A-F grading basis.
Required Courses (12 credits)
Take the following courses.
HSEX 6311 - Introduction to Healthcare for Transgender and Gender Diverse Adults (3.0 cr)
HSEX 6312 - Intersectional and Decolonizing Approaches to Transgender Health (3.0 cr)
HSEX 6313 - Gender Diversity, Sexuality, & Sexual Health (3.0 cr)
HSEX 6314 - Healthcare for Transgender & Gender Diverse Children & Adolescents (3.0 cr)
 
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HSEX 6311 - Introduction to Healthcare for Transgender and Gender Diverse Adults
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Introduction to Healthcare for Transgender and Gender Diverse Adults seeks to define trans healthcare through a historical, analytical, and and concern-based curriculum. The first half of the course will explore the components of sexual identity through an intersectional lens, the systemic marginalization of gender-diverse populations, and the historical pathologization of non-conforming sexual identities in the history of healthcare. The second half of this course seeks to define trans healthcare through a tripartite lens of care preceding and during transition, care for non-conforming people, and healthcare for trans concerns before analyzing the historicity of the World Professional Association for Transgender Health (WPATH) standards of care and relevant ongoing care for gender-diverse patients. Students will engage in a discussion-rich curriculum that focuses on destabilizing of race, class, and gender-centric assumptions surriounding the topics of gender identity, sexual orientation, birth-assigned sex, and gender expression. They will also complete a number of case studies to critically engage with topics such as broader trans representation, non-binary healthcare options, historical advances in trans health, and reproductive justice for trans communities. The course will culminate in a student-directed final project that asks them to reflect on how they might apply this knowledge to their specific career trajectory.
HSEX 6312 - Intersectional and Decolonizing Approaches to Transgender Health
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This foundational course seeks to provide the groundwork for understanding intersectional and decolonizing pedagogy and theory and application to transgender health. Theories will also focus on examining historical, analytical, and community-informed factors that influence access to care. This course explores the components of identity development through an intersectional lens, systemic marginalization of gender-diverse populations, and historical pathologization of diverse gender and sexual identities in healthcare. Students will be exposed to discourse that focuses on destabilizing biases and western assumptions surrounding the topics of gender identity, sexual orientation, sex assigned at birth, and gender expression. Overall, this course aims to prepare students to engage in reflexive thinking about systems-level interventions in transgender health.
HSEX 6313 - Gender Diversity, Sexuality, & Sexual Health
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course seeks to introduce the core conceptual and theoretical approaches to applied sexual health care. The first portion of the course will provide an overview of the components of sexual identity, including gender identity, sex assigned at birth, sexual orientation, and gender expression. The second portion of the course will introduce the theoretical and empirical literature within public health, epidemiology, sex therapy, and sexology fields regarding sexual health issues with TGD communities. The course will provide deeper exploration of these broader introductory topics from a sex positive and pleasure oriented framework including medical and relational impacts of medical transition, sex therapy interventions, gender euphoria and gender dysphoria, and gender embodiment. Students will complete a number of case studies to critically engage and apply learnings from the course as well as be exposed to empirical and conceptual readings from an interdisciplinary gender affirming perspective. The course will culminate in a student-directed final project that asks them to reflect on how they might apply this knowledge to their specific career trajectory.
HSEX 6314 - Healthcare for Transgender & Gender Diverse Children & Adolescents
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
This course will examine the healthcare (broadly defined) needs and care of transgender and gender diverse children and adolescents. To lay the groundwork, we will discuss the importance of a well-balanced, nuanced, and thoughtful approach to the available research, clinical knowledge, and dilemmas in the field. This course will also cover emerging issues and controversies as they pertain to care for trans and gender diverse children and adolescents. Themes discussed will include the WPATH standards of care and gender-affirming practices. This course will utilize readings, discussion forums, and an applied final project to foster students? theoretical, empirical, and sociocultural understanding of healthcare for trans and gender diverse children and adolescents.