This collection presents strategies for trauma-informed teaching and learning in higher education during crisis. While studies abound on trauma-informed approaches for mental health service providers, law enforcement, nurses, and K-12 educators, strategies geared to college faculty, staff, and administrators are not readily available and are now in high demand. This book joins a conversation in place about what COVID has taught us and how we are using what we have learned to construct a new discourse around teaching and learning during crisis.
Author(s): Janice Carello, Phyllis Thompson
Publisher: Palgrave Macmillan
Year: 2021
Language: English
Pages: 183
City: Cham
Foreword
Contents
Notes on Contributors
Chapter 1: Envisioning Change: Writing the Stories We Need to Read
Rationale, Aims, and Audience
How to Read This Book
Conclusion and Call to Action
References
Part I: Theoretical Ways of Knowing
Chapter 2: Turning Emergency-Response to Standard Procedure Through a Trauma-Informed Attention to Crisis
Looking Backward Before Moving Forward
Seeing Our Students Through a Pedagogy of Radical Accommodations
Moving Forward
References
Chapter 3: Teaching Students at the Margins: A Feminist Trauma-Informed Care Pedagogy
Feminist Pedagogies: Education as the Practice of Freedom
A Feminist Pedagogy of Care
Feminist Perspectives on Trauma-Informed Teaching
Teaching to and for Students at the Margins: My Feminist Trauma-Informed Care Pedagogies
References
Part II: Scientific Ways of Knowing
Chapter 4: Resilience in Higher Education During Collective Trauma
Contextualizing Our Research
Research Methodology
Hope, Resilience, and Growth
Hope
Resilience
Growth Predicated by Collective Trauma
Closing Comments
References
Chapter 5: An Online Student Resilience Project Responds to the Pandemic
Development of an Easily Accessible Trauma-Informed Intervention
Trauma-Informed Tools, Exercises, and Resources Included in the Intervention
Adaption of the Intervention to COVID-19
How the Intervention Reached Socially Distanced Students
Student Responses to the SRP Site During COVID-19
Addressing Health Disparities Among Specific Student Communities
Other Applications and Future Use of the SRP
Summary
References
Part III: Experiential Ways of Knowing
Chapter 6: Termination and Graduation in the Age of COVID-19: Lessons on Strength and Vulnerability
Acknowledging the Impact of COVID-19
A Beginning Roadmap
References
Chapter 7: COVID-19 Pandemic and Trauma-Informed Teaching with African American College Students: A Narrative Experience of Students at an HBCU in the Southeast
COVID-19 Impact on HBCUs
Curriculum Delivery via Remote Learning and Its Impact on Students
Mental Health, African Americans, and COVID-19
Conclusion
References
Chapter 8: Trauma-Informed Pedagogy for Primary and Secondary Trauma in Female and Minority Natural Sciences Undergraduates During COVID
Background: Ongoing TIP Challenges
Student Demographics
Instructor Challenges
Encouraging Self-Care and Work-Life Balance
Before COVID
During COVID
TIP Suggestions
Consciously Seek Out Peer Support
Receive Support
Slow Down
Creating an Ethical and Resilient Classroom Culture
Before COVID
During COVID
TIP Suggestions
Keep It Simple
Recognize Ongoing Stress
Create Community
Inclusivity, Intersectionality, and TIP
Before COVID
During COVID
TIP Suggestions
Unpack Instructor Privilege
Grapple with Uncertainty
Conclusion
References
Part IV: Reflective Ways of Knowing
Chapter 9: How a Pandemic Improved My Teaching
Skipping Rope
Pandemic: Round 1
Pandemic Challenges
Trauma-Informed Solutions
Pandemic: Round 2
Pandemic Challenges
Trauma-Informed Solutions
Pandemic: Round 3
Remaining Challenges
Remaining Solutions
Summary
References
Chapter 10: A Professor’s Response to the COVID-19 Crisis
Pandemic Declared
Pandemic Challenges
Lessons from the Pandemic
References
Chapter 11: Shared Vulnerability: Transparency as Facilitator During Pandemic Learning
Shifting Boundaries
Changing Expectations
Expressing Feelings
Prioritizing Safety and Well-being
Asking for Help
Moving Forward
References
Chapter 12: Gratitude During the Pandemic
Physical and Psychological Safety for Students
Trustworthiness and Transparency as an Administrator
Collaboration and Mutuality Between Students, Faculty, and the University
Reflection
References
Part V: Collaborative Ways of Knowing
Chapter 13: Tensions, Traumas, and Triumphs: Exploring Compassion-Centric Approaches to Teaching in Times of Crisis
Our Positionality
Nikki
Aiko
Tiffany
Co-constructing Our Narrative
Student-Centered as a Priority and Concern
Community Building and Tensions
Technology as a Connector and Barrier
Conclusion
References
Chapter 14: Pandemic Pedagogy: Narratives of Vulnerability, Grace, and Rebellion
A Rebellion of Grace, by Sherri Taylor
We’re All in This Together, by May Elawar
Presence in the Time of Pandemic, by Joanne Gozawa
It’s the End of the World as We Know It, by Alka Arora
Treading Water by Sara H. Salazar
(In)conclusion
References
Chapter 15: Working with Coronavirus Lost and Found: A Pandemic Archive in the Trauma-Informed Classroom
Building the Archive
Losing, Finding
Teaching the Archive
Fostering Connection
Index
