Lessons from the Pandemic: Trauma-Informed Approaches to College, Crisis, Change

Description

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. 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