Main 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.

Contents:

1 Envisioning Change: Writing the Stories We Need to Read

Part I Theoretical Ways of Knowing

2 Turning Emergency-Response to Standard Procedure Through a Trauma-Informed Attention to Crisis

3 Teaching Students at the Margins: A Feminist Trauma-Informed Care Pedagogy

Part II Scientific Ways of Knowing

4 Resilience in Higher Education During Collective Trauma

5 An Online Student Resilience Project Responds to the Pandemic

Part III Experiential Ways of Knowing

6 Termination and Graduation in the Age of COVID-19: Lessons on Strength and Vulnerability

7 COVID-19 Pandemic and Trauma-Informed Teaching with African American College Students: A Narrative Experience of Students at an HBCU in the Southeast

8 Trauma-Informed Pedagogy for Primary and Secondary Trauma in Female and Minority Natural Sciences Undergraduates During COVID

Part IV Reflective Ways of Knowing

9 How a Pandemic Improved My Teaching

10 A Professor's Response to the COVID-19 Crisis

11 Shared Vulnerability: Transparency as Facilitator During Pandemic Learning

12 Gratitude During the Pandemic

Part V Collaborative Ways of Knowing

13 Tensions, Traumas, and Triumphs: Exploring Compassion-Centric Approaches to Teaching in Times of Crisis

14 Pandemic Pedagogy: Narratives of Vulnerability, Grace, and Rebellion

15 Working with Coronavirus Lost and Found: A Pandemic Archive in the Trauma-Informed Classroom