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

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