While faculty and students experience traumatic events throughout their lives, the global pandemic and endemic racism have created ongoing, overarching traumatic events, heightened by each person’s individual experiences. The result can be “a cognitive burden comparable to a full-time job,” according to some experts. How can we help our students learn as they (and we) manage this added cognitive load?
The FDC held sessions in June to discuss readings on trauma-informed pedagogy and explore ways to support students. We reviewed and discussed the resources below. Please note that many require a UMBC login for access.
Sample Syllabus Statement
Consider including a trauma-informed educational practices statement in your syllabus. The following sample was graciously provided by the Gender, Women’s, + Sexuality Studies Department.
“Diminished mental health can interfere with optimal academic performance. The source of symptoms might be related to your course work; if so, please speak with me. However, problems with other parts of your life can also contribute to decreased academic performance. UMBC provides cost-free and confidential mental health services through the Counseling Center to help you manage personal challenges that threaten your personal or academic well-being. Remember, getting help is a smart and courageous thing to do — for yourself and for those who care about you. The UMBC Counseling Center is in the Student Development & Success Center (between Chesapeake and Susquehanna Halls). Phone: 410-455-2472. Hours: Monday-Friday 8:30am-5:00pm.”
- Blog post by Cathy Davidson
- Podcast on Trauma-informed Pedagogy
- Journal Article on Trauma-Informed Education Practice (Especially the section on Principles and Practices to Enhance Classroom Safety)
- What Does Trauma-Informed Teaching Look Like? Article from the Chronicle
- WebEx recording of the first session
- WebEx recording of the second session
- Google document with additional resources