Trauma-informed Teaching: Using Best Practices in Course Design to Mitigate the Effects of Trauma among Students
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The workshop focuses on trauma-informed teaching strategies to enhance course design, aiming to support students experiencing trauma, which affects over 50% of the general population. Participants will learn about the impact of trauma on learning and explore inclusive teaching practices to create a supportive learning environment. Key elements include adjusting course norms, improving assignment descriptions, and ensuring consistent instructor availability to facilitate effective learning.
Trauma-informed Teaching: Using Best Practices in Course Design to Mitigate the Effects of Trauma among Students
- 1. Trauma-informed Teaching: Using Best Practices in Course Design to Mitigate the Effects of Trauma among Students with Dr. Katherine Guevara Associate Director of Clinical and Translational Research Education Programs SC CTSI Education Resource Center (ERC) in Workforce Development (WD) Faculty, Rossier School of Education Dr. John Briere Professor of Psychiatry and the Behavioral Sciences Director, USC-Adolescent Trauma Training Center, SAMHSA
- 2. Session Objectives By the end of this workshop, we will be able to o Plan trauma-informed updates to course design/teaching
- 3. Session Norms & Netiquette Throughout our time together today, we will o Remain muted until indicated turn-taking time o Use “Raise Hand” function to indicate desire to participate via voice o Use the chat Everyone for questions/comments applicable to all o Use the chat Private for questions/comments about personal needs o Keep identifying information out of questions/comments
- 4. Agenda o Working definition of trauma o 4 Effects of trauma on learning o 4 Tailored course design/teaching approaches to help mitigate the effects
- 5. Working Definition For the purposes of this workshop, trauma in our students is broadly defined as… A sudden, extremely upsetting life experience—such as a physical or sexual assault, pregnancy loss, severe motor vehicle accident, or a catastrophic event or loss related to the COVID-19 pandemic–that produces negative psychological effects
- 6. Beyond Accommodations o Impact on teaching – It may not be enough to provide specific accommodations to specific students; teaching can be optimized so that even traumatized students may benefit o High prevalence – Trauma affects at least 50% of the general population o University students – Elevated rates of certain traumas, including sexual violence and physical aggression in relationships o Relevance to COVID – Death or debilitation of loved ones, and ongoing fears of contracting COVID oneself, are widespread and can be very traumatic or stress-inducing o Impact on learning – Besides PTSD, depression, extreme anxiety, and other psychological symptoms, trauma is known to impair attention and concentration, and interfere with optimal learning
- 7. Effect of Trauma on Learning 1 Hypervigilance = ongoing preoccupation with, or fear of, danger o Can cause the student to feel overwhelmed and avoid interactions with those they perceive as potentially dangerous, judgmental, or rejecting Trauma-informed Teaching: Direct video contact can be threatening or intimidating. Allow non-video interactions using functions such as private chat, chat to instructor, or chat to everyone, and establish norms and netiquette that are maximally inclusive and supportive.
- 9. Course Design: Your Class Norms In breakout groups for 5 minutes, 1. Share 1-2 new norms you would be willing to adopt for your course with the goal of helping mitigate trauma 2. Select 1 person who will share back with the whole group Consult the samples if needed
- 10. Debrief: Your Class Norms Sharer: Tell us the new norm you would like to add for your course (1 min) Listeners: Contribute to the chat 1 norm you have found effective with your students or that your students proposed
- 11. Effect of Trauma on Learning 2 Posttraumatic stress (or its associated disorder PTSD) = among other things, is characterized by problems with attention and concentration o Can lead to impairments in learning and remembering learning Trauma-informed Teaching: To the extent that faculty can address these difficulties with appropriate assignment descriptions, and other structured guides, more effective learning can be facilitated.
- 13. Course Design: Assignment Description 1. Working alone, select 1 of your course assignments. 2. Complete the “Steps” section of the Assignment Description Template. (5 min)
- 14. Course Design: Assignment Description 1. In breakout groups, have one person share their assignment description steps (screen share/chat file) (3 min) 2. Others *silently* play the role of students. Take time to identify areas of confusion/concern students might have with the steps (2 min) 3. “Attend office hours” with the instructor who shared their assignment steps. Ask at least 1 clarifying question each (3 min—1 min each) 4. Instructor answers the “student” questions (2 min)
- 15. Debrief: Assignment Description 1. How would you update the assignment description steps based on the questions received during the role play of “office hours”? 2. What other student considerations might we add that can help us view our assignment through different perspectives or realities?
- 16. Effect of Trauma on Learning 3 Traumatized learners often struggle in circumstances where they feel unsupported and believe they cannot rely on the instructor to be trustworthy, stable, reliable, and responsive. Trauma-informed Teaching: To the extent possible, the instructor can provide asynchronous online presence defined as regularly-scheduled check-ins, offering a reliable presence, increased availability, and further discussion of teaching content.
- 17. Online Presence
- 18. Course Design: Asynchronous Presence Please answer the Zoom Poll regarding your routine for checking in with students
- 19. Effect of Trauma on Learning 4 Cognitive overload = too much information or simultaneous tasks resulting in limited attention and concentration capacities o Can lead to more easily “losing track” of lecture content, especially when extended over relatively long periods of time with few opportunities to process and apply what is being taught. Trauma-informed Teaching: Break up lectures into 15-minute increments, each one of which is focused on a specific idea, principle, or skill. Between increments, provide students opportunities to cognitively process and integrate these “chunks” of new learning with existing their knowledge.
- 20. Active Learning
- 22. Closing & Next Steps By the end of this workshop, we will be able to o Plan trauma-informed updates to course design/teaching
- 23. Course Design Resources o Discussion Norms o Netiquette o Assignment Description Template o Instructor Presence o Asynchronous Discussion Forums o Active Learning Facilitation o Universal Design for Learning o Faculty Decision Chart (when & how to refer students to support)
- 24. Trauma-informed Teaching Resources o Trauma-informed Practices for Post-Secondary Education: A Guide o What is Trauma-informed Teaching? University at Buffalo School of Social Work o Principles and Practices to Enhance Classroom Emotional Safety o U.S. Graduate Student Mental Health During the Pandemic o Trauma-informed Teaching and Learning Resources and References
- 25. Evaluation Survey Link in the chat & sent via email
- 26. Thank You SC CTSI | www.sc-ctsi.org Phone: (323) 442-0217 Email: info@sc-ctsi.org Twitter: @SoCalCTSI