Section I. Theoretical Ways of Knowing -- 1. Turning Emergency-Response to Standard Procedure through a Trauma-Informed Attention to Crisis -- 2. Teaching Students at the Margins: A Feminist Trauma-Informed Care Pedagogy -- Section II. Scientific Ways of Knowing -- 3. Trauma Informed Teaching: Social Work Field Education in the Covid-19 Environment -- 4. Resilience in Higher Education during Collective Trauma -- 5. An Online Student Resilience Project Responds to the Pandemic -- Section 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 -- 8. Trauma Informed Pedagogy for Primary and Secondary Trauma in Female and Minority Natural Sciences Undergraduates during COVID -- Section IV. Reflective Ways of Knowing -- 9. How a Pandemic Improved My Teaching -- 10. A Professors' Response to COVID19 Crisis -- 11. Shared vulnerability: Transparency as Facilitator During Pandemic Teaching -- 12. Gratitude during the Pandemic -- Section V. Collaborative Ways of Knowing -- 13. Tensions, Traumas, and Triumphs: Exploring Compassion-Centric Approaches to Teaching in Times of Crisis -- 14. Pandemic Pedagogy: Integral Methods for Supporting Adult Learners during Times of Crisis -- 15. Using Coronavirus Lost and Found: A Pandemic Archive in the Trauma-Informed Classroom.

“This book is a gift to higher education. The authors acknowledge the agonizing pain of trauma, especially for those on the margins, but center healing and resilience. Throughout, we are invited to reflect, grieve, celebrate, and above all, grow.” — Mays Imad, Founding Coordinator, Teaching and Learning Center, Pima Community College, USA “Global pandemics don’t have silver linings but do provide materials for grinding new lenses of perception. There is something here to inform practitioners of every academic discipline.” — Wallace E. Dixon, Jr., Founding Director, ETSU/Ballad Health Strong BRAIN Institute, East Tennessee State University, USA “This deeply thoughtful collection envisions this moment as an opportunity to discern and build upon what we have learned and, as Carello and Thompson affirm, ‘reimagine ourselves as educators’.” — Jeanie Tietjen, Founding Director, Institute for Trauma, Adversity, and Resilience in Higher Education, Massachusetts Bay Community College, USA 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-19 has taught us and how we are using what we have learned to construct a new discourse around teaching and learning during crisis. Janice Carello is MSW Program Director and Assistant Professor in the Department of Social Work at Edinboro University, USA. Phyllis Thompson is Director of Women’s, Gender, and Sexuality Studies and Associate Professor of Literature at East Tennessee State University, USA.