We are dedicating extra time in 2020-21 to stimulating and promoting conversations about – and building resources for – creating a culture of care and well-being in academic spaces and classrooms.
Research and Practice in Student Flourishing
We are a key member of the Flourishing Academic Network (FAN), a collaboration of research universities with academic centers focused on student flourishing, which the group defines as involving both physical and mental health and a deep sense of well-being that includes an appreciation of the interrelationships of humans and the environment. In addition to University of Toronto, member institutions include University of Virginia, Brown, Penn State, Stanford, UC Berkeley, University of Colorado, University of Washington, and University of Wisconsin.
In 2021, incoming doctoral student Rory Tasker is doing research on exemplary instances of pedagogy and instructional development that will become part of an upcoming website called “Flourishing University”. He is also working with recorded interviews with key people involved in various Student Flourishing Initiatives, especially as inspired by the University of Wisconsin/University of Virginia course, “The Art and Science of Human Flourishing.”
Conversations on Supporting Mental Health in our Classrooms
Dr Heifetz’ selection of Visual Check-Ins can be found here.
October 31, 2019 – How to Talk to Students about Mental Health
Select bibliography on building communities of care in the classroom and on trauma-informed pedagogy
- Karen Costa speaks on episode 131 of the Tea for Teaching podcast on “Trauma-informed Pedagogy”
- Crumpton, Stephanie M. “Trauma-Sensitive Pedagogy.” In Teaching Sexuality and Religion in Higher Education: Embodied Learning, Trauma Sensitive Pedagogy, and Perspective Transformation, Routledge Research in Religion and Education series, edited by Darryl W. Stephens and Kate Ott, chapter 2. New York: Routledge, 2020. https://doi.org/10.4324/9780429327162
- Davidson, Cathy. 2020. “The Single Most Essential Requirement in Designing a Fall Online Course.” Blog post. May 11. https://www.hastac.org/blogs/cathy-davidson/2020/05/11/single-most-essential-requirement-designing-fall-online-course.
- Davidson, Shannon. “Trauma-Informed Practices for Postsecondary Education: A Guide.” Education Northwest. 2017. https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf
- Fedock, Miranda. “Mental & Emotional Wellbeing in 2021: Strategies and Practices for all Educators,” Workshop on January 28, 2021. Presentation slides at https://docs.google.com/presentation/d/1y6wcQNerjn_adZCBUl2U2I7_xxP4crJ-SCfqPC2b0-Q/mobilepresent#slide=id.p.
- Gubkin, Liora. “From Empathetic Understanding to Engaged Witnessing: Encountering Trauma in the Holocaust Classroom.” Teaching Theology & Religion 18, no. 2 (2015): 103–20. https://doi.org/10.1111/teth.12273.
- Imad, Mays. “How to Talk to Your Students About Stress & Trauma.” Webinar. April 3, 2020. https://youtu.be/vlrN9Qwt3SA.
- ———. “Trauma Informed Teaching & Learning.” Webinar. March 26, 2020. https://youtu.be/XqcTbipuFDQ. Slides at https://docs.google.com/document/d/152no9NB18GqP3ZIuGv440xNFAX_RAz_3kAsgP6TQTv0/edit
- Learning for Justice’s A Trauma-Informed Approach to Teaching Through Coronavirus, March 23, 2020, https://www.learningforjustice.org/magazine/a-trauma-informed-approach-to-teaching-through-coronavirus
- Lelwica, Michelle Mary. “Embodied Learning Through Pedagogical Promiscuity.” In Teaching Sexuality and Religion in Higher Education: Embodied Learning, Trauma Sensitive Pedagogy, and Perspective Transformation, Routledge Research in Religion and Education series, edited by Darryl W. Stephens and Kate Ott, chapter 1. New York: Routledge, 2020. https://doi.org/10.4324/9780429327162
- Oredein, Oluwatomisin. “Pandemic Predispositions: Minority Trauma Responses in Higher Education.” Teaching and Learning During Crisis blog series, Wabash Center, May 18, 2020. https://www.wabashcenter.wabash.edu/2020/05/pandemic-predispositions-minority-trauma-responses-in-higher-education/.
- Phelps-Ward, Robin. “Pedagogical Strategies for Inclusive and Trauma-Informed Teaching.” Southern Region Education Board, October 8, 2020. https://www.sreb.org/blog-post/pedagogical-strategies-inclusive-and-trauma-informed-teaching
- Rideau, Ryan. “Fostering Inclusion and Equity in Remote Teaching.” Teaching and Learning During Crisis blog series, Wabash Center, June 12, 2020.https://www.wabashcenter.wabash.edu/2020/06/fostering-inclusion-and-equity-in-remote-teaching/.
- Silva-McCormick, Crystal. “Everything has Changed and Yet Nothing has Changed.” Teaching and Learning During Crisis blog series, Wabash Center, May 4, 2020.https://www.wabashcenter.wabash.edu/2020/05/everything-has-changed-and-yet-nothing-has-changed/.
- Tinklenberg, Jessica, ed. Trauma-Informed Pedagogies in the Religious Studies Classroom / March 2021 Spotlight on Teaching in Religious Studies News.