Trauma-informed pedagogy begins with an awareness of the trauma students and faculty may have experienced or be experiencing (in many possible shapes and forms), and a commitment to enacting teaching strategies to support and nurture both the students in their learning journeys and ourselves in our teaching journey.
Here are some resources that provide an overview and tips for getting started:
Resilient teaching is an approach that moves us beyond the "emergency remote teaching" that happened by necessity in Spring 2020, into a resilient framework for coping with the potential for change and disruption as we teach, learn, and grow together. As with many pedagogies, there is no one definition of resilient teaching. The purpose of this Resilient Teaching guide is to pull together information, resources, approaches, tools, and more in one centralized location, to support you and your students as move through these difficult times.
In a blog post entitled "Resilient Design for Remote Teaching and Learning," Andrea Kaston Tange, Professor of English and Director of Digital Liberal Arts at Macalester College, defines resilient teaching thusly:
"In architectural terms, resilient design means designing structures that are responsive to their environments, equally attentive to withstanding obvious/immediate obstacles (e.g. hurricane season) and to helping mitigate longer-term concerns (e.g. helping offset climate change). In principle, resilient design is meant to be flexible, to anticipate disruptions, and to value social equity and community. It accomplishes these things by anticipating foreseeable problems, reducing the complexity of any given solution while also recognizing that single solutions are often less useful than multiple ones, building in redundancies, and identifying and building upon a foundation of local resources and strengths."
Many other teachers are considering what "resilient teaching" might look like. Here are some more resources:
For Faculty: Resilient Teaching: Home. (2020, November 6). https://library.guilford.edu/c.php?g=1063074.
