We found 522 results that contain "trauma informed"

What is Understanding by Design?
One approach to designing learning experiences is the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005). This approach says that we need to know what we want as the end result of a lesson or modules prior to planning for it. That is, we should know what mastery looks like and design learning experiences that enable students to achieve mastery. We can compare the process of UbD to curriculum mapping. When preparing a new course or revamping an existing one, you might begin with the standards, goals, or objectives that you want students to achieve. You then utilize that to design learning experiences that enable students to demonstrate the level of mastery expected. To reiterate, you begin with the goal or results in mind rather than the content itself.
What is Backward Design?
Backward design is a three-stage process that stems from the UbD framework. One key concept of backward design is alignment. Stage 1's content must be what's addressed in Stage 2 and 3. The three stages of the backward design process are:

Identify desired results
Determine assessment evidence
Plan learning experiences and instruction

The video below provides an overview of the backward design experience for course development. 
To further develop your understanding of the three stages, please explore the "Three Stages of Backward Design" section of Vanderbilt University's Understanding by Design webpage. 
What does this mean for your teaching and online course development?
As you begin to think about moving your content from a face-to-face or hybrid experience to a fully online experience, we recommend looking back at the curriculum you've previously taught. And, by curriculum, we mean the large curricular goals...not the focused, lesson-by-lesson content. If you don't have an existing curriculum map for your course, do you have an outline of topics and course objectives listed in your syllabus? Now, look at it through the eyes of backward design. Are you still able to achieve all of the goals and objectives that you intended on students performing at a mastery level? If not, how do the goals and objectives need to be reworked for this new context? That would just be the start of things in Stage 1 of the process.
To support you as you think through the stages, please make a copy of this backward design template in Google Sheets. Take a few minutes to try and work through Stage 1 of the template through the lens of your entire course. Don't worry, we'll continue to build on your learning in the next mini-lesson!
Dig Deeper
If you would like to dig deeper with the UbD framework and backward design, there are numerous articles, books, and videos published to support your development. MSU Libraries provides electronic access to Wiggins and Mctighe (2005) Understanding by design. If you prefer to explore via video, you can access Moving forward with understanding by design through MSU Libraries as well.
 
SOIREE:
Design Lead: Sarah Wellman
Content Leads: Kate Sonka, Stephen Thomas, and Jeremy Van Hof
Content Authors: Jason Archer, Kevin Henley, David Howe, Summer Issawi, Leslie Johnson, Rashad Muhammad, Nick Noel, Candace Robertson, Scott Schopieray, Jessica Sender, Daniel Trego, Valeta Wensloff, and Sue Halick

Alison Green from the "Ask a Manager" blog discusses what an informational interview is and isn't and offers tips on how to approach one effectively. She emphasizes that an informational interview is not the same thing as networking and should not just be a flimsy excuse to ask for a job.

Managing the trauma of tragedy 
NOTE: This message refers to sensitive details that may be triggering regarding the violence our community experienced. Resources and assistance are available through multiple campus programs. 
Zakia Alavi, an associate professor of psychiatry in Michigan State University’s Department of Pediatrics and Human Development in the College of Human Medicine, answers questions about dealing with trauma after a tragic incident, how to deal with returning to normal routines, and how to deal with the feelings of grief, anger and fear that follow.  
How can those who have experienced tragedy return to campus and classrooms shortly after? How can they help manage anxiety?   
Anxiety, fear, anger, worry and a whole gamut of intense feelings, given the current conditions, are natural responses to a traumatic event. To some extent, it is also natural to feel uncomfortable revisiting the scene of a traumatic experience. However, studies show that the best way to move forward is to move back to the familiar routine that existed prior to such an event. That said, taking time to process, to grieve and to mourn the losses is important. 
The university and our health team have multiple resources available that have been publicized. Please do not hesitate to seek help. It does not have to be a long-drawn-out process. Even a few visits virtually or in person can be helpful. 
Is there a time frame for grief and healing when it comes to returning to a place that was the root of the anxiety? 
The time frame to grieve and to recover from such an event is variable and depends on many factors — both on the individual level and an environmental level. However, in most cases the first few weeks and up to the first three months can be particularly taxing. Getting back to a routine, being in familiar surroundings and spending time with peers and colleagues brings a sense of safety and a sense of community, which can go a long way toward mitigating the loss of trust and safety in public places. 
Students have expressed a variety of emotions related to returning to campus:  
“I can’t isolate yourself forever, but all I want to do is stay home.”  
“I feel like a coward. Should I force myself to go?” 
What is your advice to them? 
First, know that you are not a coward and that people grieve and react differently to trauma and loss. Sometimes a situation, such as this tragedy, also can reactivate previous traumas and previous losses that were experienced earlier in our lives and were not addressed or were too painful to have been addressed at the time. 
The best course of action is to find comfort in community and camaraderie with your peers and your academic colleagues. Help is available if you find it difficult to take that next step. Making time to be with friends, family, as well as peers and colleagues, is a pathway to healing and honoring the lives that have been lost. 
As an educator, how can you take time to process this tragedy yourself while still being there for your students? 
Educators are the backbone of an academic institution such as ours. Processing trauma takes many different forms. For some of us, it can be as simple as returning to class, connecting with our students and colleagues and finding the comfort of the familiar routine of academia. For others, it may mean going back to our families, spending some extra time with our loved ones and reassuring ourselves that there is safety and comfort and love in our own immediate families. Taking time as an educator to find your balance to ground yourself is important, and it should be a priority for all of us who are educators. 
As faculty encounter an influx of student worries and anxiety, how should they thoughtfully respond? 
First, take care of yourself; you can’t pour from an empty cup. Going back to class or your other duties on campus can evoke a multitude of feelings ranging from grief, anger, helplessness to sadness and a desire to avoid being in a space where such difficult and traumatic events took place. It is good to acknowledge these mixed feelings when talking to each other and especially when talking to your students, who are likely to be going through similar experiences themselves.  
Many survivors report being jumpy and wary in public following a traumatic event. Is this hypervigilance? Is it related to PTSD? 
Post-traumatic stress disorder is a well-studied and well-known condition. There are three major domains of symptoms for PTSD — hypervigilance, which can surface as being jumpy or easy to startle; hyperarousal, which can present as difficulty falling asleep or difficulty experiencing a calm state of mind; and emotional detachment or numbness that can alternate with periods of intense emotional reactions.  
During the first few days, even the first 90 days of such a traumatic experience, most of us will experience some elements of these symptoms. The important thing to remember is that most individuals recover from these temporary symptoms, heal and move on without developing a fully realized PTSD diagnosis.   
Over the next few weeks or months, you should begin to experience an equilibrium in your emotional, mental and physical functioning. Everyone is different, though, and will require different time frames to do so. However, if time progresses and you find things are getting worse instead of better, then please seek professional help as your next step in healing.  
  
  

What is Information Technology?
MSU’s Information Technology (IT) Department oversees all technology-related initiatives on campus and attempts to stay on top of trends in technology. They provide support for technology used in the pursuit of education, research, and engagement.
What role does IT play in digital accessibility on campus?
IT understands digital accessibility as “how our users access digital goods and services, and how students, faculty, and staff can ensure that web pages and web-delivered content can function with assistive technology used by persons with disabilities.”
To do this, IT provides support for web and course accessibility, creative design and production, and evaluation and purchasing. As part of their support for web and course accessibility, IT teaches a variety of courses and workshops Additionally, they have created a number of guides and tutorials, including  the Accessibility Captioning Resource Guide, Course Accessibility Review, Web Accessibility Policy, Guide for Spartan Ally, and the Digital Accessibility Support Cookbook.
Who should I contact about digital accessibility in IT?
For general inquiries about tutorials, workshops, and policies related to digital accessibility, you can email webaccess@msu.edu. However, you may find the answers you are looking for on the Web Access Digital Accessibility site.
Each college and administrative unit has its own digital accessibility liaison. You can find yours on the Digital Accessibility Liasons directory.This article is part of the Digital Accessibility Toolkit.

Playlist to help find resources to help students
Counseling and Psychiatric Services [CAPS]

Who to Contact for What Service   
Faculty and Staff Resources including the Green Folder- who to contact and how to help students in distress
Staff Contact Information 


Addressing Student Mental Health Concerns in Online Courses
BTAT (Behavioral Threat Assessment Team) / Green Folder
Center for Survivors Services for survivors of sexual assault and sexual violence
MSU Safe Place  Provides services to anyone who has experienced, or is experiencing, an abusive or controlling relationship
Prevention Outreach and Education Department Promotes safety and improves quality of life by educating members of the MSU campus community on sexual assault and relationship violence
Trauma Informed Practice: Resources for Best Practices in the Classroom
Talking to students about mental health

Kognito for Faculty: Online simulation tool that allows educators to practice having challenging conversations with students through role-play.


Mindfulness for Better Living from MSU ExtensionStress can take a serious toll on your physical, mental and emotional health. MSU Extension's mindfulness programs can help you manage your stress and live a better, healthier life.

This article is a component of the Resources for Teaching After Crisis playlist. Trauma Informed Distance Learning: A Conversation with Alex Shevrin Venet 
Lunch & learn webinar hosted by the University of Vermont’s Tarrant Institute for Innovative Education where Alex Shevrin Venet responds to questions submitted by attendees. [55 minute video and full transcript]
Trauma-informed recommendations for how educators can support students, prioritizing predictability, flexibility, connection, and empowerment. Advice for admins, teachers, educator self-care and boundaries, equitable course practices, and importance of connecting to colleagues. Context is synchronous online pandemic distance learning (2020).

Alison Green of "Ask a Manager" discusses what an informational interview is for and offers a number of good questions to adapt and ask in informational interviews.

“Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.”
 
The MSU Libraries Teaching and Learning Unit incorportates these frames into our teaching.
Frames


Authority is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic  Exploration


Read more:  http://www.ala.org/acrl/standards/ilframework
Framework Curricula/Lesson Plans

Project Cora: projectcora.org
Framework Sandbox: sandbox.acrl.org

Local Expertise

Teaching & Learning Librarians: lib.msu.edu/infolit/
Research Basics Modules (short videos addressing some Framework concepts): libguides.lib.msu.edu/modules