We found 522 results that contain "trauma informed"

Topic Area: Information Session
Presented by: Ellie Louson, Caroline Blommel, Aalayna Green, Nick Young
Abstract:
This workshop shares how instructors can design, implement, and assess experiential, interdisciplinary, and/or project-based learning in courses. This approach empowers and equips instructors to leverage high-impact practices in their own teaching. We introduce an evidence driven framework for these complex learning experiences and share stories from students and faculty about how it works from the past 3 years of the Spartan Studios project in the Hub. A key outcome of this work is our Playkit: a combination playbook and toolkit that is a resource for faculty members. In this pedagogical framework coaching was a critical feature of the success of these courses. Participants will learn the strategy of pivoting to a coaching role, the gains for student autonomy and ownership, the value of not solving students’ problems, and how students experience this new way of teaching. Another key feature of this framework is the use of reflection at multiple points throughout the course experience, benefiting both student learning and teaching approaches. Through facilitated conversations, participants will apply this framework to design their own experiential, project-based, and/or interdisciplinary courses. Participants can also implement à la carte one or more of these elements into their teaching practice without developing an entirely new experiential course and still obtain benefits for student learning outcomes. Participants should bring a syllabus or course-level topic to develop during the workshop.
Session Resources: Spartans Studio Playlist - Introduction

Topic Area: Information Session
Presented By: Joyce Meier
Abstract:
Our international/multilingual students face unique challenges: not only differences in language and academic cultures, but also time differences, online communication blocks, visa issues, and the recent toxic nationalist movement in the U.S. Yet we need the diverse views that such students contribute. How can we ensure that these students feel welcome and included in our courses, even when the courses are on-line, and the students studying from 12 hours away? How can we encourage our multilingual students to participate more, both synchronously and asynchronously? What can we do to minimize any possible communicative gaps? How might our courses be reframed from a translingual perspective, so that the students’ languages and cultures are seen as assets that contribute to rather than detract from the course learning goals? Supported by a Creating Inclusive Excellence Grant, and winner of a Research-in-Progress Award at the recent Diversity Showcase, our team of three undergraduates, as mentored by two faculty, has produced a video examining these challenges ‘from the inside out.’ Surfacing the students’ concerns, our faculty workshop uses this video as a starting point to name challenges faced by these diverse learners, and for collaboratively inviting participants to propose solutions that work within their own teaching contexts.

Topic Area: Information Session
Presented by: Stephanie Brewer, Michelle Snitgen, Renee Brown
Abstract:
During this session, you will learn about and explore elements of strong partnerships to effectively co-create community engaged learning opportunities for students. Hear examples of how existing faculty/community partnerships were successfully transitioned to the virtual learning environment, discuss considerations for initiating and sustaining partnerships in the virtual environment, and explore resources to assist you in partnership development and/or enhancement. This workshop is loaded with helpful tools that are relevant for in-person or virtual community engagement, and whether you’re already working with community partners or you are new to working with community partners. Join the conversation and map out community engaged learning strategies for student success.Session Resources: (log in to G-Drive with your MSU netID)Elements of Successful Community Engaged Partnership (PDF)Community Engaged Learning Course Development Guide (PDF)Building Community Partnerships Canvas (PDF)Social Change Wheel Toolkit (PDF)Planning During Disruption (DOCX)Virtual Community Engagement (PDF)101 Ways to Reflect (PDF)Peralta Online Equity Rubric (PDF)Global Community-Engaged Learning Rubric and Best Practice Guide (PDF)Storytelling and Social Change (PDF)

The MSU Libraries maintains a collection of books and information about community services that provides easy, centralized, unmediated,and judgement-free access to health information and other resources that support wellness and student physical, emotional, and social well-being. In response to the shooting on MSU campus on February 13, 2023, the below links highlight some of the resources, including books and ebooks, available through the MSU Libraries.MSU Libraries Student Wellness Resources: GriefMSU Libraries Student Wellness Resources: TraumaStudent Health and Wellness Collection
We have brought together books and materials (including local support services) on topics like: LGBTQI identity, nutrition, counselling, mental health, trauma, housing, legal aid, disabilities, healthcare, sexuality, grief, and more.
While on campus, come visit the Student Health & Wellness Information Center in the south lobby of the Main Library.The Student Health and Wellness Collection was created as part of a MSU Libraries Microgrant, and developed by Andrea Kepsel and Iris Kovar-Gough.Additional Library ResourcesTeaching on Days After: Educating for Equity in the Wake of Injustice, Alyssa Hadley DunnHumanizing Grief in Higher Education: Narratives for Allyship and Hope, edited by Nicole Sieben and Stephanie Anne SheltonTrauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education, edited by Phyllis Thomson and Janice Carello

Click here to open the video in a new window and watch it at https://mediaspace.msu.edu


Michigan State University named Brightspace by Desire2Learn as its centrally supported Learning Management System (LMS) in July 2012. Since then, Brightspace (generally shortened to D2L here on campus) provides the platform and tools for online and web enhanced student experiences. This video gives you a quick overview of not only the D2L platform and built-in accessibility helper Spartan Ally, but also other academic services and technologies available on campus. You'll also meet a team of academic technology support folks who can help you as you learn to leverage MSU-provided digital tools in your teaching. 

Timeline of video

Introductions
1:40 - D2L Overview
31:00 - Spartan Ally
44:48 - MSU Core Academic Technologies Overview
1:10:05 - Getting Help
1:17:05 - Assessment Services Overview
1:19:11 - Q&A Fun Part 2


 

Guidance for educators for Spring 2024
As we look to the Spring 2024 semester, we are also approaching the one-year mark of the violence of Feb 13, 2023. The university’s commemoration events are being designed to provide opportunities for all members of our community to come together and take the time and space they need for ongoing healing. 
Following is guidance from the Office for Resource and Support Coordination (ORSC) to help educators throughout the Spring 2024 semester.
Educator guidance related to the one-year mark of Feb 13:

As most classes are canceled on Feb. 13, it will be important to commemorate that day prior to the date.
Educators are encouraged to acknowledge the upcoming date and its significance via a one-time statement but avoid constant, regular, or frequent reminders of the impending one-year mark.
Validate and respect that students, as well as everyone in our community, will have various reactions to the anniversary, as each person remains on their own individual journeys.
There is no “typical” reaction, even to the same event, so a wide range of reactions and emotions to the commemoration, from intense grief to indifference, are to be expected.
Bear in mind that not everyone in the class may have been part of the community last year (such as freshman, graduate or transfer students), and thus may not share the experience or memories in the same way.
Making space for learners who do not share the same cultural touchstones can be difficult but acknowledging that not everyone will have the same reaction to the one-year mark can be helpful in making it safe for those who were not present to feel like they are a part of the community now.
Trust and believe your students who express the need for additional time, space, and support during this period.

General educator guidance post-mass violence:

Educators should refrain from references, language, humor, and “off-topic” examples related to mass violence, unless directly relevant to course work.
Educators should avoid open-ended, classroom-wide discussions on the topic and not invite students to share their experiences, thoughts or feelings related to Feb 13 or other mass violence events, unless directly relevant to coursework.
Providing narratives or listening to others’ stories can be quite activating for those who have experienced trauma.
Without the support and direction of mental health professionals, this type of exercise can create additional distress, often unexpectedly.
Educators are encouraged to review course material ahead of time for potentially disturbing images or references to gun violence, except in instances where that is directly warranted by the course subject matter.
If these topics are relevant to course material and assignments, educators are encouraged to provide statements and content descriptors that prepare students and consider options for student engagement where possible.
Remember and acknowledge that cultural differences in response to mass violence exist.
Share resources and information about the anniversary of a traumatic event.

Trauma Reminders: Anniversaries (National Center for PTSD)


Provide links to on-campus MSU supportive offices and safety information:

Counseling & Psychiatric Services
Office for Resource and Support Coordination
MSU DPPS Safety Tips


Provide educational links related to coping with trauma:

APA: Managing Distress in the Aftermath of a Shooting
SAMHSA: Coping with Grief After a Disaster or Traumatic Event
NCTSN: College Students: Coping After the Recent Shooting


Consult teaching and educator wellness resources for yourself as an educator to build comfort and confidence in supporting your students and your own journey following Feb. 13. 
Do not neglect your own emotional health and wellbeing. All these resources are intended to support you and others within our community, as well.
Lean into your existing processes and experience in classroom management to help resolve matters as they arise.
This situation is unique, but the resolutions do not have to be. Your department, school, college, and university have existing resources, policies, practices, and procedures for handling classroom needs, use them as needed.

As there is limited research on the effects of commemorations of traumatic events, the information provided here is intended to serve as a guide. The research that does exist points to the complicated nature of commemorating mass trauma and acknowledges how different responses to commemorations are influenced by individual and social factors. For those who do experience an increase in negative trauma symptoms, it is completely expected and they typically resolve within two weeks of the anniversary.
 

Last updated at 3:24pm on 02/20/23  MSU resumed classes on Feb. 20. The university has asked faculty to provide the greatest flexibility to adjust syllabus expectations and accommodate needs of students. FAQs and other important updates, as well as mental health and supportive resources, are available -- along with updates and the most current information-- at the Campus Safety Information page.Crisis Counseling Available at Hannah Community Center & East Lansing Public Library Free, confidential crisis counseling is available to MSU students, staff, faculty at the Hannah Community Center (ELHCC).Community members are also advised that counseling services will be offered at the ELHCC, 819 Abbot Road, from 2-6 p.m. on Monday, Feb. 20 Tuesday, Feb. 21; Wednesday, Feb. 22; and Thursday, Feb. 23. Counseling services will also be offered at East Lansing Public Library (ELPL), 950 Abbot Road,  from noon-5:30 p.m. on Tuesday, Feb. 21; Wednesday, Feb. 22; Thursday, Feb. 23; and Friday, Feb. 24.Therapy dogs will continue to be available at both locations on an intermittent basis as well.Need someone to talk to right now? Crisis services are available 24/7. Call (517) 355-8270 and press “1” at the prompt to speak with a crisis counselor. If you think you or someone around you is in danger, call 911 or head to the nearest emergency room.
Additional (non-MSU) support available:

Clinton/Eaton/Ingham County Community Mental Health: 517-346-8460
Disaster Distress Helpline available 24/7 at 800-985-5990
National Suicide Prevention Lifeline available 24/7 at 800-273-8255
Michigan Department of Health and Human Services (MDHHS) warmline – operates 7 days a week from 10 a.m. to 2 a.m. at 888-733-7753

Intended to serve individuals living with persistent mental health challenges including anxiety, depression, and trauma



Reflect and Connect: A Framework for Processing and Self-Care [MSU faculty, staff, and graduate students]In response to the February 13th shooting on campus the Spartan Resilience Training Program is offering several reflect and connect sessions for MSU faculty, staff, and graduate students.The intent of these sessions is for people to come together and be in community with fellow Spartans experiencing a wide range of emotions.  Session will include a framework for grounding and navigating these challenging events.  Resources and practical self-care strategies will be provided. Sessions facilitated by Lisa Laughman, Coordinator, Spartan Resilience Training Program.

February 20 | 4 - 5:15 p.m.

Register for this session

February 21 | 2 - 3:15 p.m.

Register for this session

February 22 | 12 - 1:15 p.m.

Register for this session

February 23 | 12:30 - 1:45 p.m.

Register for this session



Teaching on Days After: What to Do When You Don’t Know What to Do - Further Discussion with Alyssa Dunn Feb. 20 - Feb. 23, 2023 (in-person or virtual)Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis; with insights on supporting our students and colleagues as we return to the classroom. She can provide practical tools and techniques for creating a safe, welcoming, and inclusive learning environment and addressing the unique challenges and opportunities that arise in the aftermath of a crisis. Alyssa is offering opportunities for one-on-one conversations, as well as group conversations (for colleges, departments, units, or groups).To see Alyssa's remaining available discussion times and register, visit the CTLI Events calendar. 




Vigil at Auditorium/Rock Feb. 15, 2023recording at https://msu.edu/vigil 
Rebuilding Hope: Further Discussion on MANAGING CHANGE 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on managing changes in content and expectations. Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Managing Change - and register- visit the CTLI Events calendar.
1:1 from 11:15-11:45am on 2/21
1:1 from 11:45am-12:15pm on 2/21

Rebuilding Hope: Further Discussion on LARGE CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Brandy Ellison for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to large classes. Brandy is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Large Classes - and register- visit the CTLI Events calendar.
Group discussion from 12-1pm on 2/21
1:1 from 1:15-1:45pm on 2/21

Rebuilding Hope: Further Discussion on ASSIGNMENT MODIFICATIONS 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on Assignment Modifications . Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Assignment Modifications  - and register- visit the CTLI Events calendar.
Group discussion from 12:30-1:30pm on 2/21

Rebuilding Hope: Further Discussion on USING TRAUMA INFORMED PRINCIPLES IN SMALL CLASSES 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Cheryl Williams-Hecksel and Kelley Blanck for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to Using Trauma Informed Principles in Small Classes. Cheryl and Kelley are offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Using Trauma Informed Principles in Small Classes  - and register- visit the CTLI Events calendar.
Group discussion from 1-2pm on 2/21

Dear MSU Faculty and Academic Staff,
Thank you for all you are doing to support our students and our community. On Friday evening, you were sent a letter from Interim Provost Jeitschko highlighting resources to help you in your teaching as we move into the coming week. These resources are available on #iteachmsu’s playlist and include: a recording of Friday’s webinar on Rebuilding Hope: Teaching in the Aftermath; curated written resources; a recording focused on resilience; and information about accessing additional opportunities in the coming week for consultation, discussion, and support for your teaching. 
We send this message today as an expression of support. Included is a succinct reminder of practical steps you may want to integrate into your teaching practice this week.
These suggestions are endorsed by both Dr. Jason Moore and Dr. Alyssa Dunn, who talked with us in Friday’s webinar, and they are aligned with widely recommended practices. Note also that step 5 includes links to MSU CAPS (which provides counseling services for students) and MSU EAP (which provides support services to faculty, staff, and graduate students). We want to be sure you have these resource links readily at hand.
You may want to print off this message for quick reference as we move into the first days of class.
6-step approach to starting class

Consider sending a brief email ahead of your class time indicating how you plan to run class on Monday/this coming week, which may include:

An acknowledgement of the “violent events experienced by our community,” which is the trauma-informed way of addressing the shootings
A review of available resources
Discussion on plans for the class and potential adjustments to the syllabus that you are considering
Emphasis on flexibility and choice (consider modifying assignments, tests, and due dates to support students)
A move to continuing instructional content


At the start of your first class back, begin by thanking students for coming together as a community.

Approach the beginning with grace, humanity, and humility


Acknowledge the tragedy in plain, direct terms, the loss of fellow classmates/Spartans, and that this loss will be with us in this class and on campus.
Acknowledge and validate that there are various reactions to trauma with different trajectories over time for different people.
Provide links to MSU resources, and SAMHSA, APA, NCTSN trauma information (listed below):

MSU CAPS, MSU EAP
These links describe common reactions and healthy habits to do/keep doing, leaning on ways one typically copes in positive ways (e.g., being with friends and loved-ones, social engagement, exercise, regular meals, prayer):

APA: Managing Distress in the Aftermath of a Shooting: Managing your distress in the aftermath of a shooting (apa.org)
SAMHSA: Coping with Grief After a Disaster or Traumatic Event: Tips for Survivors: Grief After Disaster or Trauma (samhsa.gov)
NCTSN: College Students: Coping After the Recent Shooting: College Students: Coping After the Recent Shooting | The National Child Traumatic Stress Network (nctsn.org)






If you do not have trauma-informed training or do not feel prepared to invite discussion of trauma reactions in the classroom for any number of reasons (e.g., size of the class) …

Invite/ask permission to shift to the educational/discovery content planned for the day:

Now that we are all here in this learning space together, if you are ready, we will shift to the learning content for the day
It might be hard to learn right now because of distraction by stress or other trauma-related symptoms and that’s OK
Students can feel free to take a break if they want to or leave at any time
Demonstrate grace, humanity, humility, and flexibility with class attendance, coursework, etc. in line with university guidance 





If instructors have trauma-informed training or otherwise feel prepared to invite conversation about trauma reactions in the classroom

Consult available resources (https://iteach.msu.edu/pathways/346/playlist).
Consider incorporating aspects of the 6-step approach outlined above.
Send a message to your class ahead of time informing students that part or the whole of the class will be used to discuss trauma reactions.

It is critical to be clear in your message before class that the class discussion of trauma reactions is completely optional and students can opt in if they so choose and can otherwise choose to not to go to class without any justification or notification.
Be clear in your message what you plan to do in the coming class sessions so that students who do not wish to participate in the discussion of their trauma reactions can choose when to return to class.

Some students may have not received your message before class, so be sure to review the purpose of your class session before beginning to allow another chance for students to leave if they do not wish to discuss their trauma reactions and/or hear others’ trauma reactions.

Finally, just as a reminder, Interim Provost Jeitschko reported Friday that students have a Credit/No Credit grade reporting option for all undergraduate courses for the entire semester. Undergraduates will be able to use it to report the grade in any 100- to 400-level course. Students will have until the end of the semester to make that selection. Further details on this process will be made available shortly.
Thank you for your dedication, care, and compassion as you support our students. Your work is central to the well-being of our learners. And please also find ways to care for yourself as you carry on this important work.
With appreciation,
Ann Austin
Interim Associate Provost for Faculty and Academic Staff Affairs
Prabu David
Associate Provost for Faculty and Academic Staff Development
Marilyn Amey
Assistant Provost for Faculty and Academic Staff DevelopmentPhoto by Rubén Rodriguez on Unsplash