We found 61 results that contain "trauma informed"

"What Happens After a Trauma? Understanding Natural Recovery vs. PTSD" is a fact sheet from the International Society for Traumatic Stress Studies which provides an overview of how people are affected by trauma, factors that help people recover naturally, and treatments for those who do not recover from symptoms of PTSD naturally.

(2-page PDF)

This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.

This article was shared in an academic group I'm a part of on a social networking site... it's framing is within the Canadian Higher Education setting, but the message about student mental health is relevant for all.

Here are a couple of thoughts from the article worth sharing if you can't take the time to read the entire piece:
"To fully understand the present crisis, one has to appreciate a fundamental and often overlooked fact: higher education is not what it used to be. Not only do we have a more diverse student body with equally diverse psychiatric needs, we also have an academic culture that has changed profoundly in the past six decades, making the university experience more stressful than it once was. The classic liberal conception of postsecondary institutions as places where young people take a kind of sabbatical from life—read the great books, engage in endless debates, and learn to see themselves as citizens—has given way to a new model, more narrowly vocational in focus."

"By prioritizing high achievers, Henderson argues, universities are selecting not only for diligent candidates but also for those who view scholastic success as central to their identities. For such students, a bad grade can be destabilizing. When that grade appears on an exam worth 80 percent of a final course mark, or when it comes from a harried teaching assistant who doesn’t offer in-depth feedback, students can feel like they are losing a game whose rules were never explained. Imagine being told all your life that you are ahead of the pack and that you must stay there, both to secure a stable future and to get a return on the investments that family members or granting agencies have made on your behalf. Then, imagine falling behind, for reasons you don’t understand, at the precise moment when staying on top feels more critical than ever before. Furthermore, imagine that you are contending with profound loneliness, past trauma, and financial insecurity, all while working a part-time job with the usual mix of erratic hours."

"Such stressors can lead to sleep disruption, irregular eating, and substance abuse—all of which correlate with mental illness—or they can trigger preexisting psychiatric conditions. They can deplete reserves of neurochemicals, like dopamine and serotonin, needed to sustain a sense of well-being, or they can flood the brain and body with cortisol, the stress hormone, which, in excess, can push people into near-constant states of anxiety, making it difficult to conceptualize daily challenges in a proportionate or healthy way. They can also lead to identity confusion and an acute sense of shame."

Inside the Mental Health Crisis Facing College and University Students by Simon Lewsen : https://thewalrus.ca/inside-the-mental-health-crisis-facing-college-and-university-students/?fbclid=IwAR12PokSFpCrBo1NmtpNYoGEohKf3csYHQc9X8LwFAdNPTtBF_zIRbEqwhs

Check out my highlights on what I learned from Gary Roloff from Fisheries & Wildlife:

𝟏 critical thinking, synthesis of ideas & information, acquisition of contextual knowledge, and informed judgment results in empowered, confident decision making in students

✌🏽 teaching philosophies change over time. focusing on contextual knowledge teaches “clear answers” which is not the same as making informed arguments and decisions using that knowledge

💡connecting students to local and agency partners is a highlight for students & builds professional networks

🌪challenges: "if we fail to recognize and adjust our content and delivery to appeal to diverse learning styles we are not being fair"

🔥hot take: changing from testing structures📝 to oral exams🎤 provides an opportunity for students to demonstrate knowledge and explain answers. More time consuming, but the payoff is worth it

#iteachmsu #educatorstories #thankaneducator
Check out the full article: https://iteach.msu.edu/iteachmsu/groups/doing-the-work-featured-educators/stories/1471

Hello Colleagues,

I’m writing to inform you that the MSU Libraries' Open Educational Resources Award Program call for applications for the academic year 2023-2024 opens today.

Now in its 5th year, the OER Award Program provides financial incentives and support to instructors interested in adopting, adapting, or creating OER as an alternative to traditional learning materials to advance our goals of affordability, access, equity, and student success.

Please visit https://libguides.lib.msu.edu/oer/award or consult the attached Call for Proposals to learn more about the application categories, eligibility, participation requirements, timelines, and criteria for evaluation. Application forms are available at https://libguides.lib.msu.edu/oer/award, and the deadline for submission is February 12, 2024.

The OER Advisory Committee will meet to review applications, and successful awardees will be notified on March 1, 2024.

Please feel free to share this information with interested colleagues.

Sincerely,
Linda

We are hosting a virtual, pre-semester meeting on August 22 to start building our learning community, Navigating Artificial Intelligence and Large Language Models in the Classroom. Here is the description of the learning community, which you can also find on the OFASD website: "The use of large language models, such as ChatGPT, has exploded onto the educational scene with lots of unanswered questions about its implications in the classroom. This learning community will build on the many sources of information that probe these questions, participants’ experiences in the classroom, and create plans to develop guidelines and action research around these questions."


The meeting is Tues, August 22 from 10-11:30am on Zoom. We plan to spend the first part of the meeting doing some introductions, gathering information about members' specific goals for involvement, and share some of the campus resources around generative AI, including a streamlined version of our "generative AI in the classroom" workshop. Please register here if you plan to attend so we get a general sense of how many folks will participate: https://msu.zoom.us/meeting/register/tJcodu6grT4iG9z6AtbgcsDydWnZ2IY4VINN


If you have to miss this one, don't worry! We also have a Teams that you can join if you want to stay updated: https://teams.microsoft.com/l/channel/19%3a6oievzPpG1-Gu3eebonZyK2vpjzfc3ANdaMoCAAqnYQ1%40thread.tacv2/General?groupId=c0bd0cf9-f952-47e1-a2e6-0221348612e2&tenantId=22177130-642f-41d9-9211-74237ad5687d
We plan to have a monthly hybrid meeting on the first Thursday of every month at 9am in the STEM building, with an optional co-working session on the third Thursday of every month at 9am.

Recently, I have been working on how we might provide instruction in DEI principles to the students in our courses. Here is what I have come up with:

"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos

Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"

Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI

The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.

Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.

When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.

If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.

Did you know? Connection is critical - find people and information.
Whether you are a new educator or a seasoned contributor there is always something to discover at MSU. Chat with us about resources, groups, ways to connect, and things to explore. Share your own helpful information or ask for ideas.

CATME Smarter Teamwork is a program for creating student teams and having peers evaluate their team members. This link is to the program itself ( https://catme.org/login/index ). For more information, see their information webpage and view MSU's recorded STEM Teaching Essentials talk by Kendra Spence Cheruvelil.