Kindness in shared trauma during times of crisis: breaking the barriers of resilience among faculty and students

Cartee, James L.

doi:10.1080/03634523.2023.2207029

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…Consistent with "embodied pedagogy, " researchers have looked at the importance of building a community of care in the pandemic classroom (Clemens and Robinson, 2021;Tang et al, 2022;Carte, 2023), focusing on how teachers demonstrated care to students as they transitioned into different modalities. Clemens and Robinson (2021) provided four best practices to create such an environment during the pandemic, including employing "supportive communication practices" (p. 136), practicing "collective sensemaking" (p. 137), fostering "inclusive pedagogical practices" (p. 138), and engaging in mindfulness.…”

Section: Pandemic Pedagogymentioning

confidence: 99%

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

Chatham-Carpenter,

Malone

2023

Front. Educ.

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IntroductionThe stress and strain due to various aspects of the pandemic affected teaching and learning. Relating between instructors and students, and between students, may never be the same. Adjustments to teaching and learning may still need to be made due to the lingering effects of the pandemic, especially as zoom classrooms continue to be used within communication and other disciplines.MethodsIn this study, the researchers interviewed 15 communication instructors, using indepth semi-structured zoom interviews, about their experiences in the pandemic classroom and how they attempted to build relationships and connections with students during the COVID-19 pandemic.ResultsThe researchers found specific immediacy strategies used by instructors, with participants indicating they attempted to use the more traditional teacher nonverbal immediacy behaviors such as eye contact, facial expressions, physical distance, and touch, but were hampered by the wearing of masks, practicing social distancing, and moving to online teaching modalities where student engagement was limited at best. Instructors also adapted verbal immediacy behaviors, as they used various strategies for inviting participation, providing feedback, and being real to develop connections with students, as well as building in specific teaching structures into their pandemic classrooms. In addition, participants indicated they used a variety of additional immediacy-related strategies and behaviors to build relationships once moving to blended HyFlex or online teaching. These strategies were used consistently, as instructors seamlessly moved between the online synchronous classroom, the blended classroom, and the face-to-face classroom with masking and physical distancing required.DiscussionOur research revealed that there were unique ways relationships were built, typically using different types of media to enact teacher immediacy in nuanced ways. We argue that looking at such teaching using both media multiplexity and embodied pedagogy perspectives can enhance the teacher immediacy literature by demonstrating how teacher immediacy was changed during the pandemic, as media richness increased the likelihood of developing relationships between teachers and students through an embodied pedagogy of caring using technological tools.

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Section: Pandemic Pedagogymentioning

confidence: 99%

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

Chatham-Carpenter,

Malone

2023

Front. Educ.

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Facilitating well-being: an examination of an online trauma-informed faculty/staff training designed to support college student resilience

Ray,

Perko,

Oehme

et al. 2024

Discov Educ

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College students report high psychological distress, mental health problems and anxiety. Research indicates that faculty and staff can help support these students in crisis, but there is limited trauma-informed training for higher education professionals who are not mental health counselors. This study explored an evidence-based online training program designed to help faculty/staff members facilitate well-being and resilience among college students. To test the training, a systematic program evaluation was conducted. Prior to completing the training, participants (n = 52) took a pretest. Then, after completing the training, they took a posttest. Results indicated a significant difference between pre and posttest. There were more positive attitudes toward trauma-informed approaches and resilience resources; stronger beliefs about prevalence and effects of psychological trauma; greater self-efficacy to perform trauma-informed approaches; and greater confidence in trauma-informed knowledge. Additionally, participants reported they were likely to use tools learned during the training. Thus, indicating that a self-paced, convenient, and culturally sensitive training may be beneficial for faculty and staff as they aid in student success. Practical implications, participant comments and specific suggestions for colleges are also discussed.

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Kindness in shared trauma during times of crisis: breaking the barriers of resilience among faculty and students

Cited by 2 publications

References 13 publications

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

Facilitating well-being: an examination of an online trauma-informed faculty/staff training designed to support college student resilience

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