1 Envisioning Change: Writing the Stories We Need to Read
Part I Theoretical Ways of Knowing
2 Turning Emergency-Response to Standard Procedure Through a Trauma-Informed Attention to Crisis
3 Teaching Students at the Margins: A Feminist Trauma-Informed Care Pedagogy
Part II Scientific Ways of Knowing
4 Resilience in Higher Education During Collective Trauma
5 An Online Student Resilience Project Responds to the Pandemic
Part III Experiential Ways of Knowing
6 Termination and Graduation in the Age of COVID-19: Lessons on Strength and Vulnerability
7 COVID-19 Pandemic and Trauma-Informed Teaching with African American College Students: A Narrative Experience of Students at an HBCU in the Southeast
8 Trauma-Informed Pedagogy for Primary and Secondary Trauma in Female and Minority Natural Sciences Undergraduates During COVID
Part IV Reflective Ways of Knowing
9 How a Pandemic Improved My Teaching
10 A Professor's Response to the COVID-19 Crisis
11 Shared Vulnerability: Transparency as Facilitator During Pandemic Learning
12 Gratitude During the Pandemic
Part V Collaborative Ways of Knowing
13 Tensions, Traumas, and Triumphs: Exploring Compassion-Centric Approaches to Teaching in Times of Crisis
14 Pandemic Pedagogy: Narratives of Vulnerability, Grace, and Rebellion
15 Working with Coronavirus Lost and Found: A Pandemic Archive in the Trauma-Informed Classroom
About the Author: Janice Carello is MSW Program Director and Assistant Professor in the Department of Social Work at Edinboro University, USA.
Phyllis Thompson is Director of Women's, Gender, and Sexuality Studies and Associate Professor of Literature at East Tennessee State University, USA.
