V3.1: Trauma-Informed Teaching Strategies
Lisa Noshay Petro, UC Hastings Law
Annie Rosenthal, UC Hastings Law
Sexual violence, police brutality, child abuse and all manner of civil rights issues are common topics of conversation in higher education classes. For faculty, it can be challenging to navigate class discussions around these topics with the knowledge that students in the room may have a trauma background. Impacted students can have difficulties focusing on material and engaging in classroom discussions, making it essential to educate campus communities, especially instructors, on the prevalence of trauma, its impact on brain functioning, and ways to best support students who are at risk of re-traumatization. This train-the-trainer session will provide an overview of trauma and tips on how to support your campus in implementing trauma-informed teaching.
V3.2: When Form Meets Function--Accessibility Can be Engaging, Useful, and Beautiful
Emily Helft, University of Richmond
If you've ever felt pushback about accessibility because it's "time consuming," "expensive," "difficult," or "ugly," you are not alone. But what if I told you that you can improve accessibility 1) without breaking the bank, 2) while engaging your faculty and students in a way that they are genuinely passionate about the idea, and 3) in a way that enhances the beauty of our world...all at the same time? Come learn about The University of Richmond's up and coming Windchime Project to see an example of the enthusiastic buy-in and ripple-effects that can happen when we incorporate accessibility into our community, our campus, and our curriculum.
V3.3: Effective Ways to Support Students with Traumatic Brain Injuries: Perspectives from a Provider, Researcher, and Survivor
Emily Tarconish, The University of Connecticut
The symptoms of traumatic brain injury are vast and can affect cognitive, emotional, behavioral, physical, and self-awareness abilities. The presenter will discuss a range of possible accommodations and approaches, including cognitive rehabilitation approaches, typical accommodations, assistive and cognitive support technology, self-accommodation strategies, and metacognitive training. She will discuss this content from the perspective of a researcher, a former disability services provider, and a survivor of a severe TBI herself.
V3.4: Self-Care for the Helping Professional: How to Hold Boundaries and Avoid Burnout
Kara Fifield, Lake Forest College
In the current climate of social distancing, due to the COVID-19 crisis, it is more important than ever to ensure that we are taking care of ourselves as professionals. While many organizations have focused on students' needs, it is also important to take care of ourselves as professionals. How do you focus on yourself in a COVID-19 environment when the options for self-care have decreased? Attendees will learn the signs of burnout and create self-care plans. The four areas of focus are a self-care mindset, giving ourselves permission to be a priority, the signs of burnout, and ways to implement work boundaries.
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