In this 90-minute interactive workshop, facilitators provide research-based and experience-tested effective practices to aid participants in defining trauma, identifying the effects of trauma on learning, and tailoring course design and teaching approaches to help mitigate these effects. Participants will actively collaborate in breakout groups, while using the chat, and via polling to plan, accomplish, and share updates to the design and teaching of their online courses with the goal of mitigating the effects of trauma in university students. This workshop is recommended for university faculty and/or those assisting faculty with the design and teaching of their online courses. In particular, examples will focus on the impact of trauma on student research goals and expectations. This might also be of interest to graduate students who are TAs. This workshop is capped at 200 participants.

1. Trauma-informed Teaching:
Using Best Practices in Course Design to Mitigate the Effects of
Trauma among Students
with
Dr. Katherine Guevara
Associate Director of Clinical and Translational Research Education Programs
SC CTSI Education Resource Center (ERC) in Workforce Development (WD)
Faculty, Rossier School of Education
Dr. John Briere
Professor of Psychiatry and the Behavioral Sciences
Director, USC-Adolescent Trauma Training Center, SAMHSA

2. Session Objectives
By the end of this workshop, we will be able to
o Plan trauma-informed updates to course design/teaching

3. Session Norms & Netiquette
Throughout our time together today, we will
o Remain muted until indicated turn-taking time
o Use “Raise Hand” function to indicate desire to participate via voice
o Use the chat Everyone for questions/comments applicable to all
o Use the chat Private for questions/comments about personal needs
o Keep identifying information out of questions/comments

4. Agenda
o Working definition of trauma
o 4 Effects of trauma on learning
o 4 Tailored course design/teaching approaches to help
mitigate the effects

5. Working Definition
For the purposes of this workshop, trauma in our students
is broadly defined as…
A sudden, extremely upsetting life
experience—such as a physical or sexual
assault, pregnancy loss, severe motor vehicle
accident, or a catastrophic event or loss related
to the COVID-19 pandemic–that produces
negative psychological effects

6. Beyond Accommodations
o Impact on teaching – It may not be enough to provide specific accommodations to
specific students; teaching can be optimized so that even traumatized students may
benefit
o High prevalence – Trauma affects at least 50% of the general population
o University students – Elevated rates of certain traumas, including sexual violence and
physical aggression in relationships
o Relevance to COVID – Death or debilitation of loved ones, and ongoing fears of
contracting COVID oneself, are widespread and can be very traumatic or stress-inducing
o Impact on learning – Besides PTSD, depression, extreme anxiety, and other
psychological symptoms, trauma is known to impair attention and concentration, and
interfere with optimal learning

7. Effect of Trauma on Learning 1
Hypervigilance = ongoing preoccupation with, or fear of, danger
o Can cause the student to feel overwhelmed and avoid interactions
with those they perceive as potentially dangerous, judgmental, or
rejecting
Trauma-informed Teaching: Direct video contact can be threatening
or intimidating. Allow non-video interactions using functions such as
private chat, chat to instructor, or chat to everyone, and establish norms
and netiquette that are maximally inclusive and supportive.

8. Norms & Netiquette

9. Course Design: Your Class Norms
In breakout groups for 5 minutes,
1. Share 1-2 new norms you would be willing to adopt for
your course with the goal of helping mitigate trauma
2. Select 1 person who will share back with the whole
group
Consult the samples if needed

10. Debrief: Your Class Norms
Sharer: Tell us the new norm you would like to add for your
course (1 min)
Listeners: Contribute to the chat 1 norm you have found
effective with your students or that your students proposed

11. Effect of Trauma on Learning 2
Posttraumatic stress (or its associated disorder PTSD) = among other
things, is characterized by problems with attention and concentration
o Can lead to impairments in learning and remembering learning
Trauma-informed Teaching: To the extent that faculty can address
these difficulties with appropriate assignment descriptions, and other
structured guides, more effective learning can be facilitated.

12. Assignment Description

13. Course Design: Assignment Description
1. Working alone, select 1 of your course assignments.
2. Complete the “Steps” section of the Assignment
Description Template. (5 min)

14. Course Design: Assignment Description
1. In breakout groups, have one person share their assignment
description steps (screen share/chat file) (3 min)
2. Others *silently* play the role of students. Take time to identify areas of
confusion/concern students might have with the steps (2 min)
3. “Attend office hours” with the instructor who shared their assignment
steps. Ask at least 1 clarifying question each (3 min—1 min each)
4. Instructor answers the “student” questions (2 min)

15. Debrief: Assignment Description
1. How would you update the assignment description steps based
on the questions received during the role play of “office hours”?
2. What other student considerations might we add that can help us
view our assignment through different perspectives or realities?

16. Effect of Trauma on Learning 3
Traumatized learners often struggle in circumstances where they feel
unsupported and believe they cannot rely on the instructor to be
trustworthy, stable, reliable, and responsive.
Trauma-informed Teaching: To the extent possible, the instructor can
provide asynchronous online presence defined as regularly-scheduled
check-ins, offering a reliable presence, increased availability, and
further discussion of teaching content.

17. Online Presence

18. Course Design: Asynchronous Presence
Please answer the Zoom Poll regarding your routine
for checking in with students

19. Effect of Trauma on Learning 4
Cognitive overload = too much information or simultaneous tasks
resulting in limited attention and concentration capacities
o Can lead to more easily “losing track” of lecture content, especially
when extended over relatively long periods of time with few
opportunities to process and apply what is being taught.
Trauma-informed Teaching: Break up lectures into 15-minute
increments, each one of which is focused on a specific idea, principle, or
skill. Between increments, provide students opportunities to cognitively
process and integrate these “chunks” of new learning with existing their
knowledge.

20. Active Learning

21. Course Design:
Active Learning

22. Closing & Next Steps
By the end of this workshop, we will be able to
o Plan trauma-informed updates to course design/teaching

23. Course Design Resources
o Discussion Norms
o Netiquette
o Assignment Description Template
o Instructor Presence
o Asynchronous Discussion Forums
o Active Learning Facilitation
o Universal Design for Learning
o Faculty Decision Chart (when & how to refer students to support)

24. Trauma-informed Teaching Resources
o Trauma-informed Practices for Post-Secondary Education: A Guide
o What is Trauma-informed Teaching? University at Buffalo School of Social Work
o Principles and Practices to Enhance Classroom Emotional Safety
o U.S. Graduate Student Mental Health During the Pandemic
o Trauma-informed Teaching and Learning Resources and References

25. Evaluation Survey
Link in the chat & sent via email

26. Thank You
SC CTSI | www.sc-ctsi.org Phone: (323) 442-0217 Email: info@sc-ctsi.org Twitter: @SoCalCTSI