Trauma-Informed Pedagogy During Times of Crisis: Creating Learning Environments, Space for Self-Care, and Time for Reflection and Action

Emily Medlock, Author

Clifford A. Barbarick, Author

Cathy Box, Author

Hope Nordstrom, Author

About Emily Medlock

Emily Medlock is the Director of Undergraduate Programs and Student Teaching as well as an associate professor in the College of Education at Lipscomb University. She works with teacher candidates and facilitates undergraduate coursework in Clinical Practice II, Math Methods, and Clinical Practice III/Student Teaching.

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About Clifford A. Barbarick

Cliff Barbarick is Associate Professor in the Department of Bible, Missions, and Ministry at Abilene Christian University. He also serves in ACU’s Adams Center for Teaching and Learning as the Director of Faculty Development. In this role, he oversees new faculty orientation and other programs to support faculty members’ pedagogical, scholarly, and spiritual development. His recent research in the work of Wendell Berry informs his understanding of the flourishing God intends for his whole creation.

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About Cathy Box

Cathy Box is the Director for the Center for Teaching, Learning, and Scholarship at Lubbock Christian University where she also serves as the Quality Enhancement Plan (QEP) Director and Associate Professor in the Graduate School of Education. She is the author of the book Formative Assessment in United States Classrooms: Changing the Landscape of Teaching and Learning, published by Palgrave Macmillan in 2018. Her research interests include formative assessment, metacognition, and faculty learning communities.

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About Hope Nordstrom

Hope Nordstrom is Special Counsel to the President on Strategy at Lipscomb University. She is formerly the Director of the Center for Teaching & Learning and an Associate Professor of Education at Lipscomb University.

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A Brief Introduction to Trauma-Informed Pedagogy

Volume 1 | June 6, 2022

Clifford A. Barbarick, Author

Theme: Pedagogy

Discipline: Psychology, Theology

In a recent article, Graduate Theological Union professor Jennifer Davidson described an experience that many who have been teaching over the past two years will readily recognize: I felt exhausted, disconnected, numb, and hopeless. I remember the difficulty of slogging into the classroom to teach . . . even though the classroom is one the…

Article

Trauma-Responsive Pedagogy: Building Resilience and Academic Tenacity in Students

Volume 1 | June 6, 2022

Cathy Box, Author

Theme: Pedagogy

Discipline: Psychology, Theology

Many students face significant hardships, potentially leading to trauma. These challenges have the potential to derail them and keep them from fulfilling their dreams of completing a college education. While many challenges that students face are beyond our control, responding to them in a trauma-informed manner is not. Trauma-responsive pedagogy means that we adapt our teaching to support the well-being and success of…

Article

Caring for Faculty During Times of Trauma

Volume 1 | June 6, 2022

Clifford A. Barbarick, Author

Theme: Pedagogy, Vocation

Discipline: Psychology, Theology

The last year prompted faculty to recognize that, when thinking about trauma-informed care, we not only need to be aware of the trauma that students are experiencing; faculty are also experiencing trauma in ways that we need to address. It might not always be acute trauma, such as losing a loved one. Certainly, faculty are…