This page shares links to resources, publications, and presentations by CSSW Online Campus community members on topics related to trauma-informed teaching and learning.

 

One-pagers

• Trauma-Informed Teaching and Learning: Considerations For Teaching Online.
  • Marquart, M., Marshall, L. W., and Báez, J. C. (2023). Trauma-Informed Teaching and Learning: Considerations For Teaching Online.
• Trauma-Informed Teaching and Learning Online: Principles & Practices During a Global Health Crisis.
  • Báez, J. C., Marquart, M., Garay, K., and Chung, R. Y. (2020). Trauma-Informed Teaching and Learning Online: Principles & Practices During a Global Health Crisis.

Presentation recordings

• Trauma-Informed Teaching in the COVID Era.
  • Marquart, M. and Báez, J. C. (2021, March 30). Trauma-Informed Teaching in the COVID Era. Columbia University School of Social Work’s Social Impact LIVE with host Richard Hara.
• Trauma-informed teaching & learning (TITL) online (Zoom version).
  • Báez, J. C. and Marquart, M. (2020, April 1). Webinar #2: Trauma-informed teaching & learning (TITL) online (Zoom version). Slides.
• Trauma-informed teaching & learning (TITL) online (Adobe Connect version).
  • Báez, J. C. and Marquart, M. (2020, March 24). Webinar #2: Trauma-informed teaching & learning (TITL) online (Adobe Connect version). Slides.

Journal articles

• Opportunities from COVID-19: A roadmap from crisis to a new transformational normal for the social work classroom.
  • Hitchcock, L.I., Báez, J. C., Sage, M., Marquart, M., Lewis, K. & Smyth, N.J. (2021). Opportunities from COVID-19: A roadmap from crisis to a new transformational normal for the social work classroom. Journal of Social Work Education. Special issue on Teaching, Field Education, and Administration in the Time of Pandemic or Natural Disaster. **Awarded Best Conceptual Article of Volume 57.**
• Recommitting to trauma-informed teaching principles to support student learning: An example of a transformation in response to the coronavirus pandemic.
  • Marquart, M. & Báez, J. C. (2021, July). Recommitting to trauma-informed teaching principles to support student learning: An example of a transformation in response to the coronavirus pandemic. Journal of Transformative Learning 8(1), 63–74. Special issue on Disrupted Learning Amid the Pandemic.

Other articles and book chapters

• Chair Yoga in the Online Classroom: Minimize stress and increase body-mind energy.
  • Nair, M. & Segal, K. (2022). Chair Yoga in the Online Classroom : Minimize stress and increase body-mind energy. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
• Creating Opportunities for Student Voice in Online Classes by Using Polls for Feedback.
  • Folk, K. (2022). Creating Opportunities for Student Voice in Online Classes by Using Polls for Feedback. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
• Creating a Mindful Learning Environment using Adobe Connect.
  • Segal, K. (2022). Creating a Mindful Learning Environment using Adobe Connect. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
• Dimensions of Self Care: Exploring Clinical Issues for Social Workers in an Online Classroom.
  • Ross, A. & Grullon, A. (2022). Dimensions of Self Care: Exploring Clinical Issues for Social Workers in an Online Classroom. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
• Fostering a Spirit of Collaboration by Sharing Power with Students about Course Decisions.
  • Marquart, M., Seibel, K., Wong, N., & Scott, N. (2022). Fostering a Spirit of Collaboration by Sharing Power with Students about Course Decisions. In Thompson, P. & Carello, J. (Eds.) Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education. Palgrave Macmillan.
• Fostering a spirit of collaboration with Social Work Students during the COVID-19 Pandemic.
  • Marquart, M., Seibel, K., & Wong, N. (2020, June 8). Fostering a spirit of collaboration with Social Work Students during the COVID-19 Pandemic. Teaching and Learning in Social Work Blog.
• “Good Point. I Agree.”: Challenging Students to Create “Thoughtful Contributions” in Class.
  • Bartlett, S. (2022). “Good Point. I Agree.”: Challenging Students to Create “Thoughtful Contributions” in Class. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
• Mindfulness in the Classroom.
  • Segal, K. (2022). Mindfulness in the Classroom. In Voices of Hybrid & Online Teaching and Learning. The Columbia University Center for Teaching and Learning.
• Mindfulness and the Engaged Online Classroom.
  • Balasundaram, A. & Marshall, L.W. (2022). Mindfulness and the Engaged Online Classroom. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
• A Moment of Action: Opening an Inclusive, Engaged, and Trauma-Informed Classroom.
  • Smith, K. & Bernier, H. (2022). A Moment of Action: Opening an Inclusive, Engaged, and Trauma-Informed Classroom. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
• Moment of Action.
  • Bernier, H. & Smith, K. (2022). Moment of Action. In Voices of Hybrid & Online Teaching and Learning. The Columbia University Center for Teaching and Learning.
• Moment of action.
  • Smith, K. & Bernier, H. (2022). Moment of action. In P. Thompson & J. Carello (Eds.), Trauma-informed pedagogies: A guide for responding to crisis and inequality in higher education. Palgrave Macmillan.
• Sharing power with students by seeking their input on a grading rubric.
  • Marquart, M. & Verdooner, E. (2019, June 16). Sharing power with students by seeking their input on a grading rubric. Teaching and Learning in Social Work Blog.
• The Trauma Impact of Cancel Culture.
  • Ortega, A. (2022, March 30). The Trauma Impact of Cancel Culture. The Affirmative Couch.
• Trauma-Informed Online Teaching: Essential for the Coming Academic Year.
  • Marquart, M., Carello, J., & Báez, J. C. (2020, July 3). Trauma-Informed Online Teaching: Essential for the Coming Academic Year. The New Social Worker.
• Using Layouts to Facilitate Guided Mindfulness, Meditation, and Yoga in Adobe Connect Classrooms.
  • King, C. (2022). Using Layouts to Facilitate Guided Mindfulness, Meditation, and Yoga in Adobe Connect Classrooms. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.
• Using Polls to Guide Class Check-in Time.
  • Segal, K. (2022). Using Polls to Guide Class Check-in Time. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books.

Slides

• Trauma-Informed Teaching and Learning, and Self-Care for Higher Ed Faculty and Staff.
  • Marquart, M., Harris, J., Báez, J. C., & Shedrick, D. (2021, May 19). Trauma-Informed Teaching and Learning, and Self-Care for Higher Ed Faculty and Staff. Webinar for UPCEA.
• Trauma-informed teaching and learning: Principles, practices, and grading in online courses.
  • Báez, J. C., Carello, J., & Marquart, M. (2021, April 15th). Trauma-informed teaching and learning: Principles, practices, and grading in online courses. Social Work Distance Education Conference.
• Essential Trauma-Informed Online Teaching Tools.
  • Báez, J. C., Carello, J., & Marquart, M., (2020, October 29). Essential Trauma-Informed Online Teaching Tools. Arizona Department of Education IDEAS Conference.
• Intensive Workshop on Power, Trauma and Grading.
  • Marquart, M., Báez, J. C., and Garay, K. (2019, August 21 and 22). Intensive Workshop on Power, Trauma and Grading.