31 Mar 2020
Trauma-Informed Teaching & Learning
A Free Webinar
Friday April 3, 2020 Noon to 1:00 PM PST (3:00 PM to 4:00 PM EST)
In times of uncertainty we look to our leaders–at home, at school, and at work. Even when we know they don’t necessarily have solutions, we look to them for guidance and reassurance that things are going to be okay. Our students, especially those who are less privileged, are going to look at their professors for that reassurance and comfort. While we can't guarantee them that all will be ok, we can remind them that what they are experiencing (fear, anxiety, trauma) is typical, offer them guidance, and help them connect to things that ground them
But how do hold out students’ hearts when ours are aching? How do we help them ease their anxiety when we ourselves are probably feeling anxious, overwhelmed, and unsure about the future? How do we help them find a learning sanctuary—to keep learning and growing?
This free webinar is designed for educators who are interested in learning about how they can talk with their students about trauma. The webinar is based on virtual meetings and conversations the presenter had (and is having) with her students. Participants will acquire strategies they can use to help their students continue learning in the midst of this pandemic.
When: Friday April 3, 2020 Noon to 1:00 PM PST (3:00 PM to 4:00 PM EST)
Topic: Trauma-Informed Learning
Presenter: Mays Imad, Ph.D.
Register in advance for this webinar:
After registering, you will receive a confirmation email containing information about joining the webinar.
About the presenter: Mays Imad is the Coordinator of the Teaching & Learning Center at Pima Community College. She also teaches pathophysiology and biomedical ethics. She received her undergraduate training in Philosophy from the University of Michigan and her graduate training in Cellular & Clinical Neurobiology from Wayne State University-School of Medicine. Mays's current research focuses on stress, self-awareness, advocacy, and classroom community, and how these relate to cognition, metacognition, and, ultimately, student learning.