Teaching and Learning in a Time of Crisis
A 2002 resource prepared by The Faculty Center for Excellence in Teaching at Western Kentucky University and periodically updated for new crises.
~ Table of Contents ~
| I | Introduction: Teaching and Learning about the Current Crisis and Beyond by Ted Hovet, 2001-2 FaCET Faculty Associate/Department of English |
| II | An International Perspective: Tips and Comments by Larry Caillouet, Director of the International Center |
| III | Dealing with Sensitive Issues in the Classroom: Tips and Comments by Retta Poe, Professor of Psychology |
| IV | An Approach to Building Understanding and Cooperation: Tips and Comments by Johnston Njoku, Professor of Modern Languages and Intercultural Studies |
| V | Nurturing Values and Understanding Behavior: Tips and Comments by Richard Greer, Director of the Counseling and Testing Center |
| VI | Additional Resources |
| VII | Conclusion Call for Additional Contributions How to Contact WKU's Center for Teaching and Learning |
I Introduction: Teaching and Learning in a Time of Crisis
The events of September 11, 2001 created many pedagogical challenges. Shortly after these events, Dr. Johnston Njoku of the Modern Languages and Intercultural Studies department approached the Center for Teaching and Learning about organizing a faculty forum on teaching and learning about the events and their aftermath. This forum took place on September 27, 2001. In addition to Dr. Njoku, the participants were Dr. Larry Caillouet, director of the International Center, Dr. Retta Poe of the Department of Psychology, and Dr. Richard Greer, director of the Counseling and Testing Center. The forum was moderated by Ted Hovet, the Faculty Associate of the Center for Teaching and Learning.
In addition to addressing the pedagogical issues surrounding the specific events of September 11, the participants in the forum considered the broader issue of teaching and learning in any crisis or in any circumstances in which difficult or emotional issues may be raised in the classroom. This booklet is a follow-up to this element of the forum. While it provides several tips and resources directly related to September 11, its primary goal is to be useful to teachers as a general guide to classroom issues that may arise in any crisis-whether international or local.
This booklet is available in web and print versions. The web version has active links to the outside resources that have been provided by the participants and to additional resources provided by the FaCET. It can be accessed at <http://www.wku.edu/teaching/booklets/crisis.html>
As with any resource, the booklet and related materials are not in a static form, but will grow as new issues and new contributions relevant to this topic emerge. We invite anyone who makes use of this material to contribute to it by adding additional tips, comments, and/or resources on this topic. Please see Section VII for more information on contributions.
~Ted Hovet, Editor
2001-2 FaCET Faculty Associate
Department of English
II An International Perspective: Tips and Comments
by Larry Caillouet, Director of the International Center
It is likely that we will view such events at least in part from the perspective of our discipline. This may be one way to connect a crisis to the learning objectives of a course.
There are certain events that are great enough in their impact that most of us will be unable to go about "business as usual." At this point our roles as teachers change from covering the content area of our courses to helping students understand and cope with extreme events.
As a teacher, one coping mechanism is to engage in a process of give and take. We can share with students as much information and context (data) as possible, and then model ways for them to discuss it. We can create a pattern of providing information, reflecting, and discussing.
Be aware that the presence of someone in our classroom who is evidently from a different background or who has a different relationship to crisis events will alter the dynamics of a classroom. Teachers must be aware that differences (such as religious affiliation or even nationality) are not always obvious or visible. The challenge is to create a meaningful, educational dialogue without creating an uncomfortable situation for any student. All students must feel that it is truly safe to express themselves, but they must do so with reasonable courtesy and willingness to allow that there are other valuable points of view.
Resources
Western Kentucky University's Office of International Programs
<http://www.wku.edu/Dept/Support/AcadAffairs/International/>
Information from WKU's International Student Workshop hosted by the Center for Teaching and Learning <http://www.wku.edu/teaching/retention/workshoplist.html> Includes demographic information on International students; a discussion of the issues and challenges of working with international students inside and outside the classroom; strengths of international students, and campus and community resources available to international students.
Paper Clip Communications. <http://www.paper-clip.com/default.asp>
Paper Clip Communications specializes in serving the information needs of the field of Student Life. In response to the events of September 11, it has created the following "Special Reports" with suggestions, information, and links (all accessible at the above URL):
Special Report for Campus Administrators: "Helping Campus Heal"
<http://www.paper-clip.com/nationaltragedy.pdf>
Special Report for Students: “Understanding a National Tragedy"
<http://www.paper-clip.com/understanding.pdf>
Addressing Anti-Arab Backlash Due to Sept. 11 Terrorist Attacks
<http://www.paper-clip.com/diversityreport.pdf>
10 Things You Can Do to Help the Grieving Process
<http://www.paper-clip.com/10things.pdf>
III Dealing with Sensitive Issues in the Classroom: Tips and Comments
by Retta Poe, Professor of Psychology
There is no one way to initiate a discussion about a crisis like the events of September 11 (or any potentially sensitive issue), but many possible approaches. Nor should instructors feel that they "should" or "must" address such topics.
While it is important to be sensitive to the emotional state of the students, it is very important to be aware of one's own coping style.
- For some people, it helps to try to understand. Why would the terrorists do this? How do these events fit particular psychological principles? How might people be expected to respond, both short-term and long-term, etc. College professors may be likely to fit in this category.
- For others, talking about things doesn't make them feel better, but worse. Dwelling on it only makes them more upset, more anxious, etc.
- Some people like to share their feelings, but not with relative strangers, such as in a class.
- Some people are uncomfortable being self-disclosing in a large group setting.
- Some people cope best by having as many things as possible stay as normal as possible-they find having a routine to be comforting.
Thus the way that we cope with emotional crises may not be the same as how our students cope with them. If we do decide to address in class a topic like the current crisis, we should consider the following:
- How consistent is this topic with the goals for the course? How does it fit in with the learning objectives that were established? If we know WHY we are addressing the topic, it will help us consider HOW to address it.
- Whose needs are being met by addressing this topic? Ours? Our students?
- Before getting into the substance of the discussion, announce to students the nature of the topic and the reasons for addressing it.
- Set firm ground rules for the discussion, such as treating others' opinions with courtesy and respect and avoiding name-calling or provocation. Respect the rights of students to not participate and to not be self-disclosing.
- Notice if some students seem to need extra help in coping with the issues or events under discussion. Be prepared to make a referral to appropriate campus services, such as the Counseling and Testing Center (at WKU: 745-3159). <http://www.wku.edu/Dept/Support/StuAffairs/COUNS/couns.html>
The teacher can potentially use such topics/events to model things like effective emotional management, tolerance, acceptance of divergent opinions, and respect. Such topics/events do create a "teachable moment" and we can encourage students to learn from them.
Resources
Online Resources for Responding to the September 11, 2001 Terrorist Attack
Coping with Emotional Reactions
~ Information Resources, University of Illinois Extension Disaster Recourses, “Emotional Reactions to Disasters” <http://www.ag.uiuc.edu/~disaster/facts/emotion.html>
~ Virginia Cooperative Extension, “Dealing with Stress After a Disaster”
<http://www.cdc.gov/nasd/docs/d001201-d001300/d001280/d001280.html>
~ U.S. Department of Veteran Affairs, Department of Social Work, “Disaster Mental Health Services <http://www.wramc.amedd.army.mil/departments/socialwork/provider/DMHS.htm>
~ American Psychological Association, “Managing Traumatic Stress: Tips for Recovering from Disasters and other Traumatic Events” <http://apahelpcenter.org/articles/article.php?id=122>
~ American Psychiatric Association, “Disaster Psychiatry” <http://www.psych.org/pract_of_psych/disaster_psych.cfm> ~Medscape Resource Center, “Disaster and Trauma” <http://www.medscape.com/resource/trauma>
Ethnopolitical conflict, human rights, religious issues
~ Society for the Teaching of Psychology, “ Diversity and Cross-cultural Issues” <http://www.lemoyne.edu/OTRP/teachingresources.html#diversity>
~ PsychWeb Psychology of Religion Pages, “Religion's Role in the Terrorist Attack of September 11, 2001” <http://www.psywww.com/psyrelig/fundamental.html>
Comprehensive information about dealing with the Sept. 11 crisis
~ National Association of School Psychologists, “Coping with a National Tragedy” <http://www.nasponline.org/NEAT/crisis_0911.html>
~ The Chronicle of Higher Education, “The Fractured Landscape: Reflections on September 11, 2001, and its Aftermath” <http://www.chronicle.com/review/attacks/>
IV An Approach to Building Understanding and Cooperation: Tips and Comments
by Johnston Njoku, Professor of Modern Languages and Intercultural Studies
An event like this creates a special opportunity to make a classroom a place to develop mutual respect and trust. A classroom should strive to put relationships first by exploring what we all have in common within that classroom. Things that unite us can be used as a context though which we can consider the things that make us distinct in our individual identities.
We can't understand others if we don't first understand ourselves. We might consider asking students who they are (how they are viewed by others at home, in school, in the workplace, etc.) and how (and why) they formed the values and attitudes they have. We should balance critical thinking with the cultural understanding of ourselves and the things around us.
In order to discuss such events and use them productively, the following concepts should be emphasized:
Dialogue
Understanding
Cooperation
Knowledge
Sensitivity
Events like this also highlight the fact that students are going through many different kinds of development. Ideally, an individual class and the process of higher education as a whole can nurture the following kinds of development:
Physical
Emotional
Mental
Spiritual
Intellectual
Character
Professional
Events like this should encourage educators to work more cooperatively to address the pedagogical issues and challenges that arise. Activities such as team-teaching, public forums, and interdisciplinary analysis should be used as much as possible.
Resources
Teaching Mutual Respect and Trust
Notes on Dr. Njoku's presentation at the forum include specific steps and tips for developing an agenda for achieving mutual respect and trust in the classroom. Available at the FaCET.
Manhattan Alliance for Peace and Justice--an organization that has gathered links to numerous resources on many aspects of the crisis. Their list of topics include history, confronting stereotypes, civil liberties, critical analysis of media coverage, research compilations, further reading, and information on various countries and organizations involved in the crisis. <http://www.mapj.org>
Fusion Partnerships, Inc. An organization whose mission is to facilitate "bridge-building-revealing and strengthening connections to support collaborative change to build vital communities and workplaces [that] hold the voice and diversity of all." <http://www.fusiongroup.org>
V. Nurturing Values and Understanding Behavior: Tips and Comments
by Richard Greer, Director of the Counseling and Testing Center
Student Values in Crisis
~When in college, most students will be in the process of developing a personal value system. Palmer (2000) argues that most of us are initially taught to listen to the voices and values of those around us, but that eventually we learn to listen to the voice inside us to develop our own beliefs and principles.
~Any kind of crisis event will shake up values. Thus it may be especially important to help students think critically about a crisis and about the outside voices that will be interpreting them (see, as an example, "Understanding Extreme Acts" below).
~The challenge for educators is to help students re-establish values in the face of a crisis and/or to integrate crises events into their developing value system. If it is appropriate within the learning goals of a class, teachers might consider activities like discussion and writing to allow students to explore and integrate such events. Teachers might also expect that students' reactions to such a topic will vary and will emerge or re-emerge in different times and circumstances.
Understanding Extreme Acts
~ One important aspect of addressing this crisis (or similar events) is to understand the behavior behind it. Students will be confused about behavior that seems extreme or inexplicable. However, students can be encouraged to think critically about behavior as well as the results of a particular act.
~ If we take the premise that all behavior is purposeful and need-based, for instance, there are ways of explaining it. When behavior is explicable, it may be easier to adjust to it. Some actions can be explained by using the concept of the psychological self from Bob Callis, which helps us to see that some actions may be done to preserve the psychological self even at the risk of the physical self. The causes of fanaticism and radical behaviors can also be analyzed through sources like Keniston.
Resources
WKU Counseling and Testing Center <http://www.wku.edu/Dept/Support/StuAffairs/COUNS/couns.html>
Callis, Bob "Toward an Integrated Theory of Counseling." Behavior Change in Counseling: Readings and Cases. Ed. Samuel Osipow and Bruce Walsh. New York: Appleton-Century-Crofts, 1970.
Keniston, Kenneth. Young Radicals: Notes on Committed Youth. New York, Harcourt, Brace & World, 1968.
Palmer. Parker. Let Your Life Speak: Listening to the Voice of Vocation. San Francisco, Jossey-Bass, 2000.
VI Additional Resources
For information on more local trauma, for example, the death of a student, visit this link <http://www.wku.edu/teaching/booklets/tragedy.htm>
Resources for 2005 Hurricane Katrina
Hurricane and Flood Recovery Resources <http://www.apapractice.org/apo/drn_hurr.html#>
~American Psychological Association list of links.
Managing Traumatic Stress: After Hurricane Katrina <http://www.apahelpcenter.org/articles/article.php?id=107> ~American Psychological Association
Resources for the 2004 Tsunami
Suggestions for Instructors after the Tsunami <http://www.crlt.umich.edu/publinks/tsunamisuggestions.html>
~University of Michigan, Center for Research on Teaching and Learning
Additional Resources Provided by WKU Faculty
Many resources on the events of 9/11 are available at this URL. Some might be useful for the classroom.
Office of Juvenile Justice and Delinquency Prevention, “Coping with Tragedy” <http://www.ojjdp.ncjrs.org/terrorism.html>
~ Susan Wesley, Allied Health and Human Services
Here are some resources created by the American Library Association for dealing with tragedy.
American Library Association, “Resources for Children and their Parents and Educators <http://www.ala.org/alsc/dealing_with_tragedy.html>
~ Bryan Carson Coordinator of Reference and Instructional Services, University Libraries
Since we all work with or possible know families, teachers, students, or children who have been affected by the recent tragedy, I want to inform you about the National Association of School Psychologist's web site. We have tried to make good solid information available. Please pass this on to those you work with and others you feel may benefit.
<http://www.nasponline.org> There is a pop page that leads you directly to the information.
~ Bill Pfohl Psychology
Resources from other Universities on 9/11
At the University of Washington (where classes begin on October 1), we have been working on providing resources for faculty who are wondering how the September 11 terrorist attacks might affect their teaching and their students' learning. We have appreciated the good materials that many campuses have already made available on their web sites, and we have developed our own site for instructors that addresses:
- practical concerns
- concerns about your students
- concerns about yourself as an instructor
We have also tried to integrate these concerns with broader issues knowing the students in your course, classroom climate, and responding to difficult situations in the classroom, with links to resources on each of these issues. For those of you who might find it useful, the site is at: <http://depts.washington.edu/cidrweb/guide.html>
Guidance for UM Instructors Leading Class Discussions on the Tragedy of September 11, 2001 -University of Michigan
by the Center for Research on Learning and Teaching
In the immediate aftermath of the September 11 tragedy, President Bollinger asked University of Michigan faculty to dedicate class time to discussion of the events. The Center for Research on Learning and Teaching (CRLT) compiled the following guidelines to help Faculty and graduate student instructors prepare for classes on September 12, 2001. These guidelines continue to be useful as instructors respond to student concerns about the tragedy and, whenever possible, integrate the intellectual frameworks of their disciplines into discussions of surrounding issues. (“Discussing the Unfathomable: Classroom-based Responses to Tragedy” by Diana Kardia, et.al., Change January/February 2002, Volume 34, Number 1) <http://www.crlt.umich.edu/tragedydiscussion.html>
Dave Law
Associate Professor -- Accounting
Youngstown State University
I teach an introduction to business class composed of freshmen students. In my two sections, I posted a quote of George Bush's speech about our new war being a war between good and evil and another quote Solzhenitzyn about the line between good and evil not passing through states but in the middle of the human heart.
I asked all students who wished to write for 10 minutes anonymously about this tragedy. I then grouped them into groups of four or five collected each group's papers, and gave each group the collected papers of another group. I then asked them to read the papers they were given and decide as a group the one paper that they believed they had to share with the class. After all groups had decided, the chosen papers were read by group representatives. I took notes on the board about the main points made in each paper, and then I opened up the floor for one student at time to share whatever they wanted.
I served as a moderator, tending to steer the focus away from arguments or speculation about what happened and towards feelings. Occasionally I would ask clarifying questions or pose a point that would temper something extreme. I was pleased and impressed with student participation and seriousness. They really used the opportunity to share and to listen.
General Resources
Disasters & Terrorism <http://www.apahelpcenter.org/articles/topic.php?id=4>
~American Psychological Association list of links.
Resources on Coping with Traumatic Events <http://www.apa.org/practice/ptresources.html>
~American Psychological Association list of links.
C-SPAN in the Classroom
<http://www.c-span.org/classroom/sept11_about.asp> "This C-SPAN in the Classroom series offers sets of materials
designed to foster critical thinking and learning about the aftermath of September 11th. The materials offer:
- focused topics of inquiry
- direct access to current information via C-SPAN
- a variety of viewpoints
Each set of topic materials is comprised of three components: description, C-SPAN video and discussion questions. Topics may be added or deleted as current events demand. Components may also be revised or updated. C-SPAN in the Classroom offers a sample of programs on each topic and students and teachers can explore other programs in the Complete Archives <http://www.c-span.org/terrorism/>
The September 11 Digital Archive: Saving the Histories of September 11, 2001
<http://911digitalarchive.org/>
"The September 11 Digital Archive uses electronic media to collect, preserve and present the history of the September 11, 2001 attacks in New York, Virginia, and Pennsylvania and public response to them. The Archive working with the Smithsonian Institutions' National Museum of American History, Behring Center; Museum of the City of New York; New-York Historical Society; City Lore; and other local and national institutions.
One Year Later: Remembering September 11, 2001:
Suggestions for Educators and Other Caregivers
<http://www.nasponline.org/NEAT/oneyearlater.html>
VII Conclusion
Though we have come to refer to the attacks on New York and Washington as, in shorthand, "the events of 9/11," the impact and aftermath of those events cannot be assigned to any one day or time period. Events, responses, and issues related to those initial acts will continue to reshape the world and to offer challenges for teachers and learners. This resource, therefore, must be a "living" document, with additions and revisions that respond to future developments. In addition, a crisis situation can be local as well as international, and we hope that many of the tips and resources here can apply to a variety of situations.
The way to keep this a living document is to continue to accumulate material. Please help us in this effort by providing or directing us to any information, resources, or teaching tips related to the topic of "Teaching in a Time of Crisis." If you have something you would like to add to the booklet, or have suggestions for things that should be included, please contact Ted Hovet, the 2001-2 Faculty Associate of the FaCET. He can be reached in the English Department at 745-5782. His e-mail is ted.hovet@wku.edu
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