Many of the articles in this guide are from The Chronicle of Higher Education. For full text access click on the JWU Library link to the Chronicle of Higher Education Online.
1. On the opening page of CHE Online, click on the Login Icon (upper right) and then create your personal account, using your JWU email address and the password of your choice.
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3. In the e-mail message, click on the link provided to confirm your identity.
4. Once your account has been confirmed, you will be able to login at https://www.chronicle.com/ for as long as you are an active JWU student or employee.
5. Every time you return to CHE Online, don't forget to login, so that you have access to all available articles. Please note: the subscription does not provide access to many of the addition special reports published by CHE. These need to be purchased separately. If you have questions, Ask a JWU Librarian.
The links below provide resources for mental health support aimed at faculty.
What If the Faculty Are Not Alright? Burnout and Compassion Fatigue in Higher Education
Intervening Into Burnout (Inside Higher Ed)
Avoiding Burnout: Self-Care Strategies for Faculty (Faculty Focus)
Radical Self-Care (Inside Higher Ed)
How to Listen Less: Setting Boundaries When It Comes to Students' Emotional Disclosures (Inside Higher Ed)
This resource offers insights for employers on fostering compassion and understanding in the workplace during times of external conflict, essential for maintaining a positive work environment.
Workplace Compassion Amid Conflict: A Guide for Employers During the Israel-Hamas War (Virgin Pulse)
Coping with Stress at Work (APA)
These resources provided offer different perspectives and materials for discussing the Israel-Hamas War with students, aiding educators in approaching this sensitive topic in a suitable and educational manner, and helping guide faculty in understanding the challenges unique to these communities.
Resources for Discussing the Israel-Hamas War with Students (School Library Journal)
How to Talk About the Israel-Hamas War: Resources for Educators (EdWeek)
Risky teaching: Developing a Trauma-Informed Pedagogy for Higher Education
HANDLE WITH CARE: SUPPORTING YOUNG PEOPLE DURING CRISES (Southern Poverty Law Center)
Perceived academic challenges of Jewish and Arab undergraduates during the first wave of Covid-19
Seven Recommendations for Helping Students Thrive in Times of Trauma (Inside Higher Ed)
This NPR article is aimed at assisting adults in explaining and discussing violent conflicts in a child-friendly manner, a valuable resource for parents or guardians seeking to address current events with young children compassionately.
How to talk to children about the violence in Israel and Hamas War (NPR)
We want to get it right, but we need a strategy. As educators, how we manage a conversation or engage in "certain behaviors can close opportunities for learning and decrease students’ sense of belonging" ("Inclusive Classroom").
The following resources provide tools and strategies for engaging in and managing difficult conversations in the college classroom.
Read the articles Discussing War and Conflict: Resources for Educators, Parents and Caregivers and "Transforming Conflict in the Classroom: Best Practices for Facilitating Difficult Dialogues and Creating an Inclusive Communication Climate" and How to talk about the Israel-Hamas war: Resources for Educators.
Use the Toolkit for the Gentle Catalyst and read Teacher and Student Perceptions of Microaggressions in the Classroom.
Watch Suzanne Barakat's Ted Talk: Islamaphobia Killed my Brother: End the Hate
Explore Processing Attacks in Israel and the Outbreak of War in the Region
Additional articles are available upon request via ILL:
Suárez-Orozco, C., Casanova, S., Martin, M., Katisaficas, D., Cuellar, V., Dias, S., & Smith, N. (2015). Toxic rain in the classroom: Classroom interpersonal microaggressions. Educational Researcher, 44(3),151-160.
View additional resources on managing challenging conversations on the Padlet below.
Teaching about Islamophobia is one piece of an essential framework to improve and optimize teaching and learning based on an inclusive approach to supporting all students.
- Read: Teach Palestine as a framework to support understanding for Muslims and Palestinians in our community and this article about Reducing Muslim/Arab Stereotypes through Evaluative Conditioning.
- Use: Lesson Plans about Muslims and Islam such as these from the National Center for History in the Schools at UCLA
- Explore: Middle East Research and Information Project and the Institute for Middle East Understanding to discover how to increase awareness and understanding of fellow Muslim community members.
The following eBooks provide insights into the topic of Islamophobia, which can be a valuable resource for educators aiming to discuss and address this subject sensitively and informatively in their classrooms.
The following articles provide insights into the topic of Islamophobia, which can be a valuable resource for educators aiming to discuss and address this subject sensitively and informatively in their classrooms.
The topic of anti-semitism with students can be uncomfortable- that's okay.
However, ignoring anti-semitism and shying away from these conversations in the classroom can be harmful to marginalized students and faculty.
Read The Lived Experiences of Anti-Semitism Encountered by Jewish Students on University Campuses: A Phenomenological Study to understand the impact of anti-semitism on Jewish college students and Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors by Harbin, et al. to gain an understanding of pedagogical principles, and for examples of course design strategies, and classroom practices.
Delve into the many resources in Vanderbilt University's Teaching Race: Pedagogy and Practice Guide and then examine Karin Stögner's exploration of antisemitism in Intersectionality and Antisemitism - A New Approach and this one on Teaching for Coalition: Dismantling "Jewish-Progressive Conflict" through Feminist and Queer Pedagogy.
Watch: Viral: Antisemitism in Four Mutations (Films on Demand)
For a deeper dive, explore the following eBbooks from the JWU Library:
Yale's Poorvu Center for Teaching and Learning notes that "Implicit bias refers to unconscious attitudes, reactions, stereotypes, and categories that affect behavior and understanding.
In higher education, implicit bias often refers to unconscious racial or socioeconomic bias towards students...(Boysen, et. al 2009).
Instructors can hold assumptions about students’ learning behaviors and their capability for academic success which are tied to students’ identities and/or backgrounds, and these assumptions can impede student growth (Staats, et. al, 2017)."
Awareness of our own implicit biases is a step toward an inclusive classroom.
Read the article Student Biases about the Middle East: Lessons from an Experiment or this one on Campus Diversity, Jewishness, and antisemitism.
Use the Anti-Racist Educator Self-Examination Questionnaire and Rubric and offer the Anti-Racist Student Self-Examination Questionnaire.
Explore Dr. Nicole A. Cooke's Anti-Racism Resources for All Ages.
Visit additional resources on self-reflection and bias from the Padlet below
Like Universal Design for Learning (UDL), trauma-informed pedagogy aims to go beyond accommodations to plan ahead for the possibility—and indeed, likelihood—of teaching students who have experienced trauma (CAST, 2018). As Matthea Marquart and Johanna Creswell Báez write, such approaches aim to address “barriers resulting from the impacts of traumatic human experiences” in order to “create classroom communities that promote student wellbeing and learning” (2021, p. 64). Trauma-informed pedagogy, in short, is a key component of fostering an equitable classroom.*
"Trauma-informed pedagogy recognizes that we and our students have past and present experiences that may negatively affect both teaching and learning. ‘Trauma-informed educators recognize students’ actions are a direct result of their life experiences. When their students act out or disengage, they don’t ask them, ‘What is wrong with you?’ but rather, ‘What happened to you?’" (Huang et al., 2014).**
*Adapted from Barnard College's Trauma-Informed Pedagogy
**Adapted from Montclair State University's Trauma-Informed Pedagogy
Read this Tanner 2017 article on structuring the classroom.
Use the University of Michigan checklists as a guide to inclusive teaching principles.
Explore this Chronicle of Higher Education article on "How to Make Your Teaching More Inclusive" or the University of Wisconsin Madison's "Trauma Informed Toolkit," which includes a more specific guide on trauma informed teaching. The Trauma-Informed Teaching & Learning blog also has a thorough resource page with tools, videos, and publications.
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