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Dear University of Massachusetts Amherst Colleagues,
As members of a university community, we are all affected by the recent deaths at Northern Illinois University. It is possible that there will be occasions in our classrooms that will present appropriate opportunities for talking about aspects of this tragedy. We have prepared a list of resources that may be helpful to you during this difficult time, whether the topic emerges spontaneously because of the nature of your course content, or by your specific design as instructors.
CENTER FOR TEACHING RESOURCES
The Center for Teaching Staff is readily available to provide consultations on teaching strategies and learning-related outcomes associated with addressing sensitive classroom issues. For example, if you are interested in preparing to manage difficult emotions within your classroom, do not hesitate to call or email to set up an appointment. We can be reached at (413) 545-1225 or cfteach@acad.umass.edu.
TEACHING-RELATED RESOURCES AND TIPS
In addition to consultations, there are a number of readily-accessible resources through the Center for Teaching meant to help instructors address “hot button” issues, including:
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A survey on responding to crisis in the university classroom. In 2007, Huston and DiPietro published a study on classroom responses to the events of September 11, 2001 in higher education classrooms, noting in particular which faculty actions students found helpful following the attacks. While there are certainly differences between the events of September 11th and the recent deaths at Virginia Tech, this study may provide some insight into the types of responses students found helpful after an unexpected, emotionally-challenging event. A quick summary reveals:
- Many students typically found an instructor's lack of response frustrating or disappointing. A few students did not care whether their instructors did or said anything, and a few said "doing nothing" was appropriate. But most students wanted their instructors to show some acknowledgement.
- In most cases, students found it *helpful* whenever faculty tried to acknowledge the tragedy in some way (one minute of silence, a short or long discussion, offer to review the material again later, read an inspirational passage, mention counseling services, etc.).
- The only response that was truly *unhelpful* was when faculty "acknowledged that the attacks had occurred but said the class had to go on, with no mention of extra help." Students were often frustrated when faculty said "there is nothing we can do.
IMPLICATIONS FOR INSTRUCTORS
An instructor’s response need not be complicated, time-intensive, or even personalized. Instructors may also find the following strategies helpful:
- Responses can require relatively little effort, such as taking a minute of silence or offer to review course material again later, but are likely to be viewed as very helpful by most students.
- Be yourself. Huston and DiPietro (2007) found that students appreciated when an instructor responded in a unique and humane way. Faculty should not feel pressured to homogenize their responses or have the perfect answer.
- Acknowledge that members of the class may quite possibly have a direct relationship with the current event.
- Be self-reflective yet neutral. Students unsure of how to relate to tragic events may benefit from seeing a mentor model open-ended reflection and self-control.
- Understand that these incidents might resonate with prior experiences of violence (both in our own and students’ lives).
- Consider supporting anxious students by offering to grant extensions for assignments for students who request them. Cognitive research informs us that working memory capacity is reduced during times of enhanced stress, making students less capable of learning new material.
- Faculty responses that required high levels of effort were also viewed as helpful, so those who wish to use the lens of their discipline to examine the events surrounding a tragedy are also encouraged to do so.
REFERENCE
Huston, T. A., & DiPietro, M. (2007). In the eye of the storm: Students perceptions of helpful faculty actions following a collective tragedy. In D. R. Robertson & L. B. Nilson (Eds.) To Improve the Academy: Vol 25. Resources for faculty, instructional, and organizational development (pp. 207-224). Bolton, MA: Anker.
Reprinted / posted with permission from Anker Publishing (www.ankerpub.com).
GUIDELINES FOR DISCUSSION PREPARATION
Consider the scope of discussion you are prepared to enter into with students on this topic and try to also plan sufficient time to account for unexpected aspects which may emerge. Even a brief opportunity to share information and updates and express feelings may be beneficial.
The University of Michigan Ann Arbor and Vanderbilt University have a number of web pages designed to help instructors address sensitive social issues through classroom discussion. For more information, go to:
In the Classroom Dealing with the Aftermath of Tragedy
http:// www.crlt.umich.edu/multiteaching/multiteaching.html or http://www.vanderbilt.edu/cft/resources/teaching_resources/interactions/crisis.htm
CAMPUS RESOURCES AND FURTHER LINKS
Instructors who encounter students requiring more personal attention following a crisis are encouraged to refer them to the following resources:
Dean of Students Office: (413) 545-2684
Mental Health, University Health Services: (413) 545-2337
Counseling and Assessment Services: (413) 545-0333
Psychological Services Center: (413) 545-0041
Everywoman’s Center Counseling Services: (413) 577-0077
Students can also be encouraged to contact advisers, chaplains, residence life staff, health services staff and other campus support services.
In addition, faculty and staff are encouraged to contact the Faculty and Staff Assistance Program at (413) 545-0350.
Further resources on coping with incident stress can be found at: http://umass.edu/umhome/news/articles/51157.php
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