July 29 2020
From 1:00 pm until 2:15 pm
In order to help students, we need to first be able to recognize trauma in ourselves. This session will address the impact of the ongoing pandemic and the long-ignored calls for racial justice on our sense of self and overall well-being. What lessons can we learn from neuroscience to help us better negotiate the pain and anxiety in ourselves and our students? How can we leverage the healing power of the community to help us move forward and help ourselves and our students continue to learn and thrive?
Mays Imad is professor of Genetics, Biotechnology, and Bioethics at Pima Community College, the founding coordinator of the Teaching and Learning Center, and a Gardner Institute Fellow. Dr. Imad’s current research focuses on stress, self-awareness, advocacy, and classroom community, and how these relate to cognition, metacognition, and, ultimately, student learning and success. Through her teaching and research, she seeks to provide her students with transformative opportunities that are grounded in the aesthetics of learning, truth-seeking, and self-realization.
During the pandemic, she has written pieces for Inside Higher Education on hope and on trauma-informed pedagogy. She was also featured in an article on trauma-informed teaching and learning in The Chronicle of Higher Education. See our recommended reading list for more information.
Dr. Imad has presented extensively on trauma-informed teaching and learning, including recent webinars at Washington & Lee University and Yale’s Summer Institute on Scientific Teaching. Her webinar for Magna Publications on trauma-informed pedagogy was attended live by over 2,500 people from across the world, and is now the most popular webinar Magna has ever offered.