Teaching Zoom classes during the pandemic has created multiple opportunities for faculty to stretch into new skill sets and ways of being, creating unexpected pathways to growth (Abrams, 2021; Ferdig, et al., 2020; Wells, 2021). These unfamiliar modes have been challenging, causing faculty to face their own difficulties and trauma while simultaneously holding space for student challenges (Chari & Singh, 2020).
In this session, we will explore a series of mini case studies/scenarios that illustrate various difficulties of Zoom teaching during the pandemic. Reflecting on these scenarios through a trauma-informed lens has led to important pedagogical meaning making.
