In today’s complex societal landscape, trauma is a pervasive force affecting our communities and individual lives. Its impact extends beyond the physiological, deeply influencing our psychological wellbeing. This reality hampers our ability to engage fully, learn effectively, foster personal growth, and contribute positively to society. Educational institutions, as centers of learning and growth, must recognize that trauma affects us biologically and physiologically, as well as psychologically. This understanding raises a critical question: How can higher education institutions acknowledge, address, and mitigate the effects of trauma to facilitate meaningful learning and development? This workshop is based on the premise that trauma is not just a personal issue but a societal one, with profound implications for education. Higher education plays a significant role in shaping minds and futures. Therefore, it is imperative for institutions to adopt a holistic approach that goes beyond academic and economic goals. This approach must include a commitment to moral and spiritual enrichment, aiming to nurture well-rounded individuals capable of contributing positively to society. As educational entities dedicated to teaching and learning, we are uniquely positioned to address and potentially break the cycles of trauma that hinder our students’ potential. To achieve this, a paradigm shift is necessary—one that integrates the principles of trauma-informed care into the core of our teaching, learning, and leadership practices. The workshop will explore the intricacies of trauma-informed education. Participants will navigate through the theoretical foundations of trauma theory and practical applications of trauma-informed care within the educational sphere. Join us as we embark on this journey to create a more supportive and effective educational environment.
Prof Mays Imad
Mays Imad’s academic journey began at the University of Michigan–Dearborn, where she pursued philosophy and minored in chemistry. She earned a doctoral degree in cellular & clinical neurobiology, with a minor in biomed cal sciences, from Wayne State University School of Medicine in Detroit. After a postdoctoral fellowship at the University of Arizona’s Department of Neuroscience, she joined Pima Community College (PCC), teaching a variety of biologyrelated subjects. During her tenure at PCC, she founded their Teaching and Learning Center (TLC). Currently an associate professor at Connecticut College, Dr. Imad is interested in understanding the social determinants of student wellbeing and success and conducts research on equity pedagogy. Her work reflects a deep commitment to equity and justice in and through education. With fervor, she advocates for institutions to pay close attention to intergenerational trauma and to prioritize healing and wellbeing. She is a Gardner Institute Fellow, AAC&U Senior STEM Fellow, and a Mind and Life Institute Fellow.
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