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Monday  |  8/19/24  |  11:00–12:00

Should I Talk about This?

A discussion offering practical, experiential advice on how, when, and if you might choose to talk about polarizing topics in the classroom, including race/ethnicity, sexual orientation, gender identity/expression, politics, and religion.

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Tuesday  |  8/20/24  |  11:00–12:00

Engaging and Managing Classroom Environments

Addressing issues of conflict, disrespect, technology misuse, arriving late, and requests for accommodations in both the online and in-person teaching setting.

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Monday  |  8/19/24  |  1:00–2:00

A Trauma-Informed Approach to Classroom Management

This workshop introduces the concept of trauma-informed teaching and classroom management and provides practical direction on responding to difficult student questions.

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Tuesday  |  8/20/24  |  1:00–2:00

Boundary Setting in the Classroom

The importance of setting expectations in the syllabus and during the first class around communication expectations.

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15 Critical Questions Faculty Need to Ask
Adverse Childhood Experiences
Classroom Management: Exercises and Case Studies
How Trauma Impacts the Brain
A Guide to Classroom Civility
Adverse Childhood Experiences Questionnaire
Curriculum and Content Choices
Practicing Professionalism: Boundaries & Consent
A review of crisis de-­‐escalation techniques for K-­‐12 and higher education instructors.
Classroom Management 101
Emotional Intelligence
Trauma Reactions
Addressing Stress, Burnout, and Compassion Fatigue
Classroom Management Rountable
Faculty Guide to Managing Mental Illness and Disruptions in the Classroom FAQ
Working with Disruptive Students

Other Resources:

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  • AAC&U VALUE Rubrics: VALUE rubrics are open educational resources (OER) that enable educators to assess students’ original work. AAC&U offers a proven methodology for applying the VALUE rubrics to evaluate student performance reliably and verifiably across 16 broad, cross-cutting learning outcomes.

  • University of Michigan Equitable Teaching: Ongoing student activism at the University of Michigan and across the United States has been a catalyst for renewed faculty engagement in issues of diversity and inclusion. In response to that activism, and in order to build upon existing efforts within the College of LSA to address campus climate concerns, we commit to providing innovative teaching methods and tools that foster success for students through equitable teaching practices.

  • The Pandemic Ripple Effect: Our public health crisis will eventually reach an end, but even then, the pandemic won’t really be “over.” Like many other parts of society, higher education has been fundamentally disrupted, and we will be living with the ripple effects for years to come.

Your Facilitators

Brian Van Brunt, EdD

Brian Van Brunt, EdD

Director of Behavior & Threat Management

brian@dprep.com

Brian Van Brunt, EdD, is the Director of Behavior and Threat Management for D-Prep Safety. Author of over a dozen books, Brian has spent time as a child and family therapist, university professor, assistant deputy director of training at Secure Community Network, partner at TNG, and president of the National Association for Behavioral Intervention and Threat Assessment (NABITA). He is an internationally recognized expert in behavioral intervention, threat assessment, mental illness, crisis preparedness and response, and instructional design. Brian has provided consulting services to schools, colleges, and universities across the country and abroad on a wide variety of topics related to student mental health, counseling, campus violence, and behavioral intervention.
Jeanne Clifton

Jeanne Clifton

Salem State University

jeanne.e.clifton@gmail.com

Jeanne Clifton has over a decade of experience in education ranging from classroom teaching to one-on-one support. She is currently the reading & study skills coordinator for the TRIO SSS program at Salem State University, a federal grant supporting first-generation/low-income students and students with disabilities. She holds master’s degrees in both teaching and English, and is a licensed high school teacher. Jeanne also hosts the popular podcast, Actually Autistic Educator, which aims to amplify autistic voices and perspectives to educators, mental and physical health professionals, and allies. As an autistic adult with a joint disorder that creates limitations around walking, stairs, and standing and frequently requires the use of mobility aids such as crutches, a cane, or a wheelchair, advocacy is a passion, especially as it relates to education and mental health access.
Tammy Hodo, PhD

Tammy Hodo, PhD

All Things Diverse

tammy@allthingsdiverse.com

Tammy L. Hodo, PhD, has been working in the diversity, equity, and inclusion field for most of her professional career. Being biracial and reared in the Midwest, Tammy learned early on that race, although a social construct, impacts life chances and experiences. She has the lived experience of being both European American and African American. Coming from a middle-class family and being reared in a predominantly white space provided her opportunities she would later learn were not available to everyone that presented/looked like her. She has written peer-review articles about the experiences of minorities in academia.
Amy Murphy, PhD

Amy Murphy, PhD

Angelo State University

amy.murphy@angelo.edu

Amy Murphy, PhD, serves as an associate professor of student development and higher education leadership at Angelo State University. She is also the program coordinator for the M.Ed. in student development and leadership in higher education as well as the graduate certificate in academic advising, both fully online programs. Amy has more than 20 years of experience in higher education and student affairs. She is formerly the dean of students and managing director of the Center for Campus Life at Texas Tech University. Her experiences include chair of the school’s behavioral intervention team, oversight of prevention and response activities for gender-based violence and discrimination as the deputy Title IX coordinator for students, as well as administrative involvement in student conduct, disability services, counseling, and enrollment management.
Lisa Pescara-Kovach, PhD

Lisa Pescara-Kovach, PhD

University of Toledo

lisa.kovach@utoledo.edu

Lisa Pescara-Kovach, PhD, is a professor of educational psychology at The University of Toledo where she also serves as the Director of the Center for Education in Mass Violence and Suicide and Chair of the Mass Violence Collaborative. Lisa’s international and national level peer-reviewed and invited presentations include, but are not limited to, the topics of suicides and homicides related to bullying victimization, behavioral threat assessment, and school, campus, and workplace shootings. Lisa co-authored White Supremacist Violence: Understanding the Resurgence and Stopping the Spread. Her most recent publications address media contagion in connection to suicides and targeted shootings as well as the mental health and mass shooting myth.
Chris Taylor, PhD

Chris Taylor, PhD

Executive Director, InterACTT

chris@interactt.org

Chris Taylor, PhD, a 30-year veteran of higher education, serves as the executive director of the International Association for Care and Threat Teams (InterACTT). He recently left his position as the dean of students and chief student affairs officer at Wright State University in Dayton, Ohio where he had responsibility for counseling and wellness, student advocacy, student union and programs, recreational sports, residence life, and student conduct. He also chaired the university CARE and threat team. He has served on the leadership team for the Association of Student Conduct Administrators, and has been a member of NASPA, ACPA, ACUHO-I, and the American Men's Studies Association. He is a trained Title IX adjudicator and has also worked with D Stafford and Associates as a national Clery Act consultant.
Jacques Whitfield, JD

Jacques Whitfield, JD

Sterling Consulting Group Ltd

jacquessterling24@outlook.com

Jacques Whitfield, JD, is a seasoned human resources executive with over 25 years of experience in human resources management. Jacques recently completed a six year tenure as the chief human resources officer for the Yuba Community College District. Jacques was responsible for the management and oversight of the human resources operations for the district and is credited with revitalizing and streamlining the human resource operations for the Yuba Community College District. Jacques is a subject matter expert in performance management, employee engagement and state and federal EEO compliance matters. He is highly accomplished in successfully working with others to develop professional skills and improve employee effectiveness through training and development. Jacques is a frequent speaker, trainer and presenter.
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Mission College
Crucial Conversations on Combatting Antisemitism and Islamophobia

DPrep Safety will be moderating some conversations related to combatting antisemitism and Islamophobia on your campus and how to have healthy and productive conversations about these difficult topics. In preparation for that event, we'd like to ask you to complete this short survey. This survey was created to assess the views of the Mission College community related the Israeli-Palestinian conflict. Results will be shared in aggregate form back to the college and will be used to better inform the listening sessions and future conversations.

My primary role at Mission College is:

For the following items, consider your thoughts prior to October 2023. Rate each item on a scale from 1-5, where:

1 = very poor, 2 = poor, 3 = neutral, 4 = good, and 5 = excellent.

The economic situation in Gaza and the West Bank

Food availability in Gaza and the West Bank

Safety and security concerns in Gaza and the West Bank

The economic situation in Israel

Food availability in Israel

Safety and security concerns in Israel

Rate your current feelings regarding the following groups on a scale from 1-5, where:

1 = very unfavorable, 2 = unfavorable, 3 = neither favorable or unfavorable, 4 = favorable, and 5 = very favorable.

Israeli people

Israeli government

Palestinian people

Palestinian Authority/government

Hamas

Rate the following items on a scale from 1-5, where:

1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree,  and 5 = strongly agree.

There is no room for sitting on the fence with the level of violence we are seeing.

Both Palestinians and Israelis have experienced intense grief, anger and loss due to the violence occurring on and since October 7th.

I agree with U.S. policy supporting Israeli actions following the October 7th attack.

I would support a humanitarian pause in fighting.

Given the nature of the attack on October 7, Israel is justified in protecting its people and rescuing any hostages by any means necessary.

Hamas is the natural result of Israeli actions over the past decades.

I believe college students, faculty, and staff have the right to take part in protests and demonstrations to voice their concerns and advocate for change.

I believe the US is too supportive of recent Israeli actions.

Part of the struggle with understanding this conflict is the oppressor/oppressed groups in this conflict are not so neatly divided into oppressor=bad people/oppressed=good people.

I am extremely passionate and invested in my beliefs regarding these issues.

Because of the actions taken by Israel since October 7, I would agree that violent action is justified against those who support Israel.

There is room for a middle ground position for those looking at the current conflict.

Hamas is a terrorist organization, not a legitimate government body.

The recent news stories involving Harvard, Penn, and MIT presidents’ perceived failure to denounce antisemitism is an example of how widespread antisemitic actions are.

​I am not sure what the best outcome is here. I don’t see a middle ground.

Please provide your understanding of the meaning of the following.

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