Megan Doney | New River Community College (original) (raw)
Conference Presentations by Megan Doney
Delivered at the Old Dominion University Spring Writing Conference Norfolk, VA
Delivered at the South Atlantic Modern Language Association Birmingham, AL Nov. 2018
Abstract: The class periods following a school shooting are the most difficult of an educator’s l... more Abstract: The class periods following a school shooting are the most difficult of an educator’s life. Many educators are at a loss to know how to approach the incident with their students when information may be scarce and emotions are turbulent. In order to restore a sense of “normalcy” for the students’ sake, they must often directly address students’ immediate questions about safety, the shooter’s motives, and the future, while also managing their own trauma and loss. However, the difficult conversations persist in the weeks, months, and years following an act of violence, as educators find not just their personal lives, but their pedagogies, transformed by the violent incident. Incidents of campus violence are devastating, and educators must create a new teaching paradigm that incorporates the psychological and cognitive aspects of the violent event. Both presenters are witnesses to a school shooting, and in this session, they will describe the different approaches they have taken to initiating conversations with students about their own choices and experiences on the day of the shooting. They will further share the ways in which their pedagogical approaches have shifted as a consequence of the shooting.
Presented at the 2014 South Atlantic Modern Language Association, this paper reflects on my exper... more Presented at the 2014 South Atlantic Modern Language Association, this paper reflects on my experience witnessing a school shooting and offers strategies for faculty to maintain perspective, courage, and strength in the aftermath of a violent act.
Commentary by Megan Doney
Talks by Megan Doney
Is as foreign to many of our students as global cultures are to us Requires explicit instruct... more Is as foreign to many of our students as global cultures are to us Requires explicit instruction of assumptions, norms, and expectations
Delivered at the Old Dominion University Spring Writing Conference Norfolk, VA
Delivered at the South Atlantic Modern Language Association Birmingham, AL Nov. 2018
Abstract: The class periods following a school shooting are the most difficult of an educator’s l... more Abstract: The class periods following a school shooting are the most difficult of an educator’s life. Many educators are at a loss to know how to approach the incident with their students when information may be scarce and emotions are turbulent. In order to restore a sense of “normalcy” for the students’ sake, they must often directly address students’ immediate questions about safety, the shooter’s motives, and the future, while also managing their own trauma and loss. However, the difficult conversations persist in the weeks, months, and years following an act of violence, as educators find not just their personal lives, but their pedagogies, transformed by the violent incident. Incidents of campus violence are devastating, and educators must create a new teaching paradigm that incorporates the psychological and cognitive aspects of the violent event. Both presenters are witnesses to a school shooting, and in this session, they will describe the different approaches they have taken to initiating conversations with students about their own choices and experiences on the day of the shooting. They will further share the ways in which their pedagogical approaches have shifted as a consequence of the shooting.
Presented at the 2014 South Atlantic Modern Language Association, this paper reflects on my exper... more Presented at the 2014 South Atlantic Modern Language Association, this paper reflects on my experience witnessing a school shooting and offers strategies for faculty to maintain perspective, courage, and strength in the aftermath of a violent act.
Is as foreign to many of our students as global cultures are to us Requires explicit instruct... more Is as foreign to many of our students as global cultures are to us Requires explicit instruction of assumptions, norms, and expectations