Co-editors Sara P. Alvarez, Yana Kuchirko, Mark McBeth, Meghmala Tarafdar, and Missy Watson bring varying expertise and knowledge about pedagogy to their editorial efforts on this collection. All are faculty members of the City University of New York, instructing a wide diversity of students at CUNY’s many campuses. In the largest public university in the nation, they have each supported students’ learning through dire national emergency events, such as 9/11, Hurricane Sandy, highly publicized police violence as well as other large-and-small-scale crises.

“This is a timely, important, and substantial intervention in scholarship on trauma pedagogy, crisis, and literacy learning, with contributors offering a usefully wide array of accounts and analyses of responses by teachers, students, and institutions to COVID 19, racism, mass shootings, and climate catastrophes at U.S. college and university communities.”—Bruce Horner, Endowed Chair in Rhetoric and Composition, University of Louisville

• Acknowledgments – Introduction – Ann E. Wallace: Long- Haul Writing: Creating Community Amid Crises – Kristina Arevalo: Open Wounds: An Asian American Student’s Experience – Ian Barnard: The (Further) Erosion of Student- Centered Pedagogy: Pandemic Lessons – Tashiya Hunter/Yana Kuchirko/Erika Y. Niwa: Turning Points: (Re)Defining Crisis in Pedagogy – Alice S. Horning: Infowhelmed, Deep Fakes, and Fake News: Understanding Critical Literacy, Now More Than Ever – R.J. Lambert: Write or Flight in Extreme Situations: Instability, Creativity, and Healthy Risks – Kelly I. Aliano: Performing the Posthuman Professor: The Terrors and Pleasures of Online Teaching – Carrie Hall: The Politics of Paying Attention in the COVID- 19 Era – Mery F. Diaz/Karen Goodlad/Philip Kreniske: First- Year Transitions in Times of Crisis: Digital Stories of Liminality, Learning, and Connecting – Kim Liao: Staring at the Sun: Student Choice in Confronting Traumatic Situations – Kimberly Drake: Wildfire Season and Pedagogical Interventions: West Coast Crises – Marcel F. Hidalgo-Torres: Toward Homeostasis in Digital Transition: A Community College Writing Center – Nicole I. Caswell/Rebecca E. Johnson: Centering Emotion at the Writing Center: An Approach to Tutor Training – Michelle Crow/Tamar Gutfeld/Leigh York/Benedetta Carnaghi/Tracy Hamler Carrick: Graduate Writing Support amid Crisis: Write Together at Home – Vikki C. Terrile: Faculty Inquiry at the Library: Connecting Social Justice and Information Literacy – Meghmala Tarafdar/Sandra Palmer/Denis Bejar/Josephine Pantaleo/Stephen Di Dio: Organizational Resilience in a Community College: Perspectives on Administration During Crisis and Disruption – List of Contributors – Index.

Co-editors Sara P. Alvarez, Yana Kuchirko, Mark McBeth, Meghmala Tarafdar, and Missy Watson bring varying expertise and knowledge about pedagogy to their editorial efforts on this collection. All are faculty members of the City University of New York, instructing a wide diversity of students at CUNY’s many campuses. In the largest public university in the nation, they have each supported students’ learning through dire national emergency events, such as 9/11, Hurricane Sandy, highly publicized police violence as well as other large-and-small-scale crises.

“This is a timely, important, and substantial intervention in scholarship on trauma pedagogy, crisis, and literacy learning, with contributors offering a usefully wide array of accounts and analyses of responses by teachers, students, and institutions to COVID 19, racism, mass shootings, and climate catastrophes at U.S. college and university communities.”—Bruce Horner, Endowed Chair in Rhetoric and Composition, University of Louisville

• Acknowledgments – Introduction – Ann E. Wallace: Long- Haul Writing: Creating Community Amid Crises – Kristina Arevalo: Open Wounds: An Asian American Student’s Experience – Ian Barnard: The (Further) Erosion of Student- Centered Pedagogy: Pandemic Lessons – Tashiya Hunter/Yana Kuchirko/Erika Y. Niwa: Turning Points: (Re)Defining Crisis in Pedagogy – Alice S. Horning: Infowhelmed, Deep Fakes, and Fake News: Understanding Critical Literacy, Now More Than Ever – R.J. Lambert: Write or Flight in Extreme Situations: Instability, Creativity, and Healthy Risks – Kelly I. Aliano: Performing the Posthuman Professor: The Terrors and Pleasures of Online Teaching – Carrie Hall: The Politics of Paying Attention in the COVID- 19 Era – Mery F. Diaz/Karen Goodlad/Philip Kreniske: First- Year Transitions in Times of Crisis: Digital Stories of Liminality, Learning, and Connecting – Kim Liao: Staring at the Sun: Student Choice in Confronting Traumatic Situations – Kimberly Drake: Wildfire Season and Pedagogical Interventions: West Coast Crises – Marcel F. Hidalgo-Torres: Toward Homeostasis in Digital Transition: A Community College Writing Center – Nicole I. Caswell/Rebecca E. Johnson: Centering Emotion at the Writing Center: An Approach to Tutor Training – Michelle Crow/Tamar Gutfeld/Leigh York/Benedetta Carnaghi/Tracy Hamler Carrick: Graduate Writing Support amid Crisis: Write Together at Home – Vikki C. Terrile: Faculty Inquiry at the Library: Connecting Social Justice and Information Literacy – Meghmala Tarafdar/Sandra Palmer/Denis Bejar/Josephine Pantaleo/Stephen Di Dio: Organizational Resilience in a Community College: Perspectives on Administration During Crisis and Disruption – List of Contributors – Index.

Co-editors Sara P. Alvarez, Yana Kuchirko, Mark McBeth, Meghmala Tarafdar, and Missy Watson bring varying expertise and knowledge about pedagogy to their editorial efforts on this collection. All are faculty members of the City University of New York, instructing a wide diversity of students at CUNY’s many campuses. In the largest public university in the nation, they have each supported students’ learning through dire national emergency events, such as 9/11, Hurricane Sandy, highly publicized police violence as well as other large-and-small-scale crises.

“This is a timely, important, and substantial intervention in scholarship on trauma pedagogy, crisis, and literacy learning, with contributors offering a usefully wide array of accounts and analyses of responses by teachers, students, and institutions to COVID 19, racism, mass shootings, and climate catastrophes at U.S. college and university communities.”—Bruce Horner, Endowed Chair in Rhetoric and Composition, University of Louisville

• Acknowledgments – Introduction – Ann E. Wallace: Long- Haul Writing: Creating Community Amid Crises – Kristina Arevalo: Open Wounds: An Asian American Student’s Experience – Ian Barnard: The (Further) Erosion of Student- Centered Pedagogy: Pandemic Lessons – Tashiya Hunter/Yana Kuchirko/Erika Y. Niwa: Turning Points: (Re)Defining Crisis in Pedagogy – Alice S. Horning: Infowhelmed, Deep Fakes, and Fake News: Understanding Critical Literacy, Now More Than Ever – R.J. Lambert: Write or Flight in Extreme Situations: Instability, Creativity, and Healthy Risks – Kelly I. Aliano: Performing the Posthuman Professor: The Terrors and Pleasures of Online Teaching – Carrie Hall: The Politics of Paying Attention in the COVID- 19 Era – Mery F. Diaz/Karen Goodlad/Philip Kreniske: First- Year Transitions in Times of Crisis: Digital Stories of Liminality, Learning, and Connecting – Kim Liao: Staring at the Sun: Student Choice in Confronting Traumatic Situations – Kimberly Drake: Wildfire Season and Pedagogical Interventions: West Coast Crises – Marcel F. Hidalgo-Torres: Toward Homeostasis in Digital Transition: A Community College Writing Center – Nicole I. Caswell/Rebecca E. Johnson: Centering Emotion at the Writing Center: An Approach to Tutor Training – Michelle Crow/Tamar Gutfeld/Leigh York/Benedetta Carnaghi/Tracy Hamler Carrick: Graduate Writing Support amid Crisis: Write Together at Home – Vikki C. Terrile: Faculty Inquiry at the Library: Connecting Social Justice and Information Literacy – Meghmala Tarafdar/Sandra Palmer/Denis Bejar/Josephine Pantaleo/Stephen Di Dio: Organizational Resilience in a Community College: Perspectives on Administration During Crisis and Disruption – List of Contributors – Index.