Tricia R. Shalka – författare

Offering a multi-tiered approach to supporting college students who have experienced trauma, this book considers how trauma manifests for post-secondary college students and how colleges and universities can implement trauma-informed practice in student affairs.

Author Tricia R. Shalka offers knowledge about trauma and its trajectories to help ground trauma-informed practice, before translating this knowledge into specific strategies that span a spectrum of individual and systems-level efforts in colleges and universities. The story of college student trauma is presented through several different lenses, including discussions around the research literature, what the author’s research participants offer, and the author’s own personal experience with trauma. Drawing on these diverse perspectives, Shalka initiates a journey of reflection and (re)connection that will ultimately inform an understanding of the challenges college student trauma survivors encounter and what it means to embrace trauma-informed approaches in student affairs supportive of student success and well-being-centric organizations.

Written in an approachable and conversational style, this book introduces new concepts to consider when working toward building a trauma-informed practice in student affairs and as such will assist student affairs practitioners, university administrators, and college-level educators in supporting students.

Offering a multi-tiered approach to supporting college students who have experienced trauma, this book considers how trauma manifests for post-secondary college students and how colleges and universities can implement trauma-informed practice in student affairs.

Author Tricia R. Shalka offers knowledge about trauma and its trajectories to help ground trauma-informed practice, before translating this knowledge into specific strategies that span a spectrum of individual and systems-level efforts in colleges and universities. The story of college student trauma is presented through several different lenses, including discussions around the research literature, what the author’s research participants offer, and the author’s own personal experience with trauma. Drawing on these diverse perspectives, Shalka initiates a journey of reflection and (re)connection that will ultimately inform an understanding of the challenges college student trauma survivors encounter and what it means to embrace trauma-informed approaches in student affairs supportive of student success and well-being-centric organizations.

Written in an approachable and conversational style, this book introduces new concepts to consider when working toward building a trauma-informed practice in student affairs and as such will assist student affairs practitioners, university administrators, and college-level educators in supporting students.

Creating Space for Ourselves as Minoritized and Marginalized Faculty moves away from conventional faculty success books by providing early career faculty with innovative perspectives about successfully navigating the professoriate, while humanizing their lived experiences and naming the unspoken. Through the use of interdisciplinary methods, such as creative artistic expression, testimonios, and personal narratives, chapter authors share experiences learned about surviving, thriving, navigating, and succeeding as early career underrepresented and marginalized faculty. Chapters discuss issues such as navigating workplace hostility, finding community beyond the academy, work–life balance, and crafting a scholarly identity, while also offering little-known tips about how to survive the professoriate while growing into thriving minoritized and underrepresented scholars. This book explores personal and institutional factors that are seldom discussed in other career success books, helping faculty as well as institutional leaders understand how we can, individually and collectively, create systems that invite and recognize humanity while ensuring successful career pathways for marginalized folks with doctoral degrees.

Creating Space for Ourselves as Minoritized and Marginalized Faculty moves away from conventional faculty success books by providing early career faculty with innovative perspectives about successfully navigating the professoriate, while humanizing their lived experiences and naming the unspoken. Through the use of interdisciplinary methods, such as creative artistic expression, testimonios, and personal narratives, chapter authors share experiences learned about surviving, thriving, navigating, and succeeding as early career underrepresented and marginalized faculty. Chapters discuss issues such as navigating workplace hostility, finding community beyond the academy, work–life balance, and crafting a scholarly identity, while also offering little-known tips about how to survive the professoriate while growing into thriving minoritized and underrepresented scholars. This book explores personal and institutional factors that are seldom discussed in other career success books, helping faculty as well as institutional leaders understand how we can, individually and collectively, create systems that invite and recognize humanity while ensuring successful career pathways for marginalized folks with doctoral degrees.