COVID-19 Resources

Resources related to the COVID-19 pandemic provided by SCRA members

COVID-19 Informational Handouts in Spanish and English

COVID-19 Fact Sheet Spanish Handout

COVID-19 Fact Sheet English Handout

Teaching Online Resources

Coping with Coronavirus: How Faculty Members CanSupport Students in Traumatic Times (Higher Education Commission)

Humanizing Online Teaching

Trauma-Informed Pedagogy

Society for Teaching and Learning in Higher Education (English and French)

Thoughts & Resources for Those About to Start Teaching Online Due to COVID-19

Teaching in the context of COVID-19 - This is a co-authored and rapidly evolving resource. Contributors include: Jacqueline Wernimont (Dartmouth, USA), Cathy N. Davidson (CUNY Grad Center, USA)

The COVID-19 Online Pivot: The Student Perspective

Rule of 2's: Keeping it Simple as You Go Remote for COVID19 | The Open Learning & Teaching Collaborative

How to Transition to Online Teaching during these Difficult Times - Ideas from CUNY faculty

If It Doesn't Make Sense… Refuse - We're in a crisis. If policy seems counterproductive, ignore it.

Consider what Rebecca Barrett-Fox suggests as ways to help our students prioritize their health (Do a Bad Job)

Let’s talk about grades -  Grading is a fraught enterprise. Grading during a global pandemic is even more so.

"Humanizing Online Teaching" (Mary Raygoza, Raina León, and Aaminah Norris—Saint Mary's College of California)

Adjusted Syllabus - courtesy of Brandon Bayne, UNC - Chapel Hill

What do we need to teach now? - Many faculty members are so preoccupied with how to set up an online class that it's as if the big, important questions have gone missing, argues Deborah J. Cohan. We must also model for students how and what to prioritize.

Forget distance learning. Just give every college student an A - At the very least, the coronavirus means universities should switch to pass-fail and pass everyone.

The Difference Between Emergency Remote Teaching and Online Learning

Campus Compact has prepared a resource page that is helpful as you navigate the shift to online instruction - specifically as it relates to community based teaching. Thanks to Minnesota Campus Compact for organizing and maintaining these resources.

The Community Tool Box "Coronavirus Response Tool Box"

Resources drawn from authoritative sources (such as the World Health Organization and the U.S. Centers for Disease Control and Prevention), tools for taking action from the Community Tool Box, and examples of communities taking action (we are inviting submissions).

COVID-19 Resources for Undocumented Communities

This includes a  list of resources available by state.

Relief Funds for Undocumented Workers in California

A variety of funds for groups such as scholars, restaurant workers, farm workers, domestic workers and other undocumented workers in English and Spanish.

COVID-19 and Key Disability Issues

A set of resources from the Presidents' Council on Disability Inclusion in Philanthropy. 

“As we navigate an ever-changing world in the face of the COVID-19 pandemic, philanthropy has a critical role to play in ensuring that the disability community is not left behind. To help guide you through the uncharted paths ahead, we will be regularly updating this page with helpful resources and reading on COVID-19 and key disability issues.”

Coronavirus COVID-19 and Viral Illness Survey 

Free Articles on COVID-19 from APA Journals

Allostatic Load References

Juster, R. P., McEwen, B. S., & Lupien, S. J. (2010). Allostatic load biomarkers of chronic stress and impact on health and cognition. Neuroscience & Biobehavioral Reviews, 35(1), 2-16.

Kaestner, Robert, Jay A. Pearson, Danya Keene, and Arline T. Geronimus. Stress, allostatic load, and health of Mexican immigrants. Social Science Quarterly, 90(5), 1089-1111.

McEwen, B. S. (1998). Stress, adaptation, and disease: Allostasis and allostatic load. Annals of the New York Academy of Sciences, 840(1), 33-44.

McEwen, B. S. (2000). The neurobiology of stress: From serendipity to clinical relevance. Brain Research886(1-2), 172-189.

McEwen, B. S. (2008). Central effects of stress hormones in health and disease: Understanding the protective and damaging effects of stress and stress mediators. European Journal of Pharmacology583(2-3), 174-185.

McEwen, B. S., & Lasley, E. N. (2002). The end of stress as we know it. Washington, D.C.: Joseph Henry Press.

McEwen, B. S., & Tucker, P. (2011). Critical biological pathways for chronic psychosocial stress and research opportunities to advance the consideration of stress in chemical risk assessment. American Journal of Public Health, 101(S1), S131-S139.

APA Pandemic Resource Page

World Health Organization -When and How to Wear a Face Mask

Interrupting Street Harassment

A Webinar with Dr. NiCole Buchanan Street harassment was originally defined as a form of sexual harassment occurring in public places and included “cat calls,” “flashing” or groping a woman. Recently, there has been increased attention to street harassment targeting individuals due to their race, ethnicity, or religion. Notably, since the results of the presidential election on November 8, 2016, there have been hundreds of documented cases of street harassment and a desire to learn more about how to respond. This workshop discusses street harassment and strategies for responding whether you are being targeted or you are a bystander or ally wanting to help interrupt street harassment.

Watch this video on our YouTube Channel here.