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<p><span>Disaster Pedagogy for Higher Education</span><span> serves as an all-purpose, contextually grounded, and multi-modal introduction to teaching in higher education during times of crisis and disaster. </span></p>

<p><span>INTRODUCTION</span></p>
<p><span>Nicholas Laudadio and Victor Malo-Juvera</span></p>
<p><span>Research and Criticism </span></p>
<p><a><span>CHAPTER 1</span></a></p>
<p><span>Give Me Liberty or Give Me a Mask: Pandemic Anti-Masking as Anti-Science Discourse</span></p>
<p><span>Addie Sayers</span></p>
<p><span>CHAPTER 2</span></p>
<p><span>Education in Times of Crises: The Ontological Imperative in Considering the Role of Technology Adoption in Remote Educational Settings </span></p>
<p><span>Hannah R. Gerber </span></p>
<p><span>CHAPTER 3</span></p>
<p><span>From Meteorological Uncertainty to Missing Muffins: How University Emergency Managers Manage Uncertainty as a Hurricane Response Strategy </span></p>
<p><span>Ian R. Weaver</span></p>
<p><span>Explorations and Examinations</span></p>
<p><span>CHAPTER 4 </span></p>
<p><span>Nimble Pedagogies for A Liquid Time: Disruption, Accommodation, Collaboration, Reinvention, and Compromise </span></p>
<p><span>Diana Ashe and Colleen Reilly</span></p>
<p><span>C</span><a></a><span>HAPTER 5</span></p>
<p><span>Studying Abroad During a Time of Disaster: An Exploration of Pitfalls, Pivots, and Possibilities for the Future</span></p>
<p><span>Kara Pike Inman, Nicole Desjardins Gowdy, and Jason Kinnear</span></p>
<p><span>CHAPTER 6</span></p>
<p><span>Thinking Through Disasters: Critical Analysis and Research in College Composition Courses</span></p>
<p><span>Melissa Sexton </span></p>
<p><span>CHAPTER 7</span></p>
<p><span>How Do You Learn to Teach When You Can’t Go to School? Teaching Teachers in the Age of Virtual Living </span></p>
<p><span>Alice Hays, Jouselin Martin, Alexandra Chapa-Kunz, and Wade Branch </span></p>
<p><span>CHAPTER 8</span></p>
<p><span>Trauma and Its Lasting Effects after School Shootings; Psychological Considerations for Faculty, Staff, and Students</span></p>
<p><span>Anka Roberto</span></p>
<p><span>Personal &amp; Professional Reflections</span></p>
<p><span>CHAPTER 9</span></p>
<p><span>Chairing in the Pandemicene: Coronavirus, George Floyd, and the Year of Living Dangerously</span></p>
<p><span>Tiffany Gilbert</span></p>
<p><span>CHAPTER 10</span></p>
<p><span>New Literacies, Empathy and Advocacy - Reconstructing a Pedagogy in Pandemic Times</span></p>
<p><span>Suriati Abas </span></p>
<p><span>CHAPTER 11</span></p>
<p><a><span>In a Crisis, Stories Need to be Heard—Changing the Digital Landscape to Include Narratives </span></a></p>
<p><span>Kevin D. Cordi </span></p>
<p><a><span>CHAPTER 12</span></a></p>
<p><span>Community is Always the Answer: Columbus State Community College, Compassion, and Care </span></p>
<p><span>Barbara Allen</span></p>
<p><span>CHAPTER 13</span></p>
<p><span>Holdfast: An Education in Disaster </span></p>
<p><span>Andy Tolhurst </span></p>
<p><span>CHAPTER 14</span></p>
<p><span>A Resident Assistant’s Reflections on the Pandemic </span></p>
<p><span>Kayli Childs</span></p>
<p><span>ABOUT THE EDITORS </span></p>
<p><span>ABOUT THE CONTRIBUTORS </span></p>
<p><span>INDEX</span></p>
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<p><span>Victor Malo-Juvera</span><span> is Professor of English Education at the University of North Carolina Wilmington where he teaches courses in writing for secondary teachers, young adult literature, and mythology. His research focuses on young adult literature and culturally responsive instruction. </span></p>
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<p><span>Nicholas Laudadio</span><span> is Associate Professor of English at the University of North Carolina Wilmington where he teaches classes in science fiction, horror, popular culture, and literary and critical theory. His research explores the cultural history of music and musical instruments with a particular focus on electronic music and science fiction in the 20th century.</span></p>
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