Karen is an educator and an author. Prior to becoming a college president, she was a tenured law professor for two plus decades. Her academic areas of expertise include trauma, toxic stress, consumer finance, overindebtedness and asset building in low income communities. She currently serves as Senior Counsel at Finn Partners Company. From 2011 to 2013, She served (part and full time) as Senior Policy Advisor to the US Department of Education in Washington, DC. She was the Department's representative on the interagency task force charged with redesigning the transition assistance program for returning service members and their families. From 2006 to 2014, she was President of Southern Vermont College, a small, private, affordable, four-year college located in Bennington, VT. In Spring 2016, she was a visiting faculty member at Bennington College in VT. She also teaches part-time st Molly Stark Elementary School, also in Vt. She is also an Affiliate of the Penn Center for MSIs. She is the author of adult and children’s books, the most recent of which are titled Breakaway Learners (adult) and Lucy’s Dragon Quest. Karen holds a bachelor degree in English and Spanish from Smith College and Juris Doctor degree (JD) in Law from Temple University - James E. Beasley School of Law.
We read and hear about the coronavirus almost every minute of every day.
There have been a series of articles, including one in the Atlantic, suggesting that a new generation is on the horizon.
As readers likely know, I write, speak and advise on trauma -- particularly as it affects students along the educational pipeline.
Since I specialize in trauma and its impact on students, I have been encouraged to offer suggestions for how teachers, coaches and parents can help the many children affected by the untimely and tragic death of the basketball legend and his daughter — Kobe and Gigi.
Many of today’s students struggle to succeed in school. At least a partial answer to the “why” question is that almost half of all children have experienced trauma, and we know that trauma and its accompanying symptomology affect learning.
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