{"id":4461,"date":"2021-06-22T11:29:35","date_gmt":"2021-06-22T15:29:35","guid":{"rendered":"http:\/\/www.montclair.edu\/faculty-excellence\/?page_id=4461"},"modified":"2026-01-16T19:03:36","modified_gmt":"2026-01-17T00:03:36","slug":"trauma-informed-pedagogy","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/teaching-strategies\/trauma-informed-pedagogy\/","title":{"rendered":"Trauma-informed Pedagogy"},"content":{"rendered":"<h1><span style=\"font-weight: 400\">What is trauma?\u00a0\u00a0<\/span><\/h1>\n<p><span style=\"font-weight: 400\">\u201cIndividual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life-threatening and that has lasting adverse effects on the individual\u2019s functioning and mental, physical, social, emotional, or spiritual well-being\u201d <a href=\"https:\/\/www.samhsa.gov\/trauma-violence#:~:text=SAMHSA%20describes%20individual%20trauma%20as,physical%2C%20social%2C%20emotional%2C%20or\">(SAMSA<\/a>, 2022, March).<\/span><span style=\"font-weight: 400\">\u00a0As Carello and Butler remind us, \u201c[n]ot only do students arrive at college with a trauma exposure history, but some also experience trauma while there\u201d ( 2014, p. 157). The effects of these experiences on students\u2019 well-being, approaches to learning, and engagement in our courses may be bleak.\u00a0 To counter these effects, we must recognize trauma in ourselves and our students and ensure that we help them feel <\/span><b>safe<\/b><span style=\"font-weight: 400\">, <\/span><b>empowered<\/b><span style=\"font-weight: 400\">, and <\/span><b>connected<\/b><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<h2>Signs of Trauma in Classes<\/h2>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Difficulty learning, being attentive, retaining information, synthesizing ideas<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Not attending class or not attending class attentively<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Difficulty with emotional regulation<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Increased anxiety about school tasks that normally students have found manageable (tests, group work, speaking)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Withdrawal and isolation <\/span><\/span>(Hoch et al., 2015, as cited in Davidson, 2017)<\/li>\n<\/ul>\n<h2>What is Trauma-informed Pedagogy?<\/h2>\n<p><span style=\"font-weight: 400\">Instructors who are hesitant to implement trauma-informed teaching may believe that doing so entails diluting the curriculum, lowering standards, or being mental health experts. These are all myths.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Trauma-informed pedagogy recognizes that we and our students have <\/span><b>past<\/b> <b>and present experiences<\/b><span style=\"font-weight: 400\"> that may negatively affect both teaching and learning. \u2018\u2018Trauma-informed educators recognize students\u2019 actions are a direct result of their life experiences. When their students act out or disengage, they don\u2019t ask them, \u2018What is wrong with you?\u2019 but rather, \u2018What happened to you?\u2019\u201d (Huang et al., 2014).<\/span><\/p>\n<p><span style=\"font-weight: 400\">Trauma-informed pedagogy displays empathy. Meyers et al. (2019) explain that teachers display empathy when they \u201cwork[] to deeply understand students\u2019 personal and social situations, to feel care and concern in response to students\u2019 positive and negative emotions, and to respond compassionately without losing the focus on student learning. Teacher empathy is communicated to students through course policies as well as the instructor\u2019s behavior toward students.\u201d<\/span><\/p>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">A Trauma-informed Approach<\/div><div class=\"prpl-drawer-content\">\n<p><span style=\"font-weight: 400\">In using a trauma-informed approach, instructors maintain consistent and high expectations while helping students build competency and confidence to counter negativity with positive experiences. As Carello and Butler suggest, instructors should recognize \u201cstudent emotional safety\u201d as essential to learning, realize that \u201ca trauma history may impact your students\u2019 academic performance, even without trauma being a topic in the classroom,\u201d and refer students to counseling when needed (2014, pp. 163-164).<\/span><\/p>\n<h2>Reasonable Goals for Instructors<\/h2>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Maximize the possibilities for educational success<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Raise awareness of long-term pandemic stress and trauma<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Destigmatize trauma and seeking help<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Direct students to resources (see below)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Practice and model empathy <\/span><\/li><\/ul><\/div><\/div><\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\"><div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Course Design <\/div><div class=\"prpl-drawer-content\">\n<ul>\n<li style=\"font-weight: 400\"><b>Optimize the atmosphere:<\/b><span style=\"font-weight: 400\"> Make class a place for relationship building, experiencing success, and practicing the behaviors of resiliency.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Be clear and consistent:<\/b><span style=\"font-weight: 400\"> Make expectations and daily class experience clear, predictable, and comfortable. Include choice, control, and opportunities for students to share their concerns and experiences.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Create opportunities for student empowerment:<\/b><span style=\"font-weight: 400\"> Emphasize strengths and resilience, and encourage choice making. Build community and connections in your classroom by encouraging peer contact and by supporting networks and campus community involvement.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Open the door to articulation of fears<\/b><span style=\"font-weight: 400\">: Use a quick writing assignment or survey to help students work through their fears in a logical and rational way. Learn where the fear originates in order to support the fear.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Foreground the relevance of cultural differences:<\/b><span style=\"font-weight: 400\"> Support different perspectives and interpretations on trauma and be prepared to acknowledge mistaken assumptions based on your own cultural window. Ask questions and listen to your students\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Support growth and resilience: <\/b><span style=\"font-weight: 400\">Empower students by giving supportive feedback to reduce negative thinking. Acknowledge the wide range of situations that individuals come from and offer support in identifying concerns and resources. Share your own experience of educational and other struggles \u2013 failing builds resiliency.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Recognize and mitigate the possibility of retraumatization:<\/b><span style=\"font-weight: 400\"> Consider whether your assignments or class materials have the potential to trigger certain students, and develop strategies to mitigate this risk (trigger warnings, options). <\/span><\/li><\/ul><\/div><\/div><\/span><\/li>\n<\/ul>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Trauma-specific Particulars<\/div><div class=\"prpl-drawer-content\">\n<p>While much of this guidance was developed in response to the trauma of COVID-19, it can be applied to other, specific societal or natural traumas.<\/p>\n<ul>\n<li style=\"font-weight: 400\"><b>Make room for talk about the trauma<\/b><span style=\"font-weight: 400\">\u00a0and its effects<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Acknowledge painful feelings<\/b><span style=\"font-weight: 400\"> \u2014 helplessness, being overwhelmed<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Create opportunities\/outlets for expression <\/b><span style=\"font-weight: 400\">(small moments, exercises)<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Check-in when students check out<\/b><\/li>\n<li style=\"font-weight: 400\"><b>Provide referrals\u00a0<\/b><\/li>\n<li style=\"font-weight: 400\"><b>Solicit and use student feedback<\/b><span style=\"font-weight: 400\"> \u2014 surveys, anonymous notes<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Put students in charge \u2013<\/b><span style=\"font-weight: 400\">\u2013 lead discussions, activities<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Practice re-focusing exercises<\/b><span style=\"font-weight: 400\"> \u2014 writing, stretching, moving<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Acknowledge that the traumatic situation has not been equal in its effects<\/b><span style=\"font-weight: 400\">, following both random patterns and structured patterns of inequity<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Be joyful &amp; optimistic,<\/b><span style=\"font-weight: 400\"> conveying warmth and enthusiasm, laughter, <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=0HI1XY67ryU&amp;list=RDCMUCUugT5KQXwAA0OxuMrcCYOg&amp;index=4\"><b>Laughter Yoga demonstration<\/b><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=HJILWHNbSus\"><b>how-to<\/b><\/a><span style=\"font-weight: 400\">, \u201c<\/span><a href=\"https:\/\/docs.google.com\/presentation\/d\/1gzQwv6dDd1u4JsaRnlocPl3T7UbBfMoUxeZFgNn23pI\/edit#slide=id.ge7a1b30aa9_0_0\"><b>reflective minute<\/b><\/a><span style=\"font-weight: 400\">\u201d exercise<\/span><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Make Referrals<\/div><div class=\"prpl-drawer-content\">\n<p><b><i>The Montclair Syllabus lists the major resources \u2014 review with students and also directly refer individuals<\/i><\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/red-hawk-central\/academic-advising\/\"><b>Academic and Career Advising<\/b><\/a><span style=\"font-weight: 400\"> are provided by the colleges and schools. If students do not know how to reach their college\/school adviser, go to <\/span><a href=\"https:\/\/www.montclair.edu\/red-hawk-central\/services\/academic-advising\/\"><b>Red Hawk Central or<\/b><\/a> <a href=\"https:\/\/www.montclair.edu\/graduate\/current-students\/\"><b>the Graduate School<\/b><\/a><span style=\"font-weight: 400\">.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/dean-of-students\/\"><b>The Office of the Dean of Students <\/b><\/a><span style=\"font-weight: 400\">connects students with services to resolve concerns that impact academic and\/or personal well-being. For housing, food, or other life concerns, see the <\/span><a href=\"https:\/\/www.montclair.edu\/dean-of-students\/student-social-services\/\"><b>Case Manager;<\/b><\/a><span style=\"font-weight: 400\"> for professional clothing, see <\/span><a href=\"https:\/\/www.montclair.edu\/student-services\/rockys-closet\/\"><b>Rocky\u2019s Closet<\/b><\/a><span style=\"font-weight: 400\">; for food security, see <\/span><a href=\"https:\/\/www.montclair.edu\/student-services\/red-hawk-pantry\/\"><b>Red Hawk Pantry<\/b><\/a><span style=\"font-weight: 400\">.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/counseling-and-psychological-services\/\"><b>Counseling and Psychological Services (CAPS)<\/b><\/a><span style=\"font-weight: 400\"> provides free short-term counseling, group therapy, and referrals that are confidential. Call CAPS at 973-655-5211. In a crisis after hours, select option \u201c2\u201d or University Police at 973-655-5222. The National Suicide Prevention Hotline offers 24\/7 support at 800-273-8255.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The <\/span><a href=\"https:\/\/www.montclair.edu\/msu-cares\/\"><b>MSU Care<\/b><\/a><span style=\"font-weight: 400\"> website provides resources and connections to help students who are feeling alone, stressed, or afraid. Community members may report concerns about a student via a <\/span><a href=\"https:\/\/montclair-advocate.symplicity.com\/care_report\/index.php\/pid990429\"><b>CARE Report Form<\/b><\/a><span style=\"font-weight: 400\">.<\/span><\/li>\n<\/ul>\n<h2>Connect Students with Academic Help<\/h2>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use the <\/span><a href=\"https:\/\/www.montclair.edu\/navigate\/\"><b>Navigate platform<\/b><\/a><span style=\"font-weight: 400\"> to log concerns, recommend tutoring, and ensure that a student&#8217;s whole care team has a record of your concerns.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.montclair.edu\/academic-support-center\/\"><b>Center for Academic Success and Tutoring (CAST)<\/b><\/a><span style=\"font-weight: 400\"> offers tutoring, supplemental instruction, and academic coaching for time management and school-work-life balance. For writing, see the <\/span><a href=\"https:\/\/www.montclair.edu\/center-for-writing-excellence\/\"><b>Center for Writing Excellence.\u00a0<\/b><\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Self-care<\/div><div class=\"prpl-drawer-content\">\n<p><span style=\"font-weight: 400\">It\u2019s important to acknowledge that not only students can be affected by trauma, but instructors as well. What can instructors do to manage their own anxiety?\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Consider and acknowledge if you have experienced or are experiencing trauma<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Seek help<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Try TAO (Therapy Assistance Online) [<\/span><a href=\"https:\/\/www.montclair.edu\/counseling-and-psychological-services\/services\/tao\/\"><span style=\"font-weight: 400\">link<\/span><\/a><span style=\"font-weight: 400\">], a CAPS resource for online support and activities that support self-care. MSU license for all employees and students.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Seek community among colleagues and friends<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Practice kindness to colleagues so it comes back to you<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Box teaching work \u2014 it has its time and place<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Box university work \u2014 it too has its time and place<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Practice self-congratulation for accomplishments and good work<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Share experiences with trauma and feelings with colleagues, gaining the capacity to empathize.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Name, own, and talk about our own trauma with others, in meetings and one-on-one\u2019s.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Recognize that sharing and caring enables academic growth. <\/span><\/li><\/ul><\/div><\/div><\/span><\/li>\n<\/ul>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Resources and References<\/div><div class=\"prpl-drawer-content\">\n<p><span style=\"font-weight: 400\">Carello, J., &amp; Butler, L. D. (2014). <\/span><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/15299732.2014.867571\"><span style=\"font-weight: 400\">Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching.<\/span><\/a> <i><span style=\"font-weight: 400\">Journal of Trauma &amp; Dissociation<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">15<\/span><\/i><span style=\"font-weight: 400\">(2), 153\u2013168.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Davidson, S. (2025).<\/span><a href=\"https:\/\/educationnorthwest.org\/insights\/trauma-and-resilience-postsecondary-education\"><span style=\"font-weight: 400\"> Trauma and Resilience in Postsecondary Education.<\/span><\/a> <span style=\"font-weight: 400\">Education Northwest.<\/span><\/p>\n<p><span style=\"font-weight: 400\">&#8212;. (2017). <a href=\"https:\/\/educationnorthwest.org\/sites\/default\/files\/resources\/trauma-informed-practices-postsecondary-508.pdf\">Trauma-Informed Practices for Postsecondary Education: A Guide<\/a>. Education Northwest.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Huang, L. N., Flatow, R., Biggs, T., Afayee, S., Smith, K., Clark, T., &amp; Blake, M. (2014).<\/span><a href=\"https:\/\/store.samhsa.gov\/product\/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach\/SMA14-4884\"> <span style=\"font-weight: 400\">SAMHSA\u2019s concept of trauma and guidance for a trauma-informed approach<\/span><\/a><span style=\"font-weight: 400\"> (SMA No. 14-4884). U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration<\/span><\/p>\n<p><span style=\"font-weight: 400\">Imad, M. (2020, March). <\/span><a href=\"https:\/\/www.insidehighered.com\/advice\/2020\/03\/17\/10-strategies-support-students-and-help-them-learn-during-coronavirus-crisis\"><span style=\"font-weight: 400\">Hope Matters: Ten Teaching Strategies to Support Students and Help Them Continue to Learn in this Time of Uncertainty<\/span><\/a><span style=\"font-weight: 400\">.<\/span><i><span style=\"font-weight: 400\"> Inside Higher Ed<\/span><\/i><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Imad, M. (2020, June).<\/span><a href=\"https:\/\/www.insidehighered.com\/advice\/2020\/06\/03\/seven-recommendations-helping-students-thrive-times-trauma\"> <span style=\"font-weight: 400\">Leveraging the Neuroscience of Now: Seven ways professors can help students thrive in class in times of trauma<\/span><\/a><span style=\"font-weight: 400\">. <\/span><i><span style=\"font-weight: 400\">Inside Higher Ed.<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">Meyers, S., Rowells, M. W. , and Smith, B. C. (2019). Teacher Empathy: A Model of Empathy for Teaching for Student Success. <\/span><i><span style=\"font-weight: 400\">College Teaching<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">67<\/span><\/i><span style=\"font-weight: 400\">(3), 160-168. https:\/\/doi.org.<\/span><a href=\"https:\/\/doi.org\/10.1080\/87567555.2019.1579699\"><span style=\"font-weight: 400\">10.1080\/87567555.2019.1579699<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Minahan, J. (2019, October). <\/span><a href=\"https:\/\/www.ascd.org\/el\/articles\/trauma-informed-teaching-strategies\"><span style=\"font-weight: 400\">Trauma Informed Teaching Strategies<\/span><\/a><span style=\"font-weight: 400\">. <\/span><i><span style=\"font-weight: 400\">ASCD.org<\/span><\/i><span style=\"font-weight: 400\">.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Substance Abuse and Mental Health Services Administration. (2022, March). <\/span><a href=\"https:\/\/www.samhsa.gov\/trauma-violence#:~:text=SAMHSA%20describes%20individual%20trauma%20as,physical%2C%20social%2C%20emotional%2C%20or\"><i><span style=\"font-weight: 400\">Trauma and Violence<\/span><\/i><\/a><span style=\"font-weight: 400\">. U.S. Department of Health and Human Services.\u00a0<\/span><\/p>\n<\/div><\/div>\n<hr \/>\n<p style=\"text-align: right\">[last updated] CK<\/p>\n<p>For more information or help, please\u00a0<a href=\"mailto:faculty@montclair.edu\">email<\/a>\u00a0the Office for Faculty Excellence or\u00a0<a href=\"https:\/\/montclair-faculty-excellence.libcal.com\/appointments\/\">make an appointment<\/a>\u00a0with a consultant.<\/p>\n<p><a rel=\"license\" href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/www.montclair.edu\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2022\/08\/CC.png\" alt=\"Creative Commons License\" width=\"80\" height=\"15\" \/><\/a><br \/>\nTeaching Resources by\u00a0<a rel=\"cc:attributionURL\" href=\"https:\/\/www.montclair.edu\/faculty-excellence\/?\">Montclair State University Office for Faculty Excellence<\/a>\u00a0is licensed under a\u00a0<a rel=\"license\" href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a><\/p>\n<p>Third-party content is not covered under the Creative Commons license and may be subject to additional intellectual property notices, information, or restrictions. You are solely responsible for obtaining permission to use third party content or determining whether your use is fair use and for responding to any claims that may arise.<\/p>\n<p><a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons CC BY-NC-4.0<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is trauma?\u00a0\u00a0 \u201cIndividual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life-threatening and that has lasting adverse effects on the individual\u2019s functioning and mental, physical, social, emotional, or spiritual well-being\u201d (SAMSA, 2022, March).\u00a0As Carello and Butler remind us, [&hellip;]<\/p>\n","protected":false},"author":271,"featured_media":4170,"parent":2603,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-4461","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/4461","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/users\/271"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/comments?post=4461"}],"version-history":[{"count":24,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/4461\/revisions"}],"predecessor-version":[{"id":14829,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/4461\/revisions\/14829"}],"up":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/2603"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media\/4170"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media?parent=4461"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}