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...wide-ranging consequences. result, individuals experienced emotions and behaviors characteristic of post-traumatic stress disorder. An event of this magnitude quite naturally found its way into many classroom lessons and discussions. This manuscript presents examples of classroom exercises developed specifically to take advantage of the tremendous learning opportunity presented by circumstances following this natural disaster. Student participation in and reaction to the exercises will be discussed.
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In an ongoing effort to engage students in the learning process, professors often incorporate examples and applications from current events. Indeed, research has shown that this enhances students' opinions of both courses and professors (Hudak & Anderson, 1984; Phillips, Phillips, & Cappel, 1994), making course material seem more relevant.
Classes at most universities had barely begun when Hurricane Katrina swept over coastal areas of Louisiana, Mississippi, and Alabama in August of 2005. Its aftermath affected--indeed, continues to affect--aspects of citizens' existence in both predictable and surprising ways. Although we are unaware of empirical research exploring this topic, abundant anecdotal evidence suggests that students--indeed, virtually everyone in the impacted areas--suffered to some degree from post-traumatic stress disorder (PTSD). It is not at all uncommon for those exposed to natural disasters such as major hurricanes to suffer from a variety of negative outcomes including flashback episodes, frightening thoughts, sleep disturbances, and difficulty leaning (Post-traumatic stress disorder, 2006).
Even communities only tangentially influenced by the actual storm experienced challenges to and changes in their daily routines that will not soon be forgotten. Loss of property, loss of lives, and loss of jobs lead to vast disruptions in almost every aspect of everyday existence. Dealing
with the collective effects of the hurricane quickly became a way of life. Once essential infrastructure elements were restored, businesses and communities resumed activities as they were able. Universities reopened, despite uncertainty as to which faculty, staff, and students would be returning. Moreover, the impact that the storm would have on funding, both immediately and ultimately, was an unknown. The pervasive nature of the storm's aftermath had a serendipitous effect in some respects. In a variety of academic areas, we found ourselves living in a laboratory, as it were, full of real examples and applications of concepts being taught in our classes. As the vast majority of our particular student body is employed at least part time, they were in an excellent position to have experiences relevant to topics we determined...
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