Exploring Pedagogical and Emotional Response in Higher Education Classrooms During the Boston Marathon Bombing Crisis

Abstract

Using qualitative interviews, the study explored pedagogy and emotional responses of undergraduate and graduate teaching faculty during and after the Boston Marathon bombing crisis. The study interviewed nine undergraduate and graduate faculty members who were teaching across six Boston area universities and colleges when the Boston Marathon crisis occurred. Results found instructors felt a responsibility to emotionally respond to students during the crisis by acknowledging the crisis and highlighting resources in the classroom. The study further found that instructors often maintain curricular structure and invoke the crisis as a teaching tool to manage the classroom dynamic post-crisis. Limitations, directions for future research, and practical applications are discussed.