Higher Education in New Orleans Post Hurricane Katrina through COVID-19

Fifteen student affairs administrators from five institutions of higher education in New Orleans were interviewed regarding their experiences immediately before and after Hurricane Katrina and how the crisis affected their work. Participants were chosen for their diversity among racial, gender, and institutional contexts. Analyses of the interviews resulted in four themes that describe the differences between how public versus private institutional cultures affected these administrators responses and the decision making that occurred in the wake of the storm. These themes include (a) decision making, (b) communication, (c) resources and limitations, and (d) student affairs status. Implications for policy, practice, and research are included.

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Determined to Learn: Accessing Education Despite Life-Threatening Disasters

Online Learning ◽

10.24059/olj.v12i1.44 ◽

2008 ◽

Vol 12 (1) ◽

Cited By ~ 1

Author(s):

Claudine SchWeber

Keyword(s):

Higher Education ◽

New York ◽

Hurricane Katrina ◽

New Orleans ◽

Right To Education ◽

Online Distance Education ◽

Life Threatening ◽

Online Distance ◽

The Right ◽

Education Coursework

The ‘right to education’ proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes, can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain determined to continue the learning. How can institutions respond to this determination fast enough to be of use and effective enough to maintain their educational reputations? Empire State College’s (New York) activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans’ actions in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique Sloan Semester--created to temporarily provide educational continuity for hurricane affected students-- these programs also offer lessons on resilience and survival in a crisis.

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Student Affairs and Hurricane Katrina: Contextual Perspectives from Five Institutions of Higher Education in New Orleans

Journal of Student Affairs Research and Practice ◽

10.2202/1949-6605.1762 ◽

2007 ◽

Vol 44 (1) ◽

Author(s):

Susan K Gardner ◽

Kristy Miller ◽

Marco J Barker ◽

Jennifer Loftin ◽

Marla Erwin ◽

...

Keyword(s):

Higher Education ◽

Student Affairs ◽

Hurricane Katrina ◽

New Orleans ◽

Institutions Of Higher Education

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DETERMINED TO LEARN: ACCESSING EDUCATION DESPITE LIFE- THREATENING DISASTERS

Online Learning ◽

10.24059/olj.v12i1.1706 ◽

2019 ◽

Vol 12 (1) ◽

Author(s):

Claudine SchWeber

Keyword(s):

Higher Education ◽

New York ◽

Hurricane Katrina ◽

New Orleans ◽

Right To Education ◽

Online Distance Education ◽

Life Threatening ◽

Online Distance ◽

The Right ◽

Education Coursework

The ‘right to education’ proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes, can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain determined to continue the learning. How can institutions respond to this determination fast enough to be of use and effective enough to maintain their educational reputations? Empire State College’s (New York) activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans’ actions in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique Sloan Semester—created to temporarily provide educational continuity for hurricane affected students—these programs also offer lessons on resilience and survival in a crisis.

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Tuberculosis Control Activities After Hurricane Katrina--New Orleans, Louisiana, 2005

PsycEXTRA Dataset ◽

10.1037/e503992006-002 ◽

2006 ◽

Cited By ~ 1

Keyword(s):

Hurricane Katrina ◽

New Orleans ◽

Tuberculosis Control

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176. Responding to Mold Problems in New Orleans after Hurricane Katrina

10.3320/1.2758887 ◽

2006 ◽

Author(s):

W. Sothern

Keyword(s):

Hurricane Katrina ◽

New Orleans

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Human-Environment Interactions: A Plea for the Humanities

Nature and Culture ◽

10.3167/nc.2007.020207 ◽

2007 ◽

Vol 2 (2) ◽

pp. 210-222 ◽

Cited By ~ 1

Author(s):

Nancy Tuana

Keyword(s):

Social Sciences ◽

Hurricane Katrina ◽

New Orleans ◽

Global Community ◽

Human Environment

Research on human-environment interactions often neglects the resources of the humanities. Hurricane Katrina and the resulting levee breaches in New Orleans offer a case study on the need for inclusion of the humanities in the study of human-environment interactions, particularly the resources they provide in examining ethics and value concerns. Methods from the humanities, when developed in partnership with those from the sciences and social sciences, can provide a more accurate, effective, and just response to the scientific and technological challenges we face as a global community.

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Emotional Public: Treme as Post-Katrina Trauma Narrative

American Studies in Scandinavia ◽

10.22439/asca.v49i2.5674 ◽

2017 ◽

Vol 49 (2) ◽

pp. 27-49

Author(s):

Outi J. Hakola

Keyword(s):

Public Sphere ◽

Hurricane Katrina ◽

New Orleans ◽

Traumatic Events ◽

Emotional Reactions ◽

Mediation Process ◽

Collective Memories ◽

Trauma Narrative

Cultural traumas are social, discursive and narrative processes where traumatic events, such as Hurricane Katrina in 2005, and their memories are described and interpreted. In fiction, in this case in HBO’s drama series Treme (2010-2013), trauma-related experiences are given meaning through narration, and in this mediation process collective memories are constructed. In this article, I analyze the ways in which the narration of Treme represents loss and remembering. I argue that by emphasizing sentimental nostalgia and the emotional reactions of the characters, the narration aims to create sympathy and empathy in the viewers, and in this way the drama series creates an emotional public sphere for the discussions over the rebuilding of post-Katrina New Orleans.

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