This article presents a trauma-informed integrative reflection framework to make a case for prioritizing reflection during learning disruptions, especially in community-engaged learning environments. I begin by describing a community-based service-learning course “TESOL: Theory & Practice” which includes a community-engaged learning partnership between a university English department and the Adult Basic Education division at a local community college. Then, I articulate two aspects of the TESOL course developed in response to the COVID-19 pandemic: first, a framework for integrative reflection that supports adaptation and student learning throughout the semester, and second, the structures of trauma-informed reflective practice that I integrated throughout the course design. Finally, I highlight three takeaways of embracing disruption: adapting partnerships, disrupting routines, and keeping reflection at the center. Together, these themes point not only to the need for trauma-informed reflective pedagogy, but also the need to keep complicating how we live out this approach to teaching.

Within the field of Writing Studies, metacognition is rapidly being recognized as essential for the effective transfer of knowledge across contexts. This program profile describes a pre-college writing course at the University of Washington that builds metacognition, confidence, and fluency in writing. Through program evaluations, student surveys, and instructor feedback, this profile describes how the course has evolved over the past decade, how students and instructors experience the curriculum, and reflections and recommendations for instructors considering introducing metacognitive practices in their own writing courses.