Trauma-Informed Teaching asks us to not only understand how trauma affects learning but to actively create spaces at Duke that are safe and supportive. In our third open discussion focused on teaching practices to support student well-being, we invite the Duke community to discuss how we can integrate the principles of Trauma-Informed Teaching into our own work. Our intent is to provide a venue for sharing and learning from each other.

To ground our discussion, we offer two suggested, short readings by Professor Janice Carello from Edinboro University (PA): Trauma-Informed Teaching & Learning Principles” and “Rationale for Adaptation.” We also suggest a supplemental reading on Trauma-Informed Pedagogy from UCI’s Division of Teaching Excellence and Innovation.

This session will not be recorded, due to the nature of the “Teaching Practices to Support Student Well-Being” series.

If you have accessibility requests, please contact learninginnovation@duke.edu.

This is part of Learning Innovation’s 2021 Spring Supporting Student Well-Being Series. While faculty generally aren't trained as or expected to be counselors, your teaching plans can be designed to demonstrate increased flexibility, empathy, inclusivity and care for student well-being, and to try to best support student learning. We invite to join us for a series of informal discussion groups, focused on a specific topic each month, to share and learn how we can better support our students:

Self-Care and Pedagogy 

Tuesday, February 2, 10:30-11:30 a.m.

Accessible Teaching 

Friday, March 12, 12-1 p.m.

Academic Year Debrief: What pedagogies of care would we like to carry forward?  

Wednesday, May 12 10:30-11:30 a.m.