Trauma-Informed Teaching Blog
One of the pioneers of trauma informed higher educational pedagogy and practice is Janice Carello, PhD.  She maintains a highly recommended blog and resources including her own numerous publications and two recently edited collections regarding trauma informed higher ed: https://traumainformedteachin…uthor/janicecarello/

Mays Imad
Imad maintains a website with links to publications and presentations.  Highly recommended.…/recent-publications

100 Faculty, LLC
Karen Costa is a faculty development facilitator specializing in online pedagogy and trauma awareness. 

Dr. Debra L. Berke, Director of Psychology Programs and Professor in the College of Social and Behavioral Sciences at Wilmington University, specializes in trauma-informed approaches, family studies, women’s studies and gender studies. She is a Certified Family Life Educator who earned a PhD in Family Studies from the University of Delaware and a master’s in Human Development and Family Studies as well as a bachelor’s in Sociology at the University of Nebraska-Lincoln. She taught family studies and women’s studies, and directed the Gender Studies Project, at Messiah College in Mechanicsburg, Pennsylvania, for 15 years. She has held leadership positions with the National Council on Family Relations and served as a consultant to the State of Delaware and the Pennsylvania Commission on Crime and Delinquency.

Janice Carello is a leader in trauma-informed higher education.  Excellent blog of resources and writing:  Janice Carello currently works as an Assistant Professor and MSW Program Director for the Social Work department at Edinboro University. She received her Ph.D. from the University at Buffalo where she also earned her MSW degree and a Certificate in Trauma Counseling. Her research and advocacy focus on retraumatization in educational settings and on bringing a trauma-informed approach to higher education.

Laura Douglass is a leader in trauma-informed higher education and adult learning. Her research focuses on issues of personal and professional leadership as they are impacted by class, race, trauma and somatic practices such as yoga. Dr. Douglass’ work is guided by a desire to help adult learners understand themselves as scholars who can make an active contribution to their discipline and community. She is on the board of the Journal of Adult and Continuing Education, and serves as a peer reviewer for Eating Disorders: The Journal of Treatment and Prevention.

Mays Imad is a leader in trauma-informed higher education.  Excellent website of research, resources, publication, and more. Dr. Imad received her undergraduate training from the University of Michigan–Dearborn where she studied philosophy. She received her doctoral degree in Cellular & Clinical Neurobiology from Wayne State University School of Medicine in Detroit, Michigan. She then completed a National Institute of Health-Funded postdoctoral fellowship at the University of Arizona in the Department of Neuroscience. She joined the department of life & physical sciences at Pima Community College in Tucson, Arizona as an adjunct faculty member in 2009 and later as a full-time faculty member in 2013. During her tenure at Pima, she taught Physiology, Pathophysiology, Genetics, Biotechnology, and Biomedical ethics. She also founded Pima’s Teaching and Learning Center (TLC). She is currently teaching at Connecticut College within the Biology Department. Mays is a Gardner Institute Fellow and an AAC&U Senior Fellow within the Office of Undergraduate STEM Education. Dr. Imad’s research focuses on stress, self-awareness, advocacy, and classroom community, and how these impact student learning and success. Through her teaching and research she seeks to provide her students with transformative opportunities that are grounded in the aesthetics of learning, truth-seeking, justice, and self-realization. Outside of the classroom, Dr. Imad works with faculty members across disciplines at her own institution and across the country to promote inclusive, equitable, and contextual education–all rooted in the latest research on the neurobiology of learning. A nationally-recognized expert on trauma-informed teaching and learning, she passionately advocates for institutions to make mental health a top priority and to systematically support the education of the whole student.

The Institute on Trauma and Trauma-Informed Care (ITTIC) at the University of Buffalo. The Institute on Trauma and Trauma Informed Care is dedicated to providing the public with knowledge about the deleterious effects of trauma, and promoting the implementation of trauma informed care principles across various disciplines. Recognizing the centrality of trauma is the key to accomplishing ITTIC’s overall mission of establishing a multidisciplinary trauma informed system of care, thus ensuring that service systems are not re-traumatizing already vulnerable populations.
ITTIC oversees independent studies, field placements and funded research projects and grants that provide all or some aspects of the following: evaluation, trauma-specific treatment interventions, training, technical assistance and consultation for organizations regarding trauma informed care. In addition, ITTIC works collaboratively with other disciplines at the University of Buffalo and other academic institutions.
Trauma and Organizational Change Manual:

The Trauma Talks series is a collection of interviews that asks individuals to share how they have seen strength and resilience heal wounds of trauma as a result of the use of a trauma-informed approach. The series will include regular postings of personal and professional accounts within different human service settings. 

Tricia Shalka is a leader in trauma-informed higher education. Tricia Shalka is a faculty member in the Warner School’s higher education program. Shalka’s primary research investigates the impacts of traumatic experience(s) on college students, particularly in terms of developmental outcomes.  Her most recent work in this area explores the intersection of identity development and trauma in college students.  She also maintains a secondary research interest in the internationalization of higher education with a particular emphasis on the experiences of international students in American colleges and universities.  Shalka has been nationally recognized for her outstanding scholarship as a recipient of the ACPA (College Student Educators International) Emerging Scholar Award as well as the ACUI Chester A. Berry Scholar Award. In 2021, she was presented with the University of Rochester’s G. Graydon ‘58 and Jane W. Curtis Award for Excellence in Teaching by a Nontenured Member of the Faculty. Shalka has published in various journals including the Review of Higher Educationthe Journal of College Student DevelopmentInternational Journal of Qualitative Studies in Education, Journal of American College Health, Journal of Diversity in Higher Education, and About Campus. She also contributed chapters in Contested Issues in Troubled Times: Student Affairs Dialogues on Equity, Civility, and Safety (Stylus, 2019) and Leadership for a Better World: Understanding the Social Change Model of Leadership Development (Jossey-Bass, 2017).Additionally, Shalka brings over a decade of experience working in higher education administration that actively informs her teaching and research.  She has previously worked in institutional assessment, residential life, fraternity and sorority life, and development and alumni relations.

Terrell Strayhorn is a leader in belonging in higher education for how it links to student success and well-being. Terrell Strayhorn has worked in education for over 17 years. He began as an Assistant Professor at the University of Tennessee, Knoxville (UTK) in 2005 and was promoted to Associate Professor in 2008, when he became founding director of the UTK Center for Higher Education Research & Policy (CHERP). In 2010, Terrell began working at The Ohio State University (OSU) as an Associate Professor and founded the Center for Inclusion, Diversity & Academic Success (iDEAS) within the College of Education and Human Ecology. In 2014, he became a full Professor and the Director of the Center for Higher Education Enterprise (CHEE). In 2018, Terrell joined LeMoyne-Owen College as the Vice President of Academic and Student Affairs and Professor of Urban Education. In 2020, he joined Virginia Union University and served as Associate Provost before being promoted to Provost and Senior Vice President of Academic Affairs; Professor of Urban Education, and Director of the Center for the Study of Historically Black Colleges and Universities (HBCUs). He currently serves as Professor of Higher Education and Women’s, Gender & Sexuality Studies at Illinois State University, where he also directs the PhD program.

Teresa Stephens is a leader in trauma and resilience informed nursing education. Her site has resources, podcast, RN Prep Program (Resilience-informed nursing pedagogy).