Janice Carello, PhD.
Edinboro State University
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://traumainformedteaching.blog/author/janicecarello/
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. You’ll find more Carello resources in the Trauma Informed Pedagogy section of this site.
Carello recorded a one-hour presentation that forms an excellent introduction to the rationale, definition, policies and practices of trauma informed higher education. Highly recommended.
Trauma Informed Teaching and Learning in Times of Crisis. 6 April 2020.
A nationally-recognized expert on trauma-informed teaching and learning, Dr. Imad passionately advocates for institutions to make mental health a top priority and to systematically support the education of the whole student.
Imad maintains a website with links to publications and presentations.
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).
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. You’ll find more Imad resources in the Trauma Informed Pedagogy section of this site.
Dr. Tricia Shalke
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.
Cia Verschelden is the author of Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization (2017), in which she makes the case that the mental bandwidth of many college students in certain non-majority groups is depleted by persistent economic insecurity and psychosocial underminers, like racism and homophobia. She describes in-class and out-of-class interventions and attention to campus environments that can help students regain bandwidth so they can be academically successful.
Note: Bandwidth Recovery offers an excellent introduction to trauma informed higher education, and especially community colleges, and would be a great choice for a book group as campuses begin to consider trauma informed. The concept of “cognitive bandwidth” makes for a very generative, non-pathologizing, non-clinical conceptual tool describing factors that adversely impact academic resilience as well as how colleges can positively increase and support the cognitive resources students bring to their work.
Cia is Special Projects Advisor for the Integration of Academic and Student Affairs at the Association of American Colleges and Universities. She recently retired as Vice President for Academic & Student Affairs at Malcolm X College, one of the City Colleges of Chicago. From 2012-2018, she was the Executive Director of Institutional Assessment at University of Central Oklahoma where she also taught in sociology. From 2009-2012, she was the Vice President for Academic Affairs at Highland Community College in Kansas. She was on the faculty at Kansas State University from 1989 to 2008, on the Social Work faculty for 11 years, Director of Women’s Studies, and then Director of Assessment.
In addition to her scholarship, Verschelden provides presentations, trainings, workshops. https://bandwidthrecovery.org/
The Institute on Trauma and Trauma-Informed Care (ITTIC) was started at the University at Buffalo in 2012 by Research Professor Thomas Nochajski and Clinical Professor Susan Green out of the need for additional trauma-related services, training and support within the University and community at large. Since its inception, ITTIC has provided training and consultation within the systems of child welfare, adult mental health, developmental disabilities, education, criminal justice and the court system. http://socialwork.buffalo.edu/social-research/institutes-centers/institute-on-trauma-and-trauma-informed-care.html
Eastern Tennessee State University
Strong BRAIN Institute at Eastern Tennessee State University
Building Resilience through ACEs Informed Networking.
The Strong BRAIN Institute, founded through a 5-year gift from Ballad Health, is the preferred resource for promoting the awareness and empirical study of Adverse Childhood Experiences (ACEs); for promoting the development and dissemination of evidence-based practices that prevent, reduce, or mitigate the negative effects of ACEs on health and health disparities; and for promoting a trauma-informed citizenry and workforce in the Appalachian Highlands region and beyond.
Dr. Wally Dixon, who currently serves as chair of the ETSU Department of Psychology, serves as the founding director of the Strong BRAIN Institute.
The Strong BRAIN Institute’s objectives include:
- Developing a certificate program and other educational programs to promote trauma awareness;
- Developing a plan for transforming ETSU policies, procedures, and philosophies to better align with promoting resilience and ACEs mitigation;
- Consulting with other community agencies for transforming their policies, procedures, and philosophies to better align with promoting resilience and ACEs mitigation;
- Promoting, coordinating, conducting, and spotlighting ACEs-related research and service collaborations;
- Promoting, coordinating, and spotlighting ACEs-related collaborations with multiple community sectors, such as those focused on healthcare delivery, education, business innovation, and faith-based initiatives;
- Providing infrastructural support for ACEs-related grant applications and grants management; and
- Providing consultation on ACEs-related topics throughout the community and beyond.
Robertson, C. (2021). Episode 1: Receptivity to Compassionate Teaching in Higher Ed.
Strong BRAIN Institute Resilience Presentation Series Archive. https://youtu.be/HiLRAbGkGrE
This presentation is based on research conducted by Dr. Robertson at ETSU in the Spring/Summer of 2021 to lessen the knowledge gap on trauma-informed (T-I) teaching practices within higher education. The study assessed how instructors’ disciplinary specialization related to their receptivity to compassionate teaching practices. A second aim was to implement a brief intervention by informing instructors about ACE’s, subsequent effects on learning, and evidenced based T-I teaching practices.
Note: While the presentation does not discuss in detail the history and culture of higher educational practices and what some of the unique characteristics are that might account for resistance to establishing trauma informed in higher education, exploring aspects of this resistance represents an important inquiry.
Florida State University
Florida State University has launched a new online curriculum for Professional Certification in Trauma and Resilience. The curriculum was developed by the Clearinghouse on Trauma and Resilience within the Institute for Family Violence Studies at the FSU College of Social Work in conjunction with the FSU Center for Academic and Professional Development.
“This training addresses a gap in the knowledge base of human services professionals,” said Clearinghouse Director Karen Oehme. “Many professionals do not receive training on how to provide services to someone who is experiencing the harmful effects of trauma.” The course enables professionals to develop the knowledge and skills they need to understand the impact of adult and child trauma, along with the keys to resilience. Participants will learn crucial information to improve service delivery to clients, students, human services recipients, patients, and other members of the public. The self-paced curriculum includes 20 hours of course content and ten chapters of research-based readings, case scenarios, multi-media materials, assignments, and quizzes. https://csw.fsu.edu/article/fsu-launches-professional-certification-trauma-and-resilience
The Institute for Family Violence at FSU hosts the FSU Student Resilience Project which … It was so well received at FSU that they designed a version of their own project—Customizable Toolkit on Student Resilience–that can be adapted by all colleges and universities. The Institute has developed a customizable version of our student resilience project. It is available for licensing by other colleges and universities. Contact the Institute for more information. https://familyvio.csw.fsu.edu/trauma-resilience/customizable-toolkit-student-resilience\
The Student Resilience Project Toolkit: https://strong.fsu.edu/
The Institute also offers Professional Certification in Trauma & Resilience https://learningforlife.fsu.edu/professional-certification-trauma-and-resilience/
FSU online certification in trauma and resilience: https://acestoohigh.com/2019/08/17/florida-state-launches-professional-certification-in-trauma-and-resilience/
Level One: Florida State University has launched a new online curriculum for a Professional Certification in Trauma and Resilience: Level One. The curriculum was developed by the Clearinghouse on Trauma & Resilience within the Institute for Family Violence Studies in the College of Social Work. The curriculum enables professionals to develop the knowledge and skills they need to understand the impact of adult and child trauma, along with the keys to resilience. Participants will learn crucial information to improve service delivery to clients, students, human services recipients, patients, and other members of the public. This self-paced curriculum includes 20 hours of course content and ten chapters of research-based readings, case scenarios, multi-media materials, assignments, and quizzes.
Level Two: Florida State University has launched Level Two of our Professional Certification in Trauma and Resilience. This advanced curriculum was developed by the Clearinghouse on Trauma & Resilience within the Institute for Family Violence Studies in the College of Social Work. The curriculum enables professionals to further develop the knowledge and skills they need to understand the impact of individual and community trauma, along with a practical guide to building resilience. In Level Two, participants who have already completed Level One will learn additional crucial information to improve service delivery to clients, students, human services recipients, patients, and other members of the public. This self-paced curriculum includes eight chapters and 15 hours of course content with research-based readings, case scenarios, multi-media materials, assignments, and quizzes.
PACES Connection Higher Ed Community
A group to share ideas on investigating and mitigating the effects of adverse childhood experiences in post-secondary education environments. https://www.acesconnection.com/g/aces-in-higher-education
Southern Oregon University
Dr. King is a leader in trauma informed practices at Southern Oregon University. https://sou.edu/academics/education/faculty/
Director for the Division of Education, Health, and Leadership, Associate Professor
John’s scholarship focuses on the pedagogy of teaching and learning about controversial issues, supporting teacher professionalism and authenticity in an age of accountability, and building resilience. His current administrative priorities include building pathways for underserved populations, supporting trauma informed practice, and deepening university/community partnerships. In coordination with the statewide Trauma Informed Oregon, King provides leadership in trauma informed educational practices.
“Trauma Informed Care in the Classroom: A Resource Guide for Educators in Higher Learning.” Trauma Informed Oregon. https://traumainformedoregon.org/wp-content/uploads/2016/03/Trauma-Informed-Care-in-the-Classroom.pdf
TIP sheet from TIO on how to create academic environments that are trauma informed. The TIP sheet aims to provide educators with tools that acknowledge the diverse backgrounds of each student that enters their classroom in order to enhance learning opportunities for all.
Purpose: Over the past twenty years, there has been growing knowledge concerning the prevalence and impact of trauma on the lives of people who interact within the human service systems. Institutions, including schools, often perpetuate trauma rather than reduce it leading to experiences of chronic stress, burnout, and compassion fatigue (Harris & Fallot, 2011). Creating academic environments that are trauma informed can have lasting benefits for students, staff, and the community alike. This TIP sheet aims to provide educators with tools that acknowledge the diverse backgrounds of each student that enters their classroom in order to enhance learning opportunities for all.
Wilmington University: Undergraduate Certificate in Trauma-Informed Approaches (TIA). https://www.wilmu.edu/behavioralscience/trauma-informed-certificate.aspx
The certificate in trauma-informed approaches prepares students to work in a highly recognized model of wellness, which supports resilience and recovery, promotes positive health outcomes, prevents the worst outcomes of psychological responses, and integrates knowledge about the pervasiveness of trauma in systems in policies, practices, and procedures.Students will find that a certificate in trauma-informed approaches will greatly supplement their skills and knowledge not only in Psychology, Criminal Justice, Behavioral Science or Organizational Dynamics degrees, but also in disciplines outside of the College of Social and Behavioral Sciences, including, but not limited to, Business Management, General Studies, Early Childhood Education, Elementary Education, Environmental Health, Human Resource Management, Information Systems Management, Nursing, Allied Health, Organizational Management, and Sports Management. Incorporating knowledge of trauma into services can help ensure physical, psychological and emotional safety for clients and for the professional themselves, and creates opportunities to rebuild a sense of empowerment and autonomy for survivors of trauma. Students must complete the Undergraduate Certificate Program form so that the certificate will appear on their transcript.