Trauma-Informed Pedagogy for First-Year Seminar / Experience Faculty
The Journal of Faculty Development
Drawing from our experiences facilitating an FYE faculty development program, we highlight how we have practiced elements of trauma-informed pedagogy to work with first-year students and faculty. We discuss how both students and faculty can benefit from a more complex process of cultivating relationships through mindfulness. Practices of mindfulness assist in securing a more authentic and vulnerable process of cultivating relationships and healing alongside students. A trauma-informed pedagogy allows us to prioritize connection, reciprocity, support, and safety. To do so, we ground our work in practices of relationship-rich education and mindfulness.
Concannon, K., & Dvorak, K. (2023). Trauma-Informed Pedagogy for First-Year Seminar / Experience Faculty. The Journal of Faculty Development, 37 (3), 69-71. Retrieved from https://nsuworks.nova.edu/hcas_dcma_facarticles/54