Abstract
This paper seeks to provide a process for developing a trauma-informed faculty and staff learning community using Lenning et al. (2013) adapted, 4-part Learning Community Planning Framework (LCPF) as a foundation for implementing Imad’s (2021) trauma-informed education framework. This innovative and collaborative trauma-informed learning community aims to disrupt an overburdened educational system for faculty and staff, guided by a trauma-based pedagogy and a collaborative structure for discretionary caring of emotional, mental, and professional needs (Gaard & Ergüner-Tekinalp, 2022). The goal of this paper is to introduce how the four phases of the LCPF leverage the trauma-informed education framework as a collaborative strategy that can be modeled across university campuses to develop their very own faculty and staff led, trauma-informed learning community; which this paper is calling the TLC for Educational Professionals.
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