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Diversity, Equity, Inclusion, Accessibility + Anti-Racism: Resources for Faculty

Professional Development Resources

How can I be trauma informed in my classroom?

How can I be more trauma-informed in my classroom?

Being trauma-informed means that you are approaching your classroom with an understanding that many in your class have experienced trauma in their lives. Here are some ways you can prepare yourself and your students ahead of time:

  • Providing content information in advance (classroom materials and reading, talking points, what to be expected, etc.) 
  • Using content descriptions, especially for potentially triggering media
  • Provide an opportunity for students to opt out and allow for multiple ways to engage with course content
  • Build flexibility into your assessment and absence policies so students can opt out, no questions asked
  • Create a safe learning environment by building community, demonstrating empathy, and valuing student opinions
  • Affirm student input and feedback by reflecting back using students' words throughout the discussion.
  • If you feel like the discussion is becoming unproductive or spiraling out of control, pause the discussion and take time to ground/settle everyone. 
  • Check in on students if they didn’t seem like themselves during the discussion

What do I do if a student directly discloses to me that they experienced a traumatic event?

What do I do if a student directly discloses to me that they experienced a traumatic event? 

  1. Thank them for sharing their personal experiences
  2. Do not ask for more information. Only let them share what they want to share 
  3. Do not question the validity of the statement nor label the experience (if they haven’t) 
  4. Inform them of your responsibility to report to the Equity, Equal Opportunity, and Title IX office, but reassure them that you will be keeping their experience as private as possible.
    1. “I need to tell one person in the Title IX office. This does not mean you’re in trouble. They will share resources with you that you might find helpful.”
    2. Give them as many options as possible. Do they want you to call or email EEO-TIX? Do they want you to inform EEO-TIX in their presence or away from them? Do they want tissue or water? What can make this experience better for them? 
  5. Inform them of RSVP - RSVP is a confidential resource.
  6. Do not force the student to seek services that they are not ready to seek.

National Center for Faculty Development & Diversity

As part of its efforts to support faculty development and success, the Office of Faculty Development and Recognition, in partnership with the Office of Inclusion and Diversity hosts an institutional membership with the National Center for Faculty Development &   Diversity (NCFDD). NCFDD’s resources—which supplement the resources and services already provided by the Schools and other units­—is a professional development resource for working more effectively to meet the multitude of responsibilities expected of a faculty member, while thriving and building professional success.

To register for your free Institutional Membership, complete the following steps:

  1. Go to http://www.facultydiversity.org/join

  2. Choose your institution from the drop-down menu.

  3. Select “Activate my Membership”

  4. Complete the registration form using your institutional email address (i.e. @usc.edu)

  5. Go to your institution email to find a confirmation/welcome email. Click “Activate Account” in the email.


If you have any questions about the membership, please contact: Krystle Hyder, Faculty Development Coordinator, facultydevelopment@usc.edu. If you have any technical questions, please email NCFDD at Membership@FacultyDiversity.org.

Faculty Resources at OSAS