This episode features Kathryn Shaffer EdD, RN, CNE, and a discussion on transformational belonging in nursing education. Emphasizing trauma-informed pedagogy, empathetic leadership, and design thinking, Dr. Shaffer shares strategies for creating inclusive learning environments where students feel seen, safe, and empowered. This episode highlights practical approaches for educators to cultivate creativity, psychological safety, and identity-shaping experiences in the classroom.

Guest: Kathryn Shaffer EdD, RN, CNE

• Role: Associate Professor and Director of Innovation in the College of Nursing
• Expertise: Trauma-informed pedagogy, inclusive learning environments, empathetic leadership, and design thinking

Quote from the Episode: “Transformational belonging isn't just about fitting in. It's really about creating spaces where people feel so deeply seen and safe and valued that they see themselves differently in that space and they step into their fullest potential.” Kathryn Shaffer EdD, RN, CNE

Getting Started:

• Create a safe space where students feel comfortable taking risks and making mistakes.
• Practice empathetic leadership by recognizing student needs and modeling respect in the classroom.
• Design activities that help students see themselves in the field.
• Solicit and use student feedback as an opportunity to grow.
• Contact us to talk about assignment design and creating a welcoming environment.

Terms to Know:

The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.

• Trauma-Informed Pedagogy: An approach to teaching that considers the broader impacts of trauma in students’ lives and explores the potential paths to resiliency. It seeks to cultivate a supportive learning environment for students which avoids re-traumatization for students.
• Design Thinking: A problem-solving methodology to address challenges in a fun way. It applies collaboration, creativity, critical thinking, and communication to encourage innovative and iterative solutions.

Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations.

1. Universal Design for Learning – Academic Commons Page
2. Arbour, M., Walker, K., & Houston, J. (2024). Trauma‐Informed Pedagogy: Instructional Strategies to Support Student Success. Journal of Midwifery & Women’s Health, 69(1), 25–32. https://doi.org/10.1111/jmwh.13539
3. University of Denver – Trauma-Informed Pedagogy
4. University of Michigan – Trauma-Informed Pedagogy – Equitable Teaching
5. University of Michigan - Insights on Trauma-Informed Pedagogy in Online Learning
6. Academic Commons Upcoming Workshops and Events

This episode features Dr. Travis Pollen discussing integrating AI into the classroom. Emphasizing intentional design, transparency, and continuous reflection, supported by both formal research and informal student feedback. This episode also highlights the importance of developing AI literacy and navigating the challenges of maintaining academic integrity in an evolving technological landscape.

Guest: Travis Pollen, PhD

• Role: Assistant Professor, College of Rehabilitation Sciences
• Expertise: Health and rehabilitation sciences.

Quote from the Episode: "So I want students to use it [AI]. I want them to use it well and to develop that barometer for what is appropriate and what is shortcutting, so to speak." - Travis Pollen, PhD

Getting Started:

• Try different generative AI tools yourself to understand their strengths and limitations allowing you to better guide student use of them.
• Clearly define how students should interact with AI in your classroom to maintain academic integrity.
• Utilize student feedback regularly through structured surveys/reflections and informal check-ins throughout the semester rather than just at the end.
• Contact us to talk about intentional use of AI in the classroom.

Terms to Know:

The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.

• Artificial Intelligence (AI): an umbrella term for any theory, computer system, or software developed to allow machines to perform tasks that typically require human intelligence.
• SoTL (Scholarship of Teaching and Learning): Systematic and methodological inquiry to research the impact of teaching practices and learning experiences.
• AI Literacy: An understanding of how AI works and critically evaluates its application to teaching, scholarship, and maintain vigilance for bias, misuse, and misapplication of the tools.

Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations.

• AI for Educators: From Basics to Best Practices – Academic Commons Self-Paced Module
• Artificial Intelligence - Research Guides at Thomas Jefferson University
• Dekerlegand, R., Bell, A., Clancy, M. J., Pletcher, E. R., & Pollen, T. (2025). Generative Artificial Intelligence in Education: Insights from Rehabilitation Sciences Students. Education Sciences, 15(3), 380-. https://doi.org/10.3390/educsci15030380
• Bowen, J. A., & Watson, C. E. (2024). Teaching with AI : a practical guide to a new era of human learning. Johns Hopkins University Press.
• Academic Commons Upcoming Workshops and Events

This episode features Andrew Hart as he discusses community building design in architectural education. He emphasizes intentional collaboration, amplification, and the importance of connecting students with their communities. Through immersive, experiential learning, Hart demonstrates how architecture can be a tool for social engagement and empowerment.

Guest Andrew Hart

• Role: Assistant Professor of Architecture, College of Architecture and the Built Environment
• Expertise: Community-based design, experiential learning, architectural education

Quote from the Episode: "Your job isn’t to make the noise. Your job is to listen and then to amplify." – Andrew Hart

Getting Started:

• Start small: Introduce community engagement through manageable classroom activities.
• Embrace discomfort: Allow students to take ownership and guide the learning process.
• Use feedback: Collect student and community feedback throughout the semester to adapt and improve.
• Contact us to talk about engagement in the classroom

Terms to Know:

The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.

• Community-Based Design: An approach that involves community members in the design process to ensure outcomes reflect their needs and values.
• Experiential Learning: Learning through reflection on doing, often involving real-world engagement.

Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations.

1. Felten, P., & Lambert, L. M. (2020). Relationship-rich education: how human connections drive success in college. Johns Hopkins University Press.
2. Finley, L. L., & Bowen, G. A. (2021). Experiential Learning in Higher Education : Issues, Ideas, and Challenges for Promoting Peace and Justice. (1st ed.). Information Age Publishing, Incorporated.
3. Creating Experiential Learning Opportunities in Any Course
4. Engaging Students Through Experiential Learning Inside the Classroom
5. Academic Commons Upcoming Workshops and Events

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