Say the words “trigger warning” to an instructor and you’re guaranteed a reaction. Advocates argue that trigger warnings empower students with crucial information for safeguarding wellbeing and enhancing learning (Leland & Kulbaga, 2018). Critics counter that they insulate learners from intellectual challenges crucial for professional development (Lukianoff & Haidt, 2015). We reframe this educational debate, using SoTL research to explore what trigger warnings can (and can’t) do to improve teaching and learning. Via a case study of our Center’s approach, we invite participants to (re)consider who has agency in the learning process and re-imagine conditions for inclusive learning.
Shared Session Notes
