Many studies have noted the detrimental impact adverse childhood experiences (ACEs) can have on individuals' developmental trajectories and, as a result, the utilization of trauma-informed practices has been of increasing interest within the field of education. Most research on trauma-informed pedagogy is derived from samples of children in grades K-12, whereas research on trauma-informed teaching practices within higher education is comparatively scarce. The specific aims of the current investigation are two-fold. The first aim is to explore the effect of postsecondary instructors' disciplinary specialization (i.e., person-thing orientation) on their receptivity to compassionate teaching practices. The second aim is to implement a brief (i.e., one hour, single session), asynchronous intervention to inform instructors about ACEs, subsequent effects on learning, and evidence-based, trauma-informed teaching practices. Results indicated that participants' thing-orientation scores negatively predicted their post-intervention receptivity scores and that there was a significant increase in knowledge about compassionate teaching practices from pre-assessment to post-assessment. Future studies should seek to replicate these findings and continue to identify factors that may influence one's receptivity to compassionate teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]