Designing a Valid and Reliable Measure of Trauma-Informed Online Teaching Practices for Asynchronous Undergraduate Courses

Virginia Byrne; Michelle Mondrey; Adeoluwa Folami; Mariola Moeyaert; Christine Licata-Hoang

doi:10.24059/olj.v29i4.5176

Authors

Virginia Byrne
Michelle Mondrey Morgan State University https://orcid.org/0009-0003-2037-5424
Adeoluwa Folami Morgan State University
Mariola Moeyaert University of Albany - SUNY https://orcid.org/0000-0003-1453-8162
Christine Licata-Hoang Morgan State University

DOI:

https://doi.org/10.24059/olj.v29i4.5176

Keywords:

online teaching, trauma-informed teaching, student evaluations of teaching

Abstract

The majority of U.S. college students have experienced a traumatic event that could impact their health, social life, and academic success. While faculty are encouraged to implement trauma-informed teaching practices, rigorously studied resources do not exist for online courses. We address this gap by presenting findings from an initial study of 129 undergraduate students at a mid-Atlantic Historically Black University. We contribute a valid and reliable student-facing survey of Trauma-Informed Online Teaching practices. Our model and survey can be easily deployed by faculty or instructional designers who seek to understand how to best support students who are navigating the effects of a traumatic event or circumstance.

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