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

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

doi:10.24059/olj.v29i4.5176

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

Virginia L. Byrne
, Michelle Mondrey
, Adeoluwa Oluwatoyin Folami
, Mariola Moeyaert
, Christine Licata-Hoang

Educational & Counseling Psychology

University at Albany

Morgan State University

Research output: Contribution to journal › Article › peer-review

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.

Original language	English
Pages (from-to)	237-256
Number of pages	20
Journal	Online Learning Journal
Volume	29
Issue number	4
DOIs	https://doi.org/10.24059/olj.v29i4.5176
State	Published - Dec 1 2025

Keywords

Online teaching
student evaluations of teaching
trauma-informed teaching

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10.24059/olj.v29i4.5176

Cite this

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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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AU - Moeyaert, Mariola

AU - Licata-Hoang, Christine

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AB - 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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KW - student evaluations of teaching

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JO - Online Learning Journal

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IS - 4

ER -

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

Abstract

Keywords

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