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

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.