Trauma-Informed Practices: Priorities for Asynchronous Courses From HBCU Faculty and Students

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Collaborative Pathways in Higher Education: Strengthening Equity, Teaching, and Professional Development (Table 6)

Abstract

This research investigates how Trauma-Informed Online Teaching practices may enhance student success in online courses for HBCU students. Our work differentiates itself by focusing on the perspectives of both students and faculty in a Mid-Atlantic HBCU. We conducted focus groups with students and one-on-one interviews with faculty to explore the research question, What Trauma Informed Online Teaching (TIOT) practices do HBCU students and faculty identify as the most important aspect of online course design? Through this analysis we identified that among students that realiblity and openness were prioritzed, while faculty place a hire value on the importance of being adaptable. Future work will develop instructional development tools for asynchronous courses.

Authors

• Michelle Mondrey, Morgan State University

• Virginia Byrne, Morgan State University

• Adeoluwa Oluwatoyin Folami, Morgan State University