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Engineering students trust teachers who ask, listen, and respond

Glessmer, Mirjam S. LU orcid ; Persson, Peter LU and Forsyth, Rachel LU orcid (2024) In International Journal for Academic Development
Abstract

Trust is an important aspect of learning. However, there is little published research on how students perceive its value. In this article, we report on engineering students’ perceptions of the role of trust in their learning and their experiences of what teachers do in their courses that builds trust. Nine students participated in semi-structured interviews and 477 student replies to a survey sent out by the Students’ Association in the same School of Engineering were analysed. We found that showing care and concern is the most important trust-building approach that teachers can use, followed by displaying what we classify as teaching skills. Based on these students’ perceptions, we suggest ways to incorporate explicit reference to... (More)

Trust is an important aspect of learning. However, there is little published research on how students perceive its value. In this article, we report on engineering students’ perceptions of the role of trust in their learning and their experiences of what teachers do in their courses that builds trust. Nine students participated in semi-structured interviews and 477 student replies to a survey sent out by the Students’ Association in the same School of Engineering were analysed. We found that showing care and concern is the most important trust-building approach that teachers can use, followed by displaying what we classify as teaching skills. Based on these students’ perceptions, we suggest ways to incorporate explicit reference to trust-building in academic development efforts.

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Please use this url to cite or link to this publication:
author
; and
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
Engineering education, student perceptions, teaching skills, trust, trust-building
in
International Journal for Academic Development
publisher
Taylor & Francis
external identifiers
  • scopus:85212302750
ISSN
1360-144X
DOI
10.1080/1360144X.2024.2438224
language
English
LU publication?
yes
id
126c2881-5bc9-4f90-b56f-507f2ea79b7f
date added to LUP
2025-01-30 14:43:21
date last changed
2025-06-19 13:00:23
@article{126c2881-5bc9-4f90-b56f-507f2ea79b7f,
  abstract     = {{<p>Trust is an important aspect of learning. However, there is little published research on how students perceive its value. In this article, we report on engineering students’ perceptions of the role of trust in their learning and their experiences of what teachers do in their courses that builds trust. Nine students participated in semi-structured interviews and 477 student replies to a survey sent out by the Students’ Association in the same School of Engineering were analysed. We found that showing care and concern is the most important trust-building approach that teachers can use, followed by displaying what we classify as teaching skills. Based on these students’ perceptions, we suggest ways to incorporate explicit reference to trust-building in academic development efforts.</p>}},
  author       = {{Glessmer, Mirjam S. and Persson, Peter and Forsyth, Rachel}},
  issn         = {{1360-144X}},
  keywords     = {{Engineering education; student perceptions; teaching skills; trust; trust-building}},
  language     = {{eng}},
  publisher    = {{Taylor & Francis}},
  series       = {{International Journal for Academic Development}},
  title        = {{Engineering students trust teachers who ask, listen, and respond}},
  url          = {{http://dx.doi.org/10.1080/1360144X.2024.2438224}},
  doi          = {{10.1080/1360144X.2024.2438224}},
  year         = {{2024}},
}