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Expressions of Trust : How University STEM Teachers Describe the Role of Trust in their Teaching

Sutherland, Kathryn A. ; Forsyth, Rachel LU orcid and Felten, Peter (2024) In Teaching and Learning Inquiry 12.
Abstract

Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust... (More)

Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust in their teaching, and what this might suggest about how they approach trust-building with and among their students. We report on four broad approaches to trust expressed by teachers in this study, framed as teacher statements to students: “trust me,” “trust yourself,” “trust each other,” and “I trust you.” This research has implications for teachers, SoTL scholars, and academic developers in higher education.

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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
published
subject
keywords
STEM teaching, trust, trust-building, university teaching
in
Teaching and Learning Inquiry
volume
12
publisher
University of Calgary Press
external identifiers
  • scopus:85203289119
ISSN
2167-4779
DOI
10.20343/teachlearninqu.12.22
language
English
LU publication?
yes
additional info
Publisher Copyright: © 2024 University of Calgary. All rights reserved.
id
d7d0d09b-5fe3-4041-8f01-cffa7848474c
date added to LUP
2024-09-13 07:44:26
date last changed
2025-04-04 15:09:59
@article{d7d0d09b-5fe3-4041-8f01-cffa7848474c,
  abstract     = {{<p>Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust in their teaching, and what this might suggest about how they approach trust-building with and among their students. We report on four broad approaches to trust expressed by teachers in this study, framed as teacher statements to students: “trust me,” “trust yourself,” “trust each other,” and “I trust you.” This research has implications for teachers, SoTL scholars, and academic developers in higher education.</p>}},
  author       = {{Sutherland, Kathryn A. and Forsyth, Rachel and Felten, Peter}},
  issn         = {{2167-4779}},
  keywords     = {{STEM teaching; trust; trust-building; university teaching}},
  language     = {{eng}},
  publisher    = {{University of Calgary Press}},
  series       = {{Teaching and Learning Inquiry}},
  title        = {{Expressions of Trust : How University STEM Teachers Describe the Role of Trust in their Teaching}},
  url          = {{http://dx.doi.org/10.20343/teachlearninqu.12.22}},
  doi          = {{10.20343/teachlearninqu.12.22}},
  volume       = {{12}},
  year         = {{2024}},
}