HomeAnnotated BibliographiesConditions 2020-2023 Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Felten, Peter, Rachel Forsyth, and Kathryn A. Sutherland. 2023. "Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education." Teaching and Learning Inquiry 11 (July). https://doi.org/10.20343/teachlearninqu.11.20.About this Journal Article:The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a practical resource for teachers to reflect on possible approaches for building trust with students in their own classrooms—and for scholars and academic developers who wish to study or support these efforts. [Article Abstract] Click here to read the corresponding ISSOTL blog post.
