Engineering Students Trust Teachers Who Ask, Listen, and Respond
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| Title: | Engineering Students Trust Teachers Who Ask, Listen, and Respond |
|---|---|
| Language: | English |
| Authors: | Mirjam S. Glessmer (ORCID |
| Source: | International Journal for Academic Development. 2025 30(1):106-119. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, Trust (Psychology), Leadership Responsibility, Teaching Skills, Foreign Countries, Student Attitudes, Higher Education |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/1360144X.2024.2438224 |
| ISSN: | 1360-144X 1470-1324 |
| 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 trust-building in academic development efforts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468089 |
| Database: | ERIC |
| 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 trust-building in academic development efforts. |
|---|---|
| ISSN: | 1360-144X 1470-1324 |
| DOI: | 10.1080/1360144X.2024.2438224 |
