The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education
Open accessAbstract
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.
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“At present, teacher-student trust in higher education is underexplored, with most research focusing on institutional trust (trust towards higher education institutions from neoliberal angles) (Macfarlane 2009;Kovač and Kristiansen 2010;Felten, Forsyth, and Sutherland 2023).”
From How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences (2025) · cites this paper as Felten, Forsyth, and Sutherland 2023
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“Empirical research on trust between teachers and students is particularly scarce in higher education (Felten, Forsyth, and Sutherland 2023).”
From How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences (2025) · cites this paper as Felten, Forsyth, and Sutherland 2023
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“Trusting relationships between teachers and students are crucial in developing effective teaching, learning and assessment (Felten, Forsyth, and Sutherland 2023).”
From How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences (2025) · cites this paper as Felten, Forsyth, and Sutherland 2023
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“Trust is essential in student-teacher interactions, with cognitive competence being a key component.”
From Structured Development of Learning and Assessment Tasks to Prevent Generative AI Misuse and Enhance AI Literacy in the Faculty in Physiotherapy Education (2025) · cites this paper as [34]
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“Other important aspects of trust include showing interpersonal care, sensitivity to own and other identities and adherence to principles, that is, educational, professional, and cultural. 34”
From Structured Development of Learning and Assessment Tasks to Prevent Generative AI Misuse and Enhance AI Literacy in the Faculty in Physiotherapy Education (2025) · cites this paper as [34]
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Citations
Cites
An integrative model of organizational trust
Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995) · The Academy of Management Review · doi:10.2307/258792 · Cited by 10,736
What trust means in e-commerce customer relationships: an interdisciplinary conceptual typology
McKnight, D. H., & Chervany, N. L. (2001) · International Journal of Electronic Commerce · doi:10.1080/10864415.2001.11044235 · Cited by 2,282
The experience and evolution of trust: Implications for cooperation and teamwork
Jones, G. R., & George, J. M. (1998) · The Academy of Management Review · doi:10.2307/259293 · Cited by 2,135
Teacher–student relationship at university: an important yet under-researched field
Hagenauer, G., & Volet, S. (2014) · Oxford Review of Education · doi:10.1080/03054985.2014.921613 · Cited by 634
How College Affects Students: 21st Century Evidence that Higher Education Works
Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A., & Wolniak, G. C. (2016) · Cited by 475
They Say, I Say: The Moves That Matter in Academic Writing
Graff, G., & Birkenstein, C. (2009) · Cited by 363
The cognitive challenges of effective teaching
Chew, S. L., & Cerbin, W. J. (2020) · The Journal of Economic Education · doi:10.1080/00220485.2020.1845266 · Cited by 293
Appreciative Inquiry: The Power of the Unconditional Positive Question
Barrett, F. J., Ludema, J. D., & Cooperrider, D. L. (2001) · Cited by 208
Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course
Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-06-0107 · Cited by 203
Eddy, S. L., Brownell, S. E., Thummaphan, P., Lan, M., & Wenderoth, M. P. (2015) · CBE—Life Sciences Education · doi:10.1187/cbe.15-05-0108 · Cited by 198
Research works printed but not linked: 1
- Tierney, William G. 2006. "CHAPTER TWO: The Grammar of Trust." Counterpoints 308: 41-57.
Cited by
Luo (Jess), J. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2024.2341005 · Cited by 132
Lindbäck, Y., Valeskog, K., Schröder, K., & Sonesson, S. (2025) · Journal of Medical Education and Curricular Development · doi:10.1177/23821205251378794 · Cited by 4
“34 Our approach to supporting AI literacy includes structural planning, collaborative group work, and feedback on theoretical, practical and ethical aspects.”
Metadata
- Authors
- Felten, P., Forsyth, R., & Sutherland, K. A.
- Affiliations
- Elon University (US)
- Lund University (SE)
- Victoria University of Wellington (NZ)
- Venue
- Teaching and Learning Inquiry
- Published
- 2023-07-09
- Volume
- 11
- ISSN
- 2167-4779 (ISSN-L)
- 2167-4787
- OpenAlex
- W4383671551
- Cited by
- 48
- References
- 22
- Citations by year
- 2026: 14 · 2025: 24 · 2024: 9 · 2023: 1
- FWCI
- 35.57
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Teaching & Learning Inquiry The ISSOTL Journal (publishedVersion, cc-by-nc)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Lund University Publications (Lund University) (submittedVersion)
- Victoria University of Wellington
- Funders
- Elon University
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- trust in the classroom, student-teacher interaction, conceptual framework, university teaching, marginalized students, school belonging, academic developers, faculty reflection, online learning
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- Felten, P., Forsyth, R., & Sutherland, K. A. (2023). Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education. Teaching and Learning Inquiry. https://doi.org/10.20343/teachlearninqu.11.20
