Building Trust

2.1 Building Trust

Why is it important?

Trust can be defined as the student’s perception of the instructor’s understanding, acceptance, and care for their students (Cavanagh et al. 2018). Cavanagh et al. (2018) associated student-reported trust with active engagement with the course. Jaasma and Koper (1999) found that trust in instructors is positively correlated with out-of-class visits, student satisfaction, and student evaluation of the instructors. The sense of security trust gives students enhances their engagement, motivation, and collaboration, leading to a more dynamic and positive learning experience (Hsu, 2021).

How can we implement it?

Trust starts by building a positive connection with your students. Start by connecting with students on a human level. Show students that you care about them beyond the classroom setting. Similarly, sharing your professional journey can help students struggling with feelings associated with imposter syndrome connect with you and the course. Sharing your struggles through your education and professional journey can allow students, especially those with unique experiences, to see a path for themselves on our campus. Also, showing empathy and acknowledging the challenges students may be facing, and offering support are good ways to build trust with your students. Being approachable and understanding can make a big difference.

References

Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018). Trust, growth mindset, and student commitment to active learning in a college science course. CBE—Life Sciences Education, 17(1), ar10. https://doi.org/10.1187/cbe.17-06-0107

Hsu, J. L., & Goldsmith, G. R. (2021). Instructor strategies to alleviate stress and anxiety among college and university STEM students. CBE—Life Sciences Education, 20(1). https://doi.org/10.1187/cbe.20-08-0189

Jaasma, M. A., & Koper, R. J. (1999). The relationship of student-faculty out-of-class communication to instructor immediacy and trust and to student motivation. Communication Education, 48(1), 41-47. https://doi.org/10.1080/03634529909379151

Resources 2.1: Building Trust

Checklist for this section:

Building a positive connection

Connecting with students on a human level

Sharing your professional journey

Showing empathy

Acknowledging the challenges

Build connections with your students.

Building a positive connection or rapport with students is crucial for creating an engaging and effective learning environment. Here are some strategies instructors can use:

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Connecting with students on a human level

Connecting with students on a human level is crucial for fostering a supportive and engaging learning environment. By asking questions about their experiences, faculty can show genuine interest in their students’ lives, build trust, and create a sense of community. This approach helps students feel valued and understood, enhancing their motivation and participation in class.

Here are some sentence prompts faculty can use:

• “How are your courses going this semester? Is there anything you’re particularly enjoying or finding challenging?”
• “How’s your day been so far? Anything exciting or interesting happen?”
• “Which high school did you attend? What was your favorite part about it?”
• “Do you have any favorite music or sports that you enjoy in your free time?”
• “What are some of your hobbies or interests outside of school?”

Consider: “Two minutes a student spends on content might not significantly impact their academic performance, but two minutes with their instructor might be all they need to gain clarity, feel supported, and boost their confidence and academic performance”. - Manny

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Sharing Your Professional Journey

You can share your personal journey with your students by incorporating personal anecdotes related to the course material, discussing your academic and professional journey, and sharing interests and passions with them. Consider the following statements as ways to share your own journey with your students.

• “When I first started in this field, I struggled with [specific challenge], but…”
• “I remember feeling overwhelmed by [subject/topic] during my studies, but I found that ...”
• “My journey in this field has been full of unexpected twists and turns, and …
• “There was a time when I doubted my abilities in [specific area], and …”

This approach helps humanize the instructor, making them more relatable and approachable, which can break down power dynamics and foster a sense of connection with students.

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Showing Empathy

You can show empathy to your students by actively listening, validating their perspectives, and incorporating diverse materials and activities.

• “That is a very interesting take on this topic. Can you please …”
• “I know this is a busy time for you with all your courses, so…”
• “Even though the results may not be what you hoped for, your ...”
• “I understand that some topics we discuss might be sensitive or triggering. If you ever feel uncomfortable, please feel free to step out or talk to me privately.”

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Acknowledging Challenges

You can acknowledge student challenges by using phrases like:

• “I understand that balancing multiple assignments and exams can be a lot. Let’s …”
• “I’m sorry to hear you’re going through a tough time, please …”
• “Your well-being is important to me. Let’s …”
• “I can see how hard you’ve been working on this project, and/but…”

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