The Significance of Trust in Fostering Meaningful Learning

Authors

DOI:

https://doi.org/10.20343/teachlearninqu.13.5

Keywords:

trust, engaged learning, higher education

Abstract

Introduction to Special Section: Trust

Author Biographies

Jessie L. Moore, Elon University

Jessie L. Moore (USA) is professor of professional writing and rhetoric and director of the Center for Engaged Learning, an international research center, at Elon University.

Sophie Miller, Purdue University

Sophie Miller (USA) graduated from Elon University in 2024 earning her bachelor’s degree in psychology. She is now at Purdue University pursuing a PhD in human development and family sciences, conducting research in the Center for Early Learning lab.

Buffie Longmire-Avital, Elon University

Buffie Longmire-Avital (USA) is professor of psychology department and the inaugural director of the Black Lumen Project, an equity initiative, at Elon University.

Eric Hall, Elon University

Eric Hall (USA) is an assistant provost for scholarship and creative activity and professor of exercise science at Elon University. He is interested in co-creation and mentorship in undergraduate research, as well as assessment of high impact practices.

Ellery Ewell, University of Southern California

Ellery Ewell (USA) is a second-year occupational therapy student at the University of Southern California Chan Division of Occupational Science and Occupational Therapy. She earned her bachelor’s degree in psychology from Elon University in 2023.

Christina Wyatt, Capital One

Christina Wyatt (USA) is a financial analyst with experience in editing teaching and learning research, quantitative economics writing, and design thinking. She earned a bachelor’s degree in finance and economic consulting from Elon University in 2023 and currently works in Card Finance at Capital One.

References

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 & Learning Inquiry 11: 1–9. https://doi.org/10.20343/teachlearninqu.11.20.

Felten, Peter, Jessie L. Moore, and Tim Peeples. 2019. “Multi-Institutional SoTL: A Case Study of Practices and Outcomes.” In Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom, edited by Jennifer Friberg and Kathleen McKinney, 149–161. Indiana University Press.

Gibbs, Paul, and Peter Maassen. 2021. “Introduction: Trust and Higher Education.” In Trusting in Higher Education: A Multifaceted Discussion of Trust in and For Higher Education in Norway and the United Kingdom, edited by Paul Gibbs and Peter Maassen, 1–14. Springer.

Moore, Jessie L. 2023. Key Practices for Fostering Engaged Learning: A Guide for Faculty and Staff. Sterling, VA: Stylus Publishing.

Moore, Jessie L. 2021. “Key Practices for Fostering Engaged Learning.” Change: The Magazine of Higher Learning 53 (6): 12–18. https://doi.org/10.1080/00091383.2021.1987787.

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Published

2025-01-29

How to Cite

Moore, Jessie L., Sophie Miller, Buffie Longmire-Avital, Eric Hall, Ellery Ewell, and Christina Wyatt. 2025. “The Significance of Trust in Fostering Meaningful Learning”. Teaching and Learning Inquiry 13 (January):1–3. https://doi.org/10.20343/teachlearninqu.13.5.

Issue

Vol. 13 (2025): Teaching & Learning Inquiry

Section

Special Section: Trust

License

Copyright (c) 2025 Jessie L. Moore, Sophie Miller, Buffie Longmire-Avital, Eric Hall, Ellery Ewell, Christina Wyatt

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.