Using trust generators as a framework for building trust at Delaware Technical Community College
Date
2025
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Publisher
University of Delaware
Abstract
Research indicates that trust is a foundation of student success. It is therefore crucial for instructors to use trust building strategies to promote student retention and success. However, anecdotal and institutional evidence indicates that instructors at Delaware Tech do not feel equipped with communication strategies to build rapport and connect with students. To address that challenge, I pursued the following improvement goal: to design professional development sessions for Delaware Tech instructors on strategies to build rapport and connect to students through Hammond’s (2015) trust generators (concern, selective vulnerability, familiarity, similarity of interests, and competence) as the foundation for a culturally responsive pedagogical (CRP) perspective. ☐ My first improvement strategy consisted of identifying and compiling research through a literature review and annotated table to better understand communication and trust building at the community college level. The research showed that getting to know students and building empathy enhances student success. Furthermore, a survey assessing Delaware Tech instructor self-perceptions of culturally responsive practice implementation was sent to all Delaware Tech full-time faculty. Survey results indicated that Delaware Tech instructors felt most concerned about culturally responsive practices that focused on awareness of students’ home lives and cultures. ☐ Based on those results, professional development was needed to provide instructors strategies on getting to know students and building learning partnerships through trust. Therefore, I designed and implemented professional learning focused on Hammond’s (2015) trust generators. First, I designed a Google Site compiling multimodal resources on CRP and trust-building practices. Next, I designed and implemented a professional development seminar on the importance of trust building and strategies to implement Hammond’s (2015) trust generators. Next, I built a curriculum plan and course design matrix for a micro-credential course on learning partnerships and trust generators to be offered through Delaware Tech’s Center for Creative Instruction and Technology. ☐ The final improvement strategy featured an evaluation survey of professional learning. The survey results from the professional development seminar indicated a positive experience, and further professional development offerings based on this research were requested by leadership. ☐ Future steps in providing strategies for instructors on trust building should include more research on the connection between communication and rapport building, in-depth conversations with instructors (including adjunct instructors) about areas of needed support, leveraging Delaware Tech’s Professional Learning Community (PLC) groups for ongoing professional learning, and implementation of a micro-credential course on trust generators.
Description
Keywords
Culturally responsive pedagogy, Rapport in higher education, Trust building, Professional Learning Community, Trust generators