Context Matters: Enhancing SoTL by Exploring Interpersonal Relationship Building in Higher Education
Bibliographic record
Abstract
This paper contributes to SoTL by critically examining the literature on the nature of interpersonal relationships across global higher education settings through narrative inquiry, focusing on both online and in-person learning. Drawing on previous literature (to show patterns of inquiry) and fictional student cases (to give concrete details and examples), this paper examines how educators’ relationships with students shape learning outcomes and experiences and looks at the intricate role of trust in fostering interpersonal relationships within educational settings. The impact of trust is examined across various dimensions—from student-teacher dynamics to peer interactions and institutional structures. Key themes of deliberate interaction, clear communication, and activities for belonging emerge as crucial for fostering supportive learning environments. The analysis underscores the significance of empathetic communication and culturally responsive pedagogies in enhancing student engagement and well-being. Trust, foundational to all those themes, is analyzed through lenses of honesty and benevolence, two essential perspectives for establishing reliable educational environments for students from a variety of societal and educational backgrounds. Through the fictionalized cases, the authors investigate how trust, as cultivated through reflective practices such as the 5Rs framework (Bain et al. 2002), enhances student engagement and inclusivity. By integrating personal reflections and scholarly literature from SoTL, this paper advocates for pedagogical practices that prioritize inclusive, relational approaches in education across diverse contexts.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.004 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".