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The Empathetic Course Design Perspective

Author

Listed:
  • Saucier, Donald A.
  • Jones, Tucker L.
  • Schiffer, Ashley A.
  • Renken, Noah D.

Abstract

Empathy, the ability and willingness to take the cognitive and emotional perspective of others, is becoming increasingly important within academia. We introduce our Empathetic Course Design Perspective that refers to the intentional infusion of empathy into a course. We discuss the overarching beliefs that underlie this perspective, such as instructors’ commitment to inclusive teaching practices. In this commentary, we present practical recommendations for incorporating this perspective into your classes, in terms of course syllabi; schedules and routines; modalities; policies; and assignments and assessments. We believe this template is flexible and can be applied to any course (e.g., lower- and upperlevel classes), in any modality (e.g., face-to-face, hybrid/hyflex, online), and in any academic discipline. Ultimately, we believe the Empathetic Course Design Perspective can transform our courses into learning spaces that are more positive, supportive, and engaging for us as instructors and, more importantly, for our students.

Suggested Citation

  • Saucier, Donald A. & Jones, Tucker L. & Schiffer, Ashley A. & Renken, Noah D., 2022. "The Empathetic Course Design Perspective," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 4(4), September.
    • Handle: RePEc:ags:aaeatr:324807
    DOI: 10.22004/ag.econ.324807
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    References listed on IDEAS

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    1. Amanda Bayer & Cecilia Elena Rouse, 2016. "Diversity in the Economics Profession: A New Attack on an Old Problem," Journal of Economic Perspectives, American Economic Association, vol. 30(4), pages 221-242, Fall.
    2. Dounia Bourabain, 2021. "Everyday sexism and racism in the ivory tower: The experiences of early career researchers on the intersection of gender and ethnicity in the academic workplace," Gender, Work and Organization, Wiley Blackwell, vol. 28(1), pages 248-267, January.
    3. Jill J. McCluskey, 2019. "Why diversity and expectations matter," Agricultural Economics, International Association of Agricultural Economists, vol. 50(S1), pages 107-111, November.
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    Cited by:

    1. Britton, Logan & Hill-Sullins, Nellie, 2024. "The Kingmaker: Effective Teaching Approaches to Agricultural Policy," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 6(3), October.

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