Proposal Title
“Looking Through Many Eyes”: Evaluating Students’ Empathy Using Written Expression
Abstract
This presentation explores initial efforts to evaluate the impact of interactive ethnography with guest speakers and community-based activities on the development of students’ empathy for persons with disabilities. Lesley University undergraduate students enrolled in psychology and special education courses wrote papers, designed combined visual and text responses, and completed course evaluations reflecting on face-to-face interactions with adults with disabilities or parents of children with disabilities. What impact did such direct interpersonal connections have on the students who are preparing for professions in related support services? Do the students demonstrate understandings that reflect deep, more critical self-analysis? The presenters describe definitions of and current research about how empathy could be useful to evaluate students’ written expression and suggest ways the intersection of face-to-face experiences and written expression can be used in future course work to support the development of empathy for persons with disabilities. Implications for other courses in education, social work, counseling and therapy will be discussed.
Start Date
27-3-2019 10:00 AM
End Date
27-3-2019 10:50 AM
Room Number
U-Hall 3-089
Presentation Type
Paper
Disciplines
Adult and Continuing Education and Teaching | Disability and Equity in Education | Educational Assessment, Evaluation, and Research | Higher Education and Teaching | Special Education and Teaching
“Looking Through Many Eyes”: Evaluating Students’ Empathy Using Written Expression
This presentation explores initial efforts to evaluate the impact of interactive ethnography with guest speakers and community-based activities on the development of students’ empathy for persons with disabilities. Lesley University undergraduate students enrolled in psychology and special education courses wrote papers, designed combined visual and text responses, and completed course evaluations reflecting on face-to-face interactions with adults with disabilities or parents of children with disabilities. What impact did such direct interpersonal connections have on the students who are preparing for professions in related support services? Do the students demonstrate understandings that reflect deep, more critical self-analysis? The presenters describe definitions of and current research about how empathy could be useful to evaluate students’ written expression and suggest ways the intersection of face-to-face experiences and written expression can be used in future course work to support the development of empathy for persons with disabilities. Implications for other courses in education, social work, counseling and therapy will be discussed.
