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Empathy is seen as central to students’ field success and broader Canadian well-being, with experiential teaching approaches highlighted. 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Teaching and Learning  \n\n| Volume 14 | Issue 1 | Article 15 |\n| --- | --- |\n| Spring 05-31-2023\u003Cbr>‘The Tool of Our Trade’: Defining and Empathy in College Programs\u003Cbr>Adam Stibbards\u003Cbr>Georgian College, [adam.stibbards@georgiancollege.ca](adam.stibbards@georgiancollege.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2023.1.11023](https://doi.org/10.5206/cjsotlrcacea.2023.1.11023) | Teaching |\n\nRecommended Citation  \nStibbards, A. (2023) . ‘The tool of our trade’: Defining and teaching empathy in college programs. The Canadian Journal for the Scholarship of Teaching and Learning, 14(1). [https://doi.org/10.5206/cjsotlrcacea.2023.1.11023](https://doi.org/10.5206/cjsotlrcacea.2023.1.11023)  \nThe Tool of Our Trade’: Defining and Teaching Empathy in College Programs  \nAbstract  \nEmpathy is a fundamental skill in developing trusting, respectful relationships, which is a required capacity for many college program graduates upon entering the Canadian workforce. However, little is known about how faculty define, value, and teach students to develop and effectively utilize empathy. Agrounded methodological approach shaped the gathering of curriculum and interview data to assess relevant faculty understandings and teaching approaches. Faculty generally shared an understanding of empathy as ‘putting yourself in another person’s shoes’, while also valuing attention to emotions and a perspective-taking orientation. All faculty saw empathy as central to their students’future success in the field, and to the well-being of Canadian society as a whole. A variety of teaching approaches were noted, with an emphasis on experiential methods. Faculty members expressed universal interest in further collaboration with peers.  \nL’empathie est une compétence fondamentale qui permet de développer des relations de confiance et de respect, ce qui constitue une capacité requise pour de nombreux diplômés de programmes collégiaux lorsque ceux-ci font leur entrée sur le marché du travail canadien. Toutefois, on sait peu dechoses sur la manière dont les professeurs et les professeures définissent, valorisent et enseignent à leurs étudiants et à leurs étudiantes comment développer et utiliser efficacement l’empathie. Une approche méthodologique fondée sur le terrain a façonné la collecte de données sur les programmescolaires et les entretiens afin d’évaluer les compréhensions et les approches pédagogiques pertinentes des professeurs et des professeures. En général, les professeurs et les professeuress’accordent pour dire que l’empathie est « le fait de se mettre à la place d’une autre personne », touten accordant de la valeur au fait de prendre en considération les émotions et l’orientation vers la prisede recul. Tous les professeurs et toutes les professeures considèrent l’empathie comme un élément central de la réussite future de leurs étudiants et de leurs étudiantes dans leur domaine, et du bienêtre de la société canadienne dans son ensemble. Toute une variété d’approches d’enseignement ont été notées, avec une concentration sur les méthodes expérientielles. Les professeurs et les professeures ont exprimé un intérêt universel de collaborer plus avant avec leurs pairs.  \nKeywords  \nempathy, therapeutic relationships, teaching and learning, community college programs, faculty collaboration; empathie, relations thérapeutiques, enseignement et apprentissage, programmes de collèges communautaires, collaboration entre professeurs  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2023.1.11023](https://doi.org/10.5206/cjsotlrcacea.2023.1.11023)  \nOrientation  \nMy experience as a therapist for many years, and another decade as a college professor working with students in Human Services programs, have ledto the be","cbCaitHzRcuNHUZX","https://ap.wps.com/l/cbCaitHzRcuNHUZX","pdf",265058,18,"English","# Abstract\n# Orientation\n## Defining Empathy\n## Empathy as a teaching focus","[{\"question\":\"What is the core problem the paper addresses?\",\"answer\":\"The paper explores how faculty define, value, and teach empathy in college programs and how students learn to use it effectively.\"},{\"question\":\"How do faculty generally define empathy?\",\"answer\":\"Faculty commonly understand empathy as “putting yourself in another person’s shoes,” alongside attention to emotions and a perspective-taking orientation.\"},{\"question\":\"What teaching approaches are emphasized in the study?\",\"answer\":\"The study notes a variety of approaches, with an emphasis on experiential methods.\"}]","‘The Tool of Our Trade’ - Defining and Teaching Empathy in College Programs - Article 15 | PDF",1792082868,45]