Conceptual framework for understanding empathy in physics faculty
Faculty members play a crucial role as change agents in promoting cultural transformation within academic environments and empathy, a fundamental component of effective teaching, mentoring, and collegiality, is essential for fostering a student-centered and holistic approach. We present a theoretica...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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American Physical Society
2024-12-01
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| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.20.020148 |
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| _version_ | 1846143367535132672 |
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| author | Alia Hamdan Ash Bista Scott Franklin Dina Newman |
| author_facet | Alia Hamdan Ash Bista Scott Franklin Dina Newman |
| author_sort | Alia Hamdan |
| collection | DOAJ |
| description | Faculty members play a crucial role as change agents in promoting cultural transformation within academic environments and empathy, a fundamental component of effective teaching, mentoring, and collegiality, is essential for fostering a student-centered and holistic approach. We present a theoretical model for empathy development and navigation in physics faculty as they engage with students and colleagues. Two pathways—cognitive and affective—are connected with previous work and explored. Cognitive empathy, a slower, intellectual process, is mediated through reflective witnessing, whereas affective empathy, a faster, emotional process, builds on shared or adjacent lived experiences. Understanding the nuances associated with the different pathways can inform efforts to increase participation and foster an inclusive environment, which often presumes a meaningful understanding of what best supports individual students. |
| format | Article |
| id | doaj-art-9548a6ebd72c421e87ded2debc2f4138 |
| institution | Kabale University |
| issn | 2469-9896 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Physics Education Research |
| spelling | doaj-art-9548a6ebd72c421e87ded2debc2f41382024-12-02T15:39:50ZengAmerican Physical SocietyPhysical Review Physics Education Research2469-98962024-12-0120202014810.1103/PhysRevPhysEducRes.20.020148Conceptual framework for understanding empathy in physics facultyAlia HamdanAsh BistaScott FranklinDina NewmanFaculty members play a crucial role as change agents in promoting cultural transformation within academic environments and empathy, a fundamental component of effective teaching, mentoring, and collegiality, is essential for fostering a student-centered and holistic approach. We present a theoretical model for empathy development and navigation in physics faculty as they engage with students and colleagues. Two pathways—cognitive and affective—are connected with previous work and explored. Cognitive empathy, a slower, intellectual process, is mediated through reflective witnessing, whereas affective empathy, a faster, emotional process, builds on shared or adjacent lived experiences. Understanding the nuances associated with the different pathways can inform efforts to increase participation and foster an inclusive environment, which often presumes a meaningful understanding of what best supports individual students.http://doi.org/10.1103/PhysRevPhysEducRes.20.020148 |
| spellingShingle | Alia Hamdan Ash Bista Scott Franklin Dina Newman Conceptual framework for understanding empathy in physics faculty Physical Review Physics Education Research |
| title | Conceptual framework for understanding empathy in physics faculty |
| title_full | Conceptual framework for understanding empathy in physics faculty |
| title_fullStr | Conceptual framework for understanding empathy in physics faculty |
| title_full_unstemmed | Conceptual framework for understanding empathy in physics faculty |
| title_short | Conceptual framework for understanding empathy in physics faculty |
| title_sort | conceptual framework for understanding empathy in physics faculty |
| url | http://doi.org/10.1103/PhysRevPhysEducRes.20.020148 |
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