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 upper-level 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.

Adedoyin, O.B., and E. Soykan. 2020. “Covid-19 Pandemic and Online Learning: The Challenges and Opportunities.” Interactive Learning Environments:1–13.

Amrein, A.L., and D.C. Berliner. 2003. “The Effects of High-Stakes Testing on Student Motivation and Learning.” Educational Leadership 60(5):32–38.

Baran, E., A. Correia, and A.D. Thompson. 2013. “Tracing Successful Online Teaching in Higher Education: Voices of Exemplary Online Teachers.” Teachers College Record 115:1–41.

Bayer, A. and Rouse, C.E. 2016. Diversity in the Economics Profession: A New Attack on an Old Problem. Journal of Economic Perspectives, 30(4): 221-42.

Benito, Á., K. Dogan Yenisey, K. Khanna, M.F. Masis, R.M. Monge, M.A. Tugtan, and R. Vig. 2021. “Changes That Should Remain in Higher Education Post COVID-19: A Mixed-Methods Analysis of the Experiences at Three Universities.” Higher Learning Research Communications 11:4.

Block, J.H., and R.B. Burns. 1976. “Mastery Learning.” Review of Research in Education 4:3–49.

Bourabain, D. 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 & Organization 28(1):248–267.

Corrigan, H., and G. Craciun. 2013. “Asking the Right Questions: Using Student-Written Exams as an Innovative Approach to Learning and Evaluation.” Marketing Education Review 23(1):31–36.

Crocker, J. 2021. “Confronting Late Work in the Student-Centered Classroom.” College Teaching:1–2.

Cross, L.H., R.B. Frary, and L.J. Weber. 1993. “College Grading: Achievement, Attitudes, and Effort.” College Teaching 41(4):143–148.

Dewsbury, B.M., K. Murray-Johnson, and A. Santucci. 2021. “Acknowledgement and Its Role in the Faculty Development of Inclusive Teaching.” The Journal of Faculty Development 35(3):53–62.

Elliott, R., A.C. Bohart, J.C. Watson, and L.S. Greenberg. 2011. “Empathy.” In J. Norcross, ed. Psychotherapy Relationships That Work, 2nd ed. Oxford: Oxford University Press, pp. 132–152.

Faulkner, S.L., W.K. Watson, M.A. Pollino, and J.R. Shetterly. 2021. “‘Treat Me Like a Person, Rather Than Another Number’: University Student Perceptions of Inclusive Classroom Practices.” Communication Education 70(1):92–111.

Feiner, S.F. and Morgan, B.A. 1987. Women and Minorities in Introductory Economics Textbooks: 1974 to 1984. The Journal of Economic Education 18(4): 376-392.

Ferguson, H. J. (2013). Journey into ungrading. Counterpoints, 451: 194-209.

Franzese, P.A. 2016. “The Power of Empathy in the Classroom.” Seton Hall Law Review 47:693–716.

Gullason, E.T. 2009. “A Compilation and Synthesis of Effective Teaching Strategies in the Economics Discipline.” The Journal of Business and Economic Studies 15(2):83–96.

Guo, S. 2020. “Synchronous Versus Asynchronous Online Teaching of Physics During the COVID-19 Pandemic.” Physics Education 55:1–9.

Hansen, C. 2021. “The Penalty of Late Work on Student Motivation” [Poster]. John Wesley Powell Student Research Conference.

Heilporn, G., S. Lakhal, and M. Bélisle. 2021. “An Examination of Teachers’ Strategies to Foster Student Engagement in Blended Learning in Higher Education.” International Journal of Educational Technology in Higher Education 18(1):1–25.Page | 110 Volume 4, Issue 4, September 2022

Johnson, N., G. Veletsianos, and J. Seaman. 2020. “U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic.” Online Learning 24(2):6–21. https://doi.org/10.24059/olj.v24i2.2285

Kapareliotis, I., and G.Z. Miliopoulou. 2019. “Gender Bias in Academia: An Attempt to Render the Intangible Tangible.” In Diversity within Diversity Management. Bingley UK: Emerald Publishing Limited.

King, C.G., R.W. Guyette Jr., and C. Piotrowski. 2009. “Online Exams and Cheating: An Empirical Analysis of Business Students’ Views.” Journal of Educators Online 6(1):n1.

Korte, L., A. Lavin, and T. Davies. 2013. “An Investigation into Good Teaching Traits.” Journal of Learning in Higher Education 9(1):141–150.

Lambert Snodgrass, L., Morris, P. V., and Acheson, K. 2018. Assessing The Intercultural Sensitivity of Students in an Agriculture Diversity and Social Justice Course. Multicultural Education Review 10(4): 292-309.

Makoelle, T.M. 2019. “Teacher Empathy: A Prerequisite for an Inclusive Classroom.” Encyclopedia of Teacher Education. Singapore: Springer, pp. 1–6.

McCluskey, J.J. 2019. Why diversity and expectations matter. Agricultural Economics 50: 107-111.

Palmer, M.S., L.B. Wheeler, and I. Aneece. 2016. “Does the Document Matter? The Evolving Role of Syllabi in Higher Education.” Change: The Magazine of Higher Learning 48(4):36–47.

Pereira, O.P., and C.A. Costa. 2019. “Service Learning: Benefits of Another Learning Pedagogy.” Economic Research 3(9):17–33.

Ryan, R.M., and E.L. Deci. 2020. “Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions.” Contemporary Educational Psychology 61:101860.

Sá, M.J., and S. Serpa. 2020. “The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education.” Sustainability 12(20):8525.

Saucier, D.A. 2019a. “Bringing PEACE to the Classroom.” Faculty Focus, September 9. https://www.facultyfocus.com/articles/effective-teaching-strategies/bringing-peace-to-the-classroom/

Saucier, D.A. 2019b. “‘Having the Time of My Life’: The Trickle-Down Model of Self and Student Engagement.” ACUECommunity. https://community.acue.org/blog/having-the-time-of-my-life-the-trickle-down-model-of-self-and-student-engagement/

Saucier, D.A., and T.L. Jones. 2020. “Leading Our Classes Through Times of Crisis with Engagement and PEACE.” Faculty Focus, March 25. https://www.facultyfocus.com/articles/philosophy-of-teaching/leading-our-classes-through-times-of-crisis-with-engagement-and-peace/

Saucier, D.A., T.L. Jones, N.D. Renken, and A.A. Schiffer. 2021. “Professional Development of Faculty and Graduate Students in Teaching.” Journal on Centers for Teaching and Learning 13:3–16.

Saucier, D.A., S.S. Miller, A.L. Martens, and T.L. Jones. 2022. “Trickle Down Engagement: Effects of Perceived Teacher and Student Engagement on Learning Outcomes.” International Journal of Teaching and Learning in Higher Education 33(2):168–179.

Saucier, D.A., A.A. Schiffer, and T.L. Jones. 2022. “‘Exams By You’: Having Students Write and Complete Their Own Exams During the COVID-19 Pandemic.” Teaching of Psychology OnlineFirst. https://doi.org/10.1177%2F00986283221097617

Saucier, D.A., A.A. Schiffer, and N.D. Renken. 2022. “Five Reasons to Stop Giving Exams in Class.” Faculty Focus, February 18. https://www.facultyfocus.com/articles/educational-assessment/five-reasons-to-stop-giving-exams-in-class/

Saucier, D.A., T. Schneider, A.A. Schiffer, and N.D. Renken. 2022. “On a Mission: Using Missions in a First-Year Learning Community to Promote Social Change and Social Justice.” In Empowering Students as Change Agents in Psychology Courses. Washington DC: Society for the Teaching of Psychology.

Silva de Souza, G.H., W.S. Jardim, G. Lopes, Y.B. Marques, N.C. Lima, and R.S. Ramos. 2020. “Brazilian Students’ Expectations Regarding Distance Learning and Remote Classes During the COVID-19 Pandemic.” Educational Sciences: Theory & Practice 20(4):66–80.

Slattery, J.M., and J.F. Carlson. 2005. “Preparing an Effective Syllabus: Current Best Practices.” College Teaching 53(4):159–164.

Snyder, L.G., and M.J. Snyder. 2008. “Teaching Critical Thinking and Problem-Solving Skills.” The Journal of Research in Business Education 50(2):90.

Sunasee, R. 2020. “Challenges of Teaching Organic Chemistry During COVID-19 Pandemic at a Primarily Undergraduate Institution.” Journal of Chemical Education 97(9):3176–3181. doi: 10.1021/acs.jchemed.0c00542

Wiersma-Mosley, J. D. 2019. Developing Intercultural Competence and Ethnic Identity Among Undergraduate Students in Agriculture and Human Sciences. NACTA Journal 63(1A): 93-98.

Woodcock, S., A. Sisco, and M.J. Eady. 2015. “The Learning Experience: Training Teachers Using Online Synchronous Environments.” Journal of Educational Research and Practice 5(1):21–34. doi: 10.5590/JERAP.2015.05.1.02

Wright, G.B. 2011. “Student-Centered Learning in Higher Education.” International Journal of Teaching and Learning in Higher Education 23(3):92–93.

Zagallo, P., J. McCourt, R. Idsardi, M.K. Smith, M. Urban-Lurain, T.C. Andrews, K. Haudek, J.K. Knight, J. Merrill, R. Nehm, L.B. Prevost, and P.P. Lemons. 2019. “Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development.” CBE—Life Sciences Education 18(4). doi: 10.1187/cbe.19-06-0114

Zeidner, M. 2010. “Test Anxiety.” In I.B. Weiner and W.E. Craighead, ed. The Corsini Encyclopedia of Psychology. New York: Wiley, pp. 1-3.