Classroom Empathy: Using the Johari Window to Foster Understanding among Faculty and Nontraditional Students
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| Title: | Classroom Empathy: Using the Johari Window to Foster Understanding among Faculty and Nontraditional Students |
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| Language: | English |
| Authors: | Janine Nicole Guerra, Melissa Robinson-Winemiller |
| Source: | American Association for Adult and Continuing Education. 2025. |
| Availability: | American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Student Relationship, Empathy, Nontraditional Students, College Faculty, Higher Education, Teaching Styles, Educational Environment |
| Abstract: | This paper aimed to explore the role of empathy in the classroom. It focused on both professors' empathy toward students and the encouragement of empathy from nontraditional students toward faculty, and vice versa. Using the Johari Window framework and empathy mapping exercises, participants engaged in active learning and sharing activities to better understand themselves and others, fostering a collaborative and supportive nontraditional learner higher education environment. [For the full proceedings, see ED680798.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680804 |
| Database: | ERIC |
| Abstract: | This paper aimed to explore the role of empathy in the classroom. It focused on both professors' empathy toward students and the encouragement of empathy from nontraditional students toward faculty, and vice versa. Using the Johari Window framework and empathy mapping exercises, participants engaged in active learning and sharing activities to better understand themselves and others, fostering a collaborative and supportive nontraditional learner higher education environment. [For the full proceedings, see ED680798.] |
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