HCOL 40033
Nature of Values: Empathy
Spring 2015
TR 2:00-2:50
SCHAR 4008
Instructor:
TA:
Office:
Dr. Wendy Williams: w.s.williams@tcu.edu
Brandon Newman: b.a.newman@tcu.edu
SCHAR 3018C
Course Description
In this seminar-style course, students explore and experience empathy in its individual,
interpersonal, and civic modes. Readings in literature, psychology, sociology, and
philosophy supplement students' semester-long service-learning projects, which
involve 15-25 hours of service with a local community partner. During class meetings,
we discuss readings and service-learning projects to the end of synthesizing both a
coherent theory of empathy as well as a practical understanding of it.
Course Purpose
In (1) requiring critical thinking and real-world problem solving, (2) engaging students’
abilities to synthesize ideas across disciplinary perspectives, and (3) focusing on
expression through discussion, this course fulfills the competencies set out for an
Honors College Colloquium course.
Prerequisites
Honors College
Completion of Lower-Division Honors OR
Enrolled as an Andrews Scholar in Colloquia
Learning Outcomes
At the end of fifteen weeks of instruction, students enrolled in Nature of Values:
Empathy should be able to:
 Define the following terms:
Empathy
High-level empathy
Sympathy
Theory of mind
Compassion
E-S theory
Pity
Perspective taking
Low-level empathy
Mirror neurons
Emotional contagion
Empathic concern
Empathic/personal distress
Cognitive empathy
Emotional/affective empathy
Altruism
Egotism
Pro-social behavior
Sex difference
Gender difference
Intercultural empathy

Understand the intellectual, scientific, and historical origins of the concept of
empathy.
 Understand how various disciplines in the social sciences and humanities
approach the study of empathy. Understand how many of these approaches
overlap with one another.
 Identify and articulate their own experiences of empathy as demonstrating
the value of human life.
 Comprehend the role of empathy in edifying notions of civic responsibility
and in assessing the ethical dimensions of individual, professional, and civic
life.
 Demonstrate an ability to meaningfully participate in effective civic
engagement, group and follower-leader dynamics, and ethical decisionmaking through the service-learning project.
 Apply disciplinary or multidisciplinary knowledge to new situations.
[HONORS COLLOQUIUM LO]
Student Action Steps
 Students will undertake a broad study of the history and current trends in the
study of empathy from a variety of approaches.
 Students will practice problem-solving skills in critical interpretation and
analysis of diverse ideas through texts and service learning experiences.
 Students will identify and compare the representation of human life as
reflected through the products of human culture with the products of lived
experience.
 Students will examine and compare the implications of various ethical
systems that follow an understanding of empathy in social and civic contexts.
 Students will, through practical experience, develop an understanding of
different modes and contexts of leadership and collaboration.
 Students will use knowledge derived from reading and on-the-ground
experience to identify and solve problems in the service community.
 Students will solve real-world and conceptual problems that concern
empathy from the perspectives and traditions of various disciplines.
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Students will discuss and debate issues pertinent to empathy in class with
students from diverse disciplines by thoughtfully weighing opposing
opinions.
Students will be given conceptual explications from several diverse
disciplines and then be charged with finding commonalities among these
concepts. [HONORS COLLOQUIUM SAS]
Students will draw conclusions about how their understanding of conceptual
commonalities between disciplines has enriched their understanding of these
concepts. [HONORS COLLOQUIUM SAS]
Textbook and Readings
Required books:
De Waal, Frans, The Age of Empathy, Harmony Books, 2009
Kent, Hannah. Burial Rites, Little, Brown and Company, 2013
Note: Students are in charge of ordering books either online or individually through the
TCU bookstore. The TCU bookstore does not fill bulk orders for this course. Please
purchase the actual paperbacks rather than download texts to tablets.
Required readings:
Available for download through eCollege.
Assessment
You can view your grades throughout the semester in the eCollege gradebook. Final
grades will be calculated using the following scale:
Salient categories that determine course grade outcome include:
(1) participation in reading and attendance
(2) timely submission of assignments
(3) demonstration of thorough knowledge of the material
(4) level of critical analysis
(5) conformation to assignment criteria
A
AB+
B
BC+
94-100 - outstanding level of achievement in these categories.
90-93 – excellent level of achievement in these categories.
87-89 - very good level of achievement in these categories.
84-86 - good level of achievement in these categories.
80—83 - fairly good level of achievement in these categories.
77-79 - acceptable level of achievement in these categories.
C
CD
F
74-76 - average level of achievement in these categories.
70-73 - somewhat below average level of achievement in these categories.
60-69 - fair to poor level of achievement in these categories.
below 60 - unacceptable level of achievement in these categories.
To view your graded papers with my comments:
Log into eCollege
Go to course
Click on gradebook
Click on “research project”
Click on [30]% under turnitin (the number you see reflects the percentage of your
paper that Turnitin found matched online sources. The percentage will be different for
everyone and will depend on how many sources you quoted.)
Click on grademark at top, wait for it to load (*takes about 30 seconds*)
Mouse over blue headings to see my comments
Assessment will be based on the following components:
Participation………………..……………….………………….……………….……….... 20%
Attendance and participation will comprise 20% of your total grade. Each
unexcused absence will result in a 10-point reduction in your participation
grade. 6 unexcused absences will result in automatic failure of the course. 6
excused absences will result in an I grade.
If you are sick or cannot attend due to family emergency, please produce
documentation via email within seven days of the missed class to avoid
penalization. Make sure the documentation has a range of dates if you plan to
miss more than one class. Also, let me know in advance if you have to arrive
late or leave class early, and do not do this regularly.
The quality of your experience in this class depends on your reading the
material carefully. At the beginning of each class, I will give a verbal quiz. I
will call on a few students to summarize, synthesize, or analyze the material
for the day. Students may refer to, but not read, notes to provide answers.
Your ability to demonstrate knowledge of the material will factor into your
participation grade.
Other factors included in your participation grade: contributing substantively
and regularly (at least twice per class) to the conversation, and paying
attention. Anecdotal responses are welcome and count towards participation;
however a high participation grade requires substantive comments also.
Substantive comments refer to text, draw connections between theories/units,
provide useful commentary/analysis of the ideas being discussed.
Note: Please keep your cell phones turned off and your laptops closed during
class.
Participation grades will be assigned twice during the semester.
Participation will be graded on the following criteria:
 Attends class regularly
 Pays attention—texting, reading, and using the laptop for non-class related
purposes distracts others and will significantly reduce your participation
grade
 Responds well to the verbal quiz at the beginning of class
 Comes to class prepared, having read all the material
 Participates substantively and regularly to class discussion, demonstrating
knowledge of the material
Aesthetics unit assignment: The aesthetics assignment is part of your
attendance grade. For this assignment, you will attend a visual or performing
arts event—a play, ballet, opera, art exhibition, etc. by 2/24 and report (in
class) on your experience in light of the reading on aesthetics due for class on
2/24. This assignment is worth two days’ attendance. An unexcused absence
on this day will result in a 20 point deduction from your participation grade.
Threaded Discussion……..………………………………………………………………. 10%
Students will reflect on the reading via threaded discussion. Respond to 12 of 16
TDs in 200-300 words either to the TD prompt or to another student’s response
on eCollege by 2:00 pm on due dates. Responses may be informal but should
demonstrate knowledge of the reading by synthesizing material and referring to
the texts. Label TDs specifically in the subject line. Read through everyone's
questions and posts and avoid repeating content. The TD will be graded on
completion, quality, and timeliness.
Participation will be graded on the following criteria:
 Submits to 12 TDs
 Submits on time
 Writes 200-300 words
 Writes merit-worthy responses (referring to, analyzing the text)
Discussion Facilitation…..….……………..……..……………………………………… 20%
Students will form discussion facilitation groups early in the semester. Each
group will lead class discussion four times during the semester. Discussion
facilitation groups should draw from the readings to highlight key ideas, ask
questions, and stimulate discussion aimed at understanding and critiquing the
weekly readings. The discussion will draw connections between theory and
personal experience to the end of forming an intellectual and practical
understanding of the material.
DF groups will include a visual aid (PowerPoint/Prezi) to guide discussion.
Visual aids should include relevant images, music, film/tv clips, etc., connecting
the unit’s themes with contemporary society and culture. Groups also may wish
to create classroom activities to encourage participation. Groups are encouraged
to meet in person to prepare before class.
Facilitate class discussion effectively and professionally: do not lecture or read
slides, keep conversation on topic, use class time well, encourage class
participants to speak, and foster a positive class environment. Queue video clips
in advance to avoid spending class time watching commercials or waiting for
videos to load.
Groups will incorporate the threaded discussion by summarizing key points and
continuing the TD conversation. You may ask questions that were not answered
on the TD, ask follow-up questions, and/or ask questions that invite further
discussion.
Include one effective active learning strategy to engage class members and
encourage application of material. For an explanation and examples of AL
strategies, see:
http://www.cte.cornell.edu/documents/presentations/Eisen-Handout.pdf
http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/
http://web.calstatela.edu/dept/chem/chem2/Active/
Individuals in the DF group may divide the work to present but all students in
the DF group should complete all the reading for the unit.
Each group should tie into the discussion service work at Como when applicable
and when possible.
Upload your visual aid to the Dropbox on eCollege at least 12 hours before the
class period. In addition, each person should write a paragraph describing
his/her contribution to the group work, and this will be turned in at the
beginning of the class period during which you present. Students must submit
work to eCollege to receive a grade.
*Note: If you know in advance that you will be absent on your DF day, please
make arrangements to swap days with another student in class. You may email
the class via eCollege to make your request to other class members. If you have
prepared for your DF and must miss class due to illness or emergency, please
contact your group members and me to make alternate arrangements. You will
receive a 0 for the assignment if you fail to show up for class and do not make
other arrangements on a DF day.
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Discussion Facilitation will be graded on the following criteria:
Addresses the major themes of the week’s assigned reading
Divides work equally between group members
Brings other class members into the discussion
Facilitates conversation without reading slides/lecturing
Controls the discussion effectively
Includes one active learning exercise
Ties service work into the discussion
Incorporates TD effectively
Presents material in an interesting manner
Effective visual aid includes videos or other related media
Provides thought-provoking discussion questions
Uploads visual aid to Dropbox 12 hours before class and turns in statement of
work distribution at the beginning of class
PowerPoint/Prezi Guidelines
 Use 1-2 styles of font only
 Avoid using all caps
 Keep it simple
 Use large enough font that all in the class can read
 Avoid wordy slides (0-20 words per slide)
 Use different text and background colors (i.e., don’t use yellow text on a
yellow background image.)
 Include visual images
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o Note the Picture Superiority Effect: Three days after hearing or
reading a set of facts, most people will remember about 10% of the
information. Add a photo or a drawing, and recall jumps to 65%.
Include relevant information
Include discussion questions
Make text readable, clear, error-free
Don't read your slides
View “Death by PowerPoint”:
http://www.slideshare.net/thecroaker/death-by-powerpoint
Note: slides are for the audience, not the speaker.
Research Paper………..………………………….……………………………..….……. 20%
Students may write a discipline-specific or interdisciplinary research paper exploring
any aspect of empathy. Papers should be 6-8 double-spaced pages. Correctly use the
documentation style preferred by your field of study and incorporate sources
effectively. Papers should include page numbers and a title and should be written well
and without errors. All projects should have a strong introduction and conclusion and a
clear, original thesis (answers a question, solves a problem) that should not be merely
informative but should argue a point. The body of your paper should support your
thesis statement and be well-organized.
For help writing a strong thesis statement, see:
https://www.kibin.com/essay-writing-blog/thesis-statement-examples/
http://writingcenter.fas.harvard.edu/pages/developing-thesis
If you are a videographer or creative writer and wish to do a creative project instead
of a research paper, please discuss this option with me.
Papers due: 4/28 by 2:00 pm. Upload to eCollege. Students will informally discuss their
findings in class on 4/28 (1 minute). Visual aids are optional.
On reading early drafts: I will gladly answer questions and guide you through any
difficulties you’re experiencing while writing, but please don’t send entire drafts. For
more extensive help, please go to Center for Writing. Writing specialists and peer
tutors are available for one-on-one tutorials from 8:00 a.m. to 5:00 p.m. Monday through
Friday in Reed Hall, Suite 419 and from 6:00 p.m to 9:00 p.m. Sunday through Thursday
in Tom Brown Pete Wright Hall, 2nd floor, commons. Online tutorials are also
available. To make an appointment or to access the online tutorial service, please visit
the Center for Writing web site at http://www.wrt.tcu.edu/ for further information.
The Final Research Project will be graded on the following criteria:
 Has a strong introduction with a strong introductory sentence
 Has a clear, arguable, original thesis statement that relates to empathy
 Body of paper incorporates sound analysis and effectively develops thesis
 Is well organized and uses transitions
 Employs a lucid writing style, free from errors
 Is well-researched, has at least 5 credible sources
 Has a strong conclusion
 Meets 6-8 page limit
Service Learning Project …………………………………..……………………...……. 30%
Early in the semester, you will form Service Groups (the same as your Discussion
Facilitation groups) ideally matching your individual interests and talents with
the community center’s needs. As a class, we will brainstorm SL project ideas
with a representative of Como Community Center, and then divide into groups
and plot out SL project action plans. Each group will submit one SL project
proposal that outlines the specific goals of your project, how the project meets
the needs of the center (explained by the CCC representative), the roles of each
group member, an action plan (a description of how you will attain the project
goals), and a budget. Proposals should be 1-2 pages total, including a budget
request. Upload proposals to the Dropbox on eCollege by 1/27 by 2:00 pm. Late
proposals will result in a 2-point deduction in your SL project grade.
The Service Learning project assumes completion of a minimum of 25 hours on
project work (planning, meeting in groups, etc.). You should serve a minimum of
15 of these 25 hours (not including drive time) on-site at CCC. Students should
complete a minimum of 1 hour/week.
Service hours are due by 2:00 on Thursdays. Service hours timeline:
January
Su
Mo
Tu
We
February
March
Th
Fr
Sa
Su
Mo
Tu
We
Th
Fr
Sa
Su
Mo
Tu
We
Th
Fr
Sa
1
2
3
1
2
3
4
5
3hrs
6
7
1
2
3
4
5
7hrs
6
7
8
9
10
11
12
4hrs
13
14
8
9
10
11
12
SB
13
14
15
16
17
18
19
5hrs
20
21
15
16
17
18
19
9hrs
20
21
22
23
24
25
26
6hrs
27
28
22
23
24
25
26
10hrs
27
28
29
30
31
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
1hr
23
24
25
26
27
28
29
2hrs
30
31
We
Th
Fr
Sa
1
2
11hrs
3
4
April
Su
Mo
Tu
5
6
7
8
9
12hrs
10
11
12
13
14
15
16
13hrs
17
18
19
20
21
22
23
14hrs
24
25
26
27
28
15hrs
29
30
You can earn hours by helping with an after-school program, doing your project
work at CCC, helping with other groups' activities, mentoring CCC students, etc.
SL hours may be done at any time during the semester and may or may not be
connected with your project work. For example, you may spend 7 hours at the
center on your specific event or program, 2 hours helping with an after-school
program, and 3 hours supporting other groups’ projects. You will receive a list of
service opportunities and dates and will sign up for and commit to the days and
events you select. Through service, aim to develop relationships and learn the
spirit and vision of the community: ask questions, get to know people, find out
how you can best serve and learn.
Professionalism: When communicating with people in regard to our class,
please address them by their titles and not by first name. Let’s be friendly and
professional with CCC staff and TCU staff and faculty. Also, be sure to thank
people for their help and contributions in writing or in person.
Reimbursement: If you spend money on materials to be used during your
project work at Como Community Center you must complete each of these steps
for reimbursement:
1. After submitting proposals, each group should consult the class accountant to
request funds for their group work.
2. Once funds are agreed upon, individuals should consult the class accountant
to gain permission to spend the requested amount of money.
3. Once funds are spent, individuals should set up an appointment to meet
Lauren Nixon: l.e.nixon@tcu.edu
4. Provide a copy of your receipt to Lauren at the meeting, and she will help
you fill out a reimbursement form.
5. Email class accountant (copy Dr. Williams) listing the amount of funds spent.
6. Class accountant: keep clear records of funds spent and earned (funds raised),
and submit a detailed record to Dr. Williams before the last class period.
7. If you have any questions about reimbursement, email Lauren Nixon (copy
Dr. Williams) at l.e.nixon@tcu.edu
8. All forms must be submitted before the final day of class.
Class accountant: Keep track of funds throughout the semester. Consult with me
once proposals are submitted regarding funds to distribute. Before the end of the
semester, email to me a breakdown of money spent and earned (through
fundraising or grant-writing, if applicable) throughout the semester.
Time sheets: Record the number of hours you serve on the “On-site Time Sheet”
and “Off-site Time Sheet” on Google Docs. Keep track of your own hours
weekly. In order to access Time Sheets, go to gmail.com, log onto TCUempathy,
enter password: TCU2015!. You will incur a 5-point deduction from your final
project grade for every service hour left uncompleted. All hours must be
submitted by 4/28 by 2:00.
Reflection Paper (25%): Each individual will write a reflection paper describing
SL project work. You will want to document all aspects of your work for your
reflection paper: photograph every event/activity, keep email exchanges, take
notes at group meetings, etc. Papers should be 4-6 pages, include a title, use 12
point font, number and double-space pages and:
1. Describe your individual contribution to the project and the number of hours
spent at CCC throughout the semester.
2. Describe and assess how your group worked together, including areas of
strength and weakness.
3. Describe the SL project goals, the process of attaining goals, and areas of success
and failure.
4. Connect course themes to SL experiences and project work. Focus on your
learning and personal growth. Include in your reflection answers to the
following questions:
a. What have you learned about empathy as a concept?
b. What have you learned about personal empathy?
c. How has your understanding or awareness of empathy changed as a
result of this course?
d. Did your empathy increase as a result of this class? Why/why not?
e. Were you able to empathize with your community partner members?
Why and to what degree/why not?
f. What is the relationship between empathy and service work? Is empathy
necessary to do effective service? Why/why not?
g. Do you think you made a difference in your service work? Why/why not?
Please include in your paper headings that correspond to these 4 requirements:
individual contribution, group work, goals, empathy reflection.
Presentation (5%): Each group will give a presentation that describes the
semester project. Presentations should be engaging and professional and should
synthesize theories and experiences of empathy to the end of edifying an ethic of
civic responsibility. Presentations should last 10-12 minutes and incorporate a
visual aid, including photos documenting your group’s event(s) and project(s).
Presentations will take place on 4/23. Submit final projects and presentations to
the Dropbox on eCollege by 4/28 2:00 pm.
You can view the fall 2013 class Prezi here: http://prezi.com/je6ibnj2hqyo/doyou-know-como/. This example was an entire class effort; your presentation will
reflect only the work of your group.
The Service Learning Project will be graded on the following criteria:
 Reflection Paper (individual grade)
o Meets 4-6 page requirement
o Numbers and double spaces pages, includes a good title, uses 12
point font
o Effectively describes individual’s contribution and number of
hours at CCC
o Effectively describes group work
o Effectively describes goals, areas of success and failure
o Effectively connects empathy to SL experiences and project work
o Thoughtfully answers reflection questions listed above (in list
form)
 Presentation (group grade)
o Incorporates an effective visual component
o Describes project work and connects course themes
o Includes photos documenting the event(s) and project(s)
o Is interesting, professional, and informative
o Meets time requirements (10-12 minutes)
o Includes an original statement of civic responsibility
Please see PowerPoint/Prezi Guidelines under the Discussion Facilitation section.
Contacts for Como Community Center
Tel: 817-871-5030
Como Community Center
4900 Horne St.
Fort Worth, TX 76107
(817)871-5030
Como Elementary School
4000 Horne St.
Fort Worth, TX 76107
Aaron Muhammad
After School Program Coordinator
City of Fort Worth PACS
Como Community Center
4900 Horne St.
Fort Worth, TX 76107
Work # (817)871-5030
Cell # (817)586-9494
Aaron.Muhammad@fortworthtexas.gov
On iWork Pages Compatibility Issues
Attention Mac Users:
-Although DOC(X) format files (from Microsoft Word) are compatible with Pages,
the Pages default format is not compatible with Word.
-What does this mean?
-If you upload a file to eCollege that you composed in Pages without properly
exporting it as a DOC, I cannot open it. So, if you are a Pages user, please be sure to
export your Pages file as a DOC before uploading it to eCollege.
-To export a document in Pages, click “File” from the top menu in Pages and then
click “Export.” Click the “.DOC” icon and press “Export.”
-Note: Exporting a Pages document as a DOC file can cause formatting issues.
Another option is to export your file as a PDF.
Classroom Policies
The following policies have been instituted to ensure an optimal learning experience for
all students.
Absences: You are responsible for material missed during an excused or
unexcused absence; make arrangements with another class member to get
information missed in class.
Late work policy: If you submit work incorrectly (forget attachment, email
instead of upload to eCollege, etc.) or late (but within 2 hours of the due date and
time), your work will receive a 5 point grade deduction. If you submit more than
2 hours late, your work will receive a 10 point grade deduction per day.
University Mission Statement
To educate individuals to think and act as ethical leaders and responsible citizens in the
global community.
John V. Roach Honors College Mission Statement
The John V. Roach Honors College at TCU assists high-achieving students in reaching
their full intellectual potential through challenging academic endeavors, a unique
residential component, and community involvement.
The College promotes critical thinking and creative inquiry, an understanding of world
cultures, and synthesis of ideas across disciplines. The College fosters student
collaboration and strives to ingrain inquiry as an authentic, integral, and enduring
aspect of students’ identities. The College not only enriches the intellectual life of the
University but also promotes lifelong involvement with local, national, and global
issues.
Statement of Disability Services at TCU
Texas Christian University complies with the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities.
Eligible students seeking accommodations should contact the Coordinator of Student
Disabilities Services in the Center for Academic Services located in Sadler Hall, 1010.
Accommodations are not retroactive, therefore, students should contact the Coordinator
as soon as possible in the term for which they are seeking accommodations. Further
information can be obtained from the Center for Academic Services, TCU Box 297710,
Fort Worth, TX 76129, or at (817) 257-6567.
Academic Misconduct
(Sec. 3.4 from the Student Handbook) –Any act that violates the academic integrity of
the institution is considered academic misconduct. The procedures used to resolve
suspected acts of academic misconduct are available in the offices of Academic Deans
and the Office of Campus Life and are listed in detail in the Undergraduate Catalog
(Student Policies>Academic Conduct Policy Details;
http://www.catalog.tcu.edu/current_year/undergraduate/).
Specific examples include, but are not limited to:
Cheating
Copying from another student’s test paper, laboratory report, other report, or computer
files and listings; using, during any academic exercise, material and/or devices not
authorized by the person in charge of the test; collaborating with or seeking aid from
another student during a test or laboratory without permission; knowingly using,
buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents
of a test or other assignment unauthorized for release; substituting for another student
or permitting another student to substitute for oneself.
Plagiarism
The appropriation, theft, purchase or obtaining by any means another’s work, and the
unacknowledged submission or incorporation of that work as one’s own offered for
credit. Appropriation includes the quoting or paraphrasing of another’s work without
giving credit therefore.
Collusion
The unauthorized collaboration with another in preparing work offered for credit.
TCU Campus Resources for Students
Many resources exist on the TCU campus that may be helpful to students: Mary Couts
Burnett Library (257-7117); Center for Academic Services (257-7486, Sadler Hall. 1022);
the William L. Adams Writing Center (257-7221, Reed Hall 419); Student Development
Services (257-7855, BLUU 2003); and Office of Religious & Spiritual Life (257-7830,
Jarvis Hall), Campus Life (257-7926, Sadler Hall 2006), and the Counseling, Testing,
and Mental Health Center (257-7863, Brown Lupton Health Center).
Class Calendar
1/13: Course Overview
Introduction to Service Learning: Como Community Center
Guest: Aaron Muhammad, Como Community Center
READ BEFORE CLASS: syllabus
WATCH BEFORE CLASS: "Greatness" by David Marquet:
http://www.youtube.com/watch?v=OqmdLcyES_Q&app=desktop
IN CLASS: Discuss syllabus, “greatness,” discussion groups (choose groups next class)
1/15: Introduction to Service Learning: perspectives
Guest: Sara Woodard, Empathy class survivor and student mentor: Google Docs
Guest: Justin Pollard, class survivor and student mentor: SL projects
READ: Rachel Naomi Remen, “Helping, Fixing, or Serving,” PDF, eCollege or:
http://www.shambhalasun.com/index.php?option=com_content&task=view&id=2328
WATCH: Roy Bunker, “Learning from a Barefoot Movement”
http://www.ted.com/talks/bunker_roy.html
WATCH: Ernesto Sirolli, “Want to Help Someone? Shut up and Listen”
http://www.ted.com/talks/ernesto_sirolli_want_to_help_someone_shut_up_and_listen.
html
WATCH: Brené Brown, “The Power of Vulnerability”
https://www.ted.com/talks/brene_brown_on_vulnerability
DO IN CLASS:
1. Choose accountant, fundraising specialist (work done in these roles count
toward project hours)
2. Choose SL and discussion groups, discuss projects
1/20: Introduction to Service Learning: perspectives
READ: Tania D. Mitchell, “Traditional vs. Critical Service-Learning: Engaging the
Literature to Differentiate Two Models” http://files.eric.ed.gov/fulltext/EJ831374.pdf
READ: Janet S. Eyler, Dwight E.Giles, Jr., Christine M. Stenson, and Charlene J. Gray
Vanderbilt University. “At A Glance: What We Know about The Effects of ServiceLearning on College Students, Faculty, Institutions and Communities, 1993- 2000: Third
Edition”:
http://wmich.edu/sites/default/files/attachments/u5/2013/At%20A%20Glance.pdf (read
pp. 1-10 only).
SL discussion
1/22: Empathy and Service Learning
Guest: Dr. Rosangela Boyd, Director, CISL
Guest: Sara Woodard
TAKE the Empathy Quotient (EQ) test: https://psychology-tools.com/empathy-quotient/
and write down your score.
COMPLETE: Empathy Questionnaire-Part 1, PDF, eCollege. Upload to eCollege, bring
hard copy to class.
READ: Roser Batlle, “Service Learning and Empathy”
http://roserbatlle.files.wordpress.com/2009/02/service-learning-and-empathy2.pdf
SERVE: 1 hour due by 2:00 (see service hours timeline)
IN CLASS: Define empathy
DISCUSS IN CLASS: how should I think of empathy in terms of my future career and
personal life?
LISTEN: This American Life podcast, “550: Three Miles”
http://www.thisamericanlife.org/radio-archives/episode/550/three-miles
WATCH IN CLASS: “One Square Mile” documentary
1/27: Defining Empathy
Discussion Group A
SL Proposals due at 2:00 pm; discuss SL projects
IN CLASS: SL discussion
READ: Coplan and Goldie, “Introduction” to Empathy: Philosophical and
Psychological Perspectives, pp. ix-xxxi, PDF, eCollege
READ: Sarah Songhorian, “Review of Empathy: Philosophical and Psychological
Perspectives,” PDF, eCollege
WATCH: “What is Empathy”:
https://www.youtube.com/watch?v=Q5jrUg_kXjY
WATCH: Joan Halifax, “Compassion and the True Meaning of Empathy”
http://www.ted.com/talks/joan_halifax.html
WATCH: Brené Brown, “The Power of Empathy”
http://www.thersa.org/events/rsashorts/the-power-of-empathy
TD DUE
1/29: Defining Empathy
Discussion Group A
IN CLASS: SL discussion
SERVE: 2 hours due by 2:00
READ: Karen E. Gerdes, “Empathy, Sympathy, and Pity: 21st Century Definitions and
Implications for Practice and Research,” PDF, eCollege
READ: Matravers, “Empathy as a Route to Knowledge,” Empathy: Philosophical and
Psychological Perspectives, available online, TCU library
WATCH: Helen Riess, "The Power of Empathy"
http://www.youtube.com/watch?v=baHrcC8B4WM
WATCH: Anita Nowak, "The Power of Empathy"
http://www.youtube.com/watch?v=BoEC7qMvTFE
2/3: Empathy and the Body
Discussion Group B
IN CLASS: SL discussion
READ: Frans de Waal, The Age of Empathy
WATCH: Frans de Waal, “Moral Behavior in Animals”
http://www.ted.com/talks/frans_de_waal_do_animals_have_morals#
TD DUE
2/5: Empathy and the Body
Discussion Group B
IN CLASS: SL discussion
SERVE: 3 hours due by 2:00
READ: Frans de Waal, The Age of Empathy
READ: Nathalia Gjersoe, “The Moral Life of Babies”
http://www.theguardian.com/science/2013/oct/12/babies-moral-life
2/10: Empathy and the Mind
Discussion Group C
IN CLASS: SL discussion
The Neuroscience of Empathy
READ: Marco Iacoboni, “Within Each Other: Neural Mechanisms for Empathy in the
Primate Brain,” PDF, eCollege
READ: Vittorio Gallese, “Commentary on ‘Toward a Neuroscience of Empathy:
Integrating Affective and Cognitive Perspectives,’” PDF, eCollege
http://www.unipr.it/arpa/mirror/pubs/pdffiles/Neuropsychoanalysis%202007.pdf
READ: Decety and Meltzoff, “Empathy, Imitation, and the Social Brain,” PDF, eCollege
WATCH: Rebecca Saxe, “How We Read Each Other's Minds”
http://www.ted.com/talks/rebecca_saxe_how_brains_make_moral_judgments?language
=en#t-34484
Empathy and Autism
READ: Simon Baron-Cohen, “Does the Autistic Child have a ‘Theory of Mind’?”
http://autismtruths.org/pdf/3.%20Does%20the%20autistic%20child%20have%20a%20th
eory%20of%20mind_SBC.pdf
READ: Liz Becker, “Autism & Theory of Mind: Just Whose Mind are we Referring to
Here?”
http://www.autismsupportnetwork.com/news/autism-theory-mind-just-whose-mindare-we-referring-here-38992322
WATCH: Temple Grandin, “The World Needs all Kinds of Minds”
http://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds
TD DUE
2/12: Empathy and the Mind
Discussion Group C
IN CLASS: SL discussion
SERVE: 4 hours due by 2:00
Empathy, Psychology, and Pathology
WATCH: Simon Baron-Cohen, “Zero Degrees of Empathy”
http://www.thersa.org/events/video/archive/simon-baron-cohen
WATCH: Jim Fallon, “Exploring the Mind of a Killer”
http://www.ted.com/talks/jim_fallon_exploring_the_mind_of_a_killer.html
WATCH: Philip Zimbardo, "The Psychology of Evil"
http://www.ted.com/talks/philip_zimbardo_on_the_psychology_of_evil?language=en
WATCH: Daniel Goleman, “Why Aren't We More Compassionate?”
http://www.ted.com/talks/daniel_goleman_on_compassion
2/17: Empathy and Society
Discussion Group D
IN CLASS: SL discussion
READ: Elizabeth A. Segal, “Social Empathy: A Model Built on Empathy, Contextual
Understanding, and Social Responsibility That Promotes Social Justice,” PDF, eCollege
WATCH and READ: “D.C. Classrooms Welcome Babies in Effort to Teach Empathy”
http://www.washingtonpost.com/local/education/dc-classrooms-welcome-babies-ineffort-to-teach-empathy/2014/06/01/3b799610-dd2d-11e3-bda1-9b46b2066796_story.html
READ: Jeremy Rifkin, “Empathic Education: The Transformation of Learning in an
Interconnected World” http://chronicle.com/article/Empathic-Education-The/65695/
READ: Richard D. Kahlenberg, “Should we Teach Empathy in College”
http://chronicle.com/blogs/innovations/should-we-teach-empathy-in-college/30044
OPTIONAL: Elizabeth Segal’s Social Empathy PPT:
http://kb.osu.edu/rest/bitstreams/274870/retrieve
TD DUE
2/19: Empathy and Society
Discussion Group D
IN CLASS: SL discussion
SERVE: 5 hours due by 2:00
Take this test:
https://implicit.harvard.edu/implicit/takeatest.html
click on “I wish to proceed,” then click on “race IAT” to take test.
READ: “How Evangelicals Won a War and Lost a Generation”
http://religion.blogs.cnn.com/2014/03/31/how-evangelicals-won-a-culture-war-and-losta-generation/
READ: “Toddlers Assess Fairness and Race of Playmates”
http://www.futurity.org/toddlers-see-fairness-race-playmates/
LISTEN: Greg Rosalsky, “Pontiff-icating on the Free-Market System” (start: 2:50)
http://freakonomics.com/2013/12/19/pontiff-icating-on-the-free-market-system-a-newfreakonomics-radio-podcast/
WATCH “Children and Race” http://9gag.tv/p/a5QeMr/viral-racismo-enm%C3%A9xico-kids-in-a-room-with-2-dolls-2-different-colors?ref=fbl9
WATCH: Steven Pinker, “The Surprising Decline in Violence”
http://www.ted.com/talks/steven_pinker_on_the_myth_of_violence
WATCH: Sam Richards, “A Radical Experiment in Empathy”
http://www.ted.com/talks/sam_richards_a_radical_experiment_in_empathy.html
WATCH: Jeremy Rifkin, “Empathic Civilization”
http://www.ted.com/talks/jeremy_rifkin_on_the_empathic_civilization.html
WATCH: Roman Krznaric, “An Empathetic Lens & RSA Animate – The Power of
Outrospection”
http://publicpolicylab.org/2013/03/an-empathetic-lens/
2/24: Empathy and Aesthetics
Discussion Group A
IN CLASS: SL discussion
Aesthetic experience due today – discuss in class
READ: Suzanne M. Peloquin, “Art: An Occupation With Promise for Developing
Empathy” http://ajot.aotapress.net/content/50/8/655.full.pdf (click on PDF)
WATCH: Denis Dutton, “A Darwinian Theory of Beauty”
http://www.ted.com/talks/denis_dutton_a_darwinian_theory_of_beauty.html
WATCH: Paul Bloom, “The Origins of Pleasure”
http://www.ted.com/talks/paul_bloom_the_origins_of_pleasure.html
VIEW: “Photos that Capture the Human Experience”
http://news.distractify.com/people/complex-humans/?v=1
WATCH IN CLASS: “Second a Day Video”
https://www.youtube.com/watch?v=RBQ-IoHfimQ
TD DUE
2/26 Service Learning
IN CLASS: SL discussion
SERVE: 6 hours due by 2:00
3/3 : Contesting Empathy
Discussion Group B
IN CLASS: SL discussion
READ: Suzanne Keen, “Contesting Empathy,” Chapter 6 of Empathy and the Novel—
available online, TCU library
READ: Jesse Prinz, “Is Empathy Necessary for Morality,” PDF, eCollege
LISTEN: Snap Judgment, “The Mercenary” - “Temptations of War” segment only
http://www.npr.org/programs/snap-judgment/292415156/the-mercenary
TD DUE
3/5: Contesting Empathy
Discussion Group B
IN CLASS: SL discussion
SERVE: 7 hours due by 2:00
READ: Adam Morton, “Empathy for the Devil,” PDF, eCollege
READ: Paul Bloom, “Feeling Sorry for Tsarnaev”
http://www.newyorker.com/news/news-desk/feeling-sorry-for-tsarnaev
READ: Paul Bloom, “The Baby in the Well: The Case Against Empathy”
http://www.newyorker.com/magazine/2013/05/20/the-baby-in-the-well
Spring break
(Consider reading Burial Rites on Spring Break)
3/17: Empathy and the Novel
Discussion Group C
IN CLASS: SL discussion
READ: Hannah Kent, Burial Rites, 5-55
GROUP C READ: Suzanne Keen, “Contemporary Perspectives on Empathy,” Preface
and Chapter 1 of Empathy and the Novel, available online, TCU library
TD DUE
3/19: Empathy and the Novel
Discussion Group C
IN CLASS: SL discussion
SERVE: 9 hours due by 2:00
READ: Hannah Kent, Burial Rites, 56-107
GROUP C READ: Suzanne Keen, “The Literary Career of Empathy” and “Empathy
and the Marketplace,” Chapters 2 and 4 of Empathy and the Novel, available online, TCU
library
3/24
Reading day: Hannah Kent, Burial Rites, 108-252
3/26: Empathy and the Novel
Discussion Group A
IN CLASS: SL discussion
SERVE: 10 hours due by 2:00
READ: Hannah Kent, Burial Rites, 253-314
READ: Pam Belluck, “For Better Social Skills, Scientists Recommend a Little Chekhov”
http://well.blogs.nytimes.com/2013/10/03/i-know-how-youre-feeling-i-read-chekhov/
WATCH: Elif Shafak: “The Politics of Fiction”
https://www.ted.com/talks/elif_shafak_the_politics_of_fiction
FINAL TD DUE
3/31: Empathy and Morality
IN CLASS: SL discussion
Guest Lecturer: Dr. Daniel Terry, Director of ePortfolio
READ: Haidt, “Morality,”” PDF, eCollege
WATCH: Jonathan Haidt, “The Moral Roots of Liberals and Conservatives”
http://www.ted.com/talks/jonathan_haidt_on_the_moral_mind
4/2: Empathy and Morality
IN CLASS: SL discussion
Guest Lecturer: Dr. Daniel Terry, Director of ePortfolio
SERVE: 11 hours due by 2:00
READ: Narvaez, “Moral Complexity”
http://www3.nd.edu/~dnarvaez/documents/NarvaezMoralComplexity2010.pdf
4/7: Empathy and the Future
Discussion Group D
IN CLASS: SL discussion
READ: “Changing Our Mind and Changing the World We Made,” Humanity on a
Tightrope, 61-130—available online, TCU library
4/9: Empathy and the Future
Discussion Group D
IN CLASS: SL discussion
SERVE: 12 hours due by 2:00
LISTEN: “Blame” http://www.radiolab.org/story/317421-blame/
WATCH: Peter Singer, “Effective Altruism”
http://www.ted.com/talks/peter_singer_the_why_and_how_of_effective_altruism.html
WATCH: “Bill and Melinda Gates on Giving away Money”
http://www.ted.com/talks/bill_and_melinda_gates_why_giving_away_our_wealth_has
_been_the_most_satisfying_thing_we_ve_done
WATCH: “Does Money Make you Mean?”
http://www.ted.com/talks/paul_piff_does_money_make_you_mean
WATCH: “George Saunders Commencement Speech 2013”
https://www.youtube.com/watch?v=ruJWd_m-LgY
4/14: Research day
Meet Ammie Harrison in the library: research skills workshop
4/16: Empathy and Religion
IN CLASS: SL discussion
Guest Lecturer: Rev. Todd Boling, Associate Chaplain- Interfaith Community & Spiritual
Wellness
SERVE: 13 hours due by 2:00
READ: Dr. Elizabeth H. Flowers and Dr. Darren J. N. Middleton, “The ‘C’ in TCU”
http://tcuadmission.wordpress.com/2014/10/28/faculty-feature-the-c-in-tcu/
WATCH: Daniel G. Karslake, “For the Bible Tells Me So” (documentary, 90 minutes)
https://www.youtube.com/watch?v=-bU_voCz_po
4/21: Empathy and the Future
WATCH: “I Am” documentary
4/23
SERVE: 14 hours due by 2:00
Guest: Dr. Dan Butin
Project presentations, Viewer Responses, Q&A
Audience response
4/28
SERVE: 15 hours due by 2:00
Research papers due; upload to DocSharing by 2:00 pm.
Service hours due
Projects due; upload all materials to DocSharing by 2:00 pm.
COMPLETE: Empathy Questionnaire – Part 2, PDF, eCollege. Upload to eCollege, bring
hard copy to class.
Return Empathy part 1 questionnaires; discuss how/if views have changed
Discuss research informally (about 1 minute per student)
TAKE the Empathy Quotient (EQ) test: https://psychology-tools.com/empathy-quotient/
IN CLASS: Define empathy. Discuss: how should I think of empathy in terms of my
future career and personal life?
SPOTS