Importance of Empathy

Four teachers from different subject areas and high schools each give their perspectives on the importance of the empathy step in Design Thinking as it relates to implementing client-connected projects in the classroom. Mentor teacher, Michelle Fulton of Shawnee Mission School District shares what they learned this past school year.

Jacqueline Walker is the Business Accelerator teacher at Fort Osage School District. Jacqueline’s students were the first to begin their projects. She quickly noted that students struggled most with the empathy work, “Empathy was a huge struggle for us in the first semester.” Students learning to understand what the client wants and why that is important is a critical part of the process. Students are not used to considering other actors in the outcome of their work. Our group set out to make this a priority standard in our CCPs.

“Upon reflection, we felt as though we didn’t emphasize the importance of it [empathy] and/or model what good empathy work looks like,” said Walker. “This semester, students spent time building empathy within their new project teams through personality assessments and conversation. In addition, we provided a research template as well as an example for students to use as a guide while they worked on their empathy work for their new client. A deadline was established for this as well. It’s not perfect, but the quality of the work submitted is definitely better.”

students spent time building empathy within their new project teams through personality assessments and conversation

Jacqueline Walker, Business Accelerator, Fort Osage School District

Other group members made plans to focus on the empathy step with the expectation that students focus on the client’s needs. 

Tymia Morgan from Lincoln College Prep Academy had her high school students begin their project with a field trip to Junior Achievement. They were joined with other area high schools and various professionals in the financial sector.  Here they would meet with their banking partner, Bank of America, to set the foundation for the upcoming work.

Morgan’s reflection on the project: “My 8th-hour class is partnering with Bank of America to grapple with the issue of unbanked Americans. We kicked off the project with a field trip to meet our partners and learn about banking. From there, my students were challenged to research the history of banking, with special attention to minority groups. My students would learn not only about the complicated past that shades the level of trust many families have with certain institutions, but also about the growing technological services that are making banks obsolete. After meeting with our banking partner again, my students begin to devise plans to assist both the community and Bank of America with bridging this specific gap. Students have decided to create an educational product that clarifies the dangers of mobile money apps in comparison to a federally protected bank. Students will also provide Bank of America with a community involvement and engagement campaign pitch to restore trust within certain communities.”

My students were challenged to research the history of banking, with special attention to minority groups. My students would learn not only about the complicated past that shades the level of trust many families have with certain institutions, but also about the growing technological services that are making banks obsolete.

Tymia Morgan, Lincoln College Prep Academy

Finally, Sherry Crall is a library teacher at Kearney High School. Sherry’s secondary library students began planning for summer reading by researching what works in nearby areas and learning what students liked and disliked about previous years.

“Students begin with a research activity on summer reading programs in our area (school libraries and public libraries),” said Crall. “They coupled this with conducting surveys within our secondary schools to gain insights into the efficacy of previous summer reading programs, as well as suggestions offered by survey participants. After evaluating feedback from our students and looking at the success of other summer reading programs, students will identify key strategies and areas for improvement to enhance participation rates in summer reading initiatives. Students will identify what components students are looking for in an engaging summer reading program and what incentives would motivate them to complete the promotion.

Students will identify what components students are looking for in an engaging summer reading program and what incentives would motivate them to complete.

Sherry Crall, Kearney High School

Empathy or understanding the clients’ need is essential for the success of the project. Students need to learn this essential communication skill. In most cases, this is the step that requires the most time and care, but can lead to student achievment.