Conceptual Framework for Empathy as a Teaching Practice in Engineering Education
- Conference
- Location
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Baltimore , Maryland
- Publication Date
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June 25, 2023
- Start Date
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June 25, 2023
- End Date
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June 28, 2023
- Conference Session
- Tagged Division
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Faculty Development Division (FDD)
- Page Count
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13
- DOI
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10.18260/1-2--43298
- Permanent URL
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https://peer.asee.org/43298
- Download Count
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139
Paper Authors
Kate Youmans Colorado School of Mines
Kate Youmans joins the Engineering, Design, and Society Department as an Associate Teaching Professor. Dr. Youmans holds a B.S. in Mechanical Engineering from Worcester Polytechnic Institute and an M.Ed. in Science Education from Boston University. She completed her Ph.D. in Engineering Education at Utah State University with a focus on the use of empathic concern as a teaching practice to support students in engineering.
Dr. Youmans brings a broad perspective to her work, drawing from her experience design surgical instruments in the medical device industry, leading diversity and outreach initiatives for MIT’s Office of Engineering Outreach, and launching STEM programs in Design Thinking, Computer Science, and Robotics at a K-12 charter school. As an engineering educator and researcher, she is passionate about breaking down barriers and transforming engineering into a more inclusive field. In addition, her teaching focuses on the implementation of authentic project-based learning to develop students’ 21st century skills such as collaboration and ill-structured problem-solving.
Abstract
This theoretical paper will introduce a conceptual framework for empathy as a teaching practice to improve engineering students’ educational experiences. As engineering education strives to meet the industry demands for qualified individuals, it is imperative to address the persistent problem of retention in engineering programs, in particularly for those individuals from underrepresented groups [1]. Research suggests that building connections between students and faculty can play a critical role in shaping a positive academic climate [2].
One strategy for building rapport between faculty and students is to incorporate empathic concern as a teaching practice in engineering courses. Empathic concern refers to the motivational and behavioral components of empathy that are often interpreted as care or concern [3]. This is a foundational component of helping relationships and has positive impacts when integrated into classroom environments [4,5].
This paper will explore how the broad concept of empathy is applied in engineering education and guide faculty through the theoretical foundations of empathy. We will introduce three forms of empathy – cognitive, affective, and behavioral [3,6] and highlight three components of empathic concern (understanding, non-judgement, and compassion) that are used in forming helping relationships [7]. An integrated conceptual framework is presented as a tool to support application of empathy as a teaching practice in engineering education. By understanding and incorporating empathy into their teaching practice, faculty can improve engineering students’ educational experiences and further students’ persistence to graduation.
Youmans, K. (2023, June), Conceptual Framework for Empathy as a Teaching Practice in Engineering Education Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43298
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