Shepard, T. (2022, August), Empathy Lesson as a Means of Shifting Student Perception on Role of Engineer  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40780

\bibitem{asee_peer_40780}
  Shepard, T. (2022, August), \emph{Empathy Lesson as a Means of Shifting Student Perception on Role of Engineer}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40780

Thomas Shepard.  "Empathy Lesson as a Means of Shifting Student Perception on Role of Engineer".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40780 Internet.  15 Dec, 2024

\bibitem{asee_peer_40780}
  Thomas Shepard.
  "Empathy Lesson as a Means of Shifting Student Perception on Role of Engineer".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40780 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_40780
author = "Thomas Shepard"
title = "Empathy Lesson as a Means of Shifting Student Perception on Role of Engineer"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40780}
number = {10.18260/1-2--40780}
}

TY  - CPAPER
AB  - A typical undergraduate engineering curriculum will give students a broad technical background in their major of choice.  With the limited time faculty have with the students to develop technical skills it is not uncommon for many non-technical aspects of engineering to be given limited coverage.  This can have potential unintended consequences for how students view the role of an engineer and what skills will help them to thrive when working in industry.  One such skill is the ability to think empathically – specifically in an engineering role.  This paper details a study in which student beliefs on engineering roles and undergraduate engineering program emphases are compared between first-year and upper-level undergraduates.  Responses to survey questions show a decay with time in the importance students place on considerations for public welfare, social consciousness and other non-technical aspects of engineering.  A short lecture and assignment related to engineering ethics and empathy was then used as a small intervention.  Results are presented between control groups that did not participate in the empathy module and those who did as well as from pre-module and post-module surveys. Conclusions are further drawn from an analysis of the assignments.  It is found that this intervention produces stronger outcomes in upper-level students who expressed more difficulty in crafting empathic responses to professional scenarios than first-year students.  The first-year students in this study were enrolled in an introduction to engineering course that covered both technical and non-technical topics.  The upper-level students were in a technical course (fluid mechanics), and an account is also provided on the empathy lesson implementation and student reception in this context. 
AU  - Thomas Shepard
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Empathy Lesson as a Means of Shifting Student Perception on Role of Engineer
UR  - https://peer.asee.org/40780
DO  - 10.18260/1-2--40780
ER  -