June 24, 2017
June 24, 2017
June 28, 2017
Empathy is a diverse and complex phenomena by which humans relate their experiences to one another. This work explores empathy as a resource for engineering educators attending to student emotion within an engineering design environment. Our research setting takes place in a 3-credit pedagogy seminar (EDCI488E) for undergraduate engineering peer educators who are teaching concurrently in a first-year engineering design course (ENES100). The pedagogy seminar is modeled after the Learning Assistant Program developed at University of Colorado-Boulder. The seminar focuses on engineering content and pedagogy relevant to teaching engineering design (i.e. design thinking, reflective decision-making, and teamwork and collaboration). Our research analyzes for how empathy impacted peer educators’ teaching practices in the seminar. Using field notes, coursework, and videotapes of the pedagogy seminar, we analyzed the peer educators’ speech, gesture, and actions in video-recorded data. We present a case study of a role play activity in the seminar in which peer educators simulated giving feedback and critique to ENES100 students during a design review. We specifically analyze how a focal peer educator utilized empathy to recognize a tension between productive student learning and student emotion. Empathy supported the focal peer educator in developing new teaching moves that responded to the pseudo-student’s emotions. Our analysis focuses on identifying features of her empathetic practice, and how such features could support a variety of teaching moves.
Tanu, E. D., & Quan, G. M., & Gupta, A., & Turpen, C. A. (2017, June), The Role of Empathy in Supporting Teaching Moves of Engineering Design Peer Educators Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29004
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015