Engineering Students’ Empathy Development through Service Learning: Quantitative Results From a Technical Communication Course

Role of Empathy in Engineering Education and Practice in North America

“…Decreasing levels of empathy in the face of interventions [29,30,37] may be explained by the presence of a dominant cultural of disengagement as noted in this review. Just as the three examples presented at the beginning of this article illustrate how gaps in the understanding at the systems level and at the level of human behavior can produce results diametrically opposed to intended outcomes, the same is true for attempts incorporate empathetic perspectives into engineering.…”

“…A recognition of the importance of empathy but a reluctance to include it as a core competency of engineers [2,17,[22][23][24]27,29] "Results show that participants perceived empathy and care to be important in multiple respects, most notably in relational aspects of engineering practice. Engineers with more engineering experience were more likely to perceive empathy and care as existing in engineering practice and as important to their work" [24].…”

“…A tendency to undervalue empathy within engineering despite a recognition of its importance [17,22,23,[29][30][31][32][33] (empathy is) "Valuable, but not absolutely necessary" [23].…”

“…Attempts to improve the social competencies of engineering students are reported in the literature. An interesting case study in the literature showed that empathy and social considerations can decrease even in the face of interventions that attempt to improve social competencies [29]. This case was not large enough to produce generalizations from; however, it suggests that there may be more to consider in the methods of increasing levels of empathy in engineering than simply introducing more empathic learning modules, such as simultaneously attending to students' developing professional identities.…”

Pembentukan Kontinum Pemikiran Visual Pelajar Menerusi Visualisasi Hibrid Pembelajaran Servis (V-Hips)

“…Melalui tugasan-pra dan tugasan-pos selepas-PS bagi penguasaan kemahiran iaitu kemahiran kepimpinan (Leadership and Teamworking skills TW), kebolehsuaian (Adaptability AD) dan warga global (Global Citizen GC), didapati hanya 7 pelajar memperoleh tahap kemahiran yang baik, 19 pelajar memperoleh tahap kemahiran yang sederhana, dan 1 pelajar memperoleh tahap kemahiran yang lemah. Pembelajaran berasaskan situasi sebenar ini membolehkan pengalaman pembelajaran diperolehi pelajar melalui penyelesaian masalah berdasarkan pengalaman kehidupan pelajar, meningkatkan penguasaan kemahiran dalam perancangan kerja mereka, menganalisis dan membuat penilaian (Cherdjerm dan Soodsang, 2017;Gates et al, 2019;Patterson, 2019).…”