The manifestation of empathy within design: findings from a service-learning course

Hess, Justin L.; Fila, Nicholas D.

doi:10.1080/15710882.2015.1135243

Cited by 65 publications

(68 citation statements)

References 17 publications

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“…These were reflected in the descriptive texts and designed posters. Later, Altay and her colleagues (2016) and Hess and Fila's (2016) studies reported that students had given positive feedbacks on empathic design awareness through their product designs and assessments. Positive outcomes were also noted by students in expanding their affective and cognitive empathic understanding and increasing the idea of inclusivity in their design decisions.…”

Section: Empathic Reflectionsmentioning

confidence: 99%

An Experiential Study on Empathic Design in Interior Architecture Education

Oktan

Vural

2019

JCUA

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Design students should be able to design living environments and products according to diverse users' needs, problems and expectations. The aim of this research is to explore the role of empathy as a design learning tool in interior architecture education. Moreover, the intention is to determine and analyze the reflections after the role-playing technique is experienced. This study is conducted with the graduate design students and three tasks were assigned to them. In the first task, the students took visually impaired people's role and acted in real life activities in a café. Then, they expressed their role-playing reflections and design reflections through semi-structured interviews. Lastly, Verbal Protocol Analysis is used in determining and categorizing the relevant affective and cognitive empathic expressions that were recorded. Color and light, orientation, safety and accessibility were mostly expressed as design issues in reflections. Furthermore, findings indicated that cognitive empathic expressions were widely used than affective expressions.

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Section: Empathic Reflectionsmentioning

confidence: 99%

An Experiential Study on Empathic Design in Interior Architecture Education

Oktan

Vural

2019

JCUA

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“…Lifchez [21], Ghajargar and Longo [22] both discuss the manifestation of empathy in the design process and the resulting communication between designer and client. Hess and Fila explore the notion that visualisation of empathetic thinking is demonstrated by students’ ability to integrate user requirements in the design brief development of a project and then in design outcomes, describing these as “empathetic pathways” [6].…”

Section: Literature Reviewmentioning

confidence: 99%

“…These types of initiatives to allow learners to ‘step into another person’s shoes’ in order to gain new insights into their feelings, perspectives and experiences [3–4]. While previous studies have reported benefits of empathy in the fields of nursing [5] and more recently in the fields of architecture and design studio learning [6], limited studies have examined the impact of collaborative learning experiences involving various disciplines working together to develop real-world understandings of the lived experience of homelessness and domestic violence. The impact of this interdisciplinary learning experience on nursing, landscape and architecture students’ empathy levels were measured using the Comprehensive State Empathy Scale (CSES).…”

Section: Introductionmentioning

confidence: 99%

Measuring the impact of an interdisciplinary learning project on nursing, architecture and landscape design students’ empathy

Donnelly

Dean

Razavy

et al. 2019

Preprint

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8In Australia and internationally, domestic violence is a major cause of homelessness 9 for women and children. When designing emergency accommodation, the concerns, 10 preferences, and perspectives of individuals who access refuge services must be sought in 11 order to create spaces that are conducive to the needs of this diverse and vulnerable group.12 An empathic 'lens' can provide meaningful insights that can inform the design of refuge 13 services specifically targeted at addressing these needs.14 This paper describes an authentic interdisciplinary learning experience for nursing, 15 architecture and landscape students', and presents the results of a study designed to 16 measure the impact of this initiative on participants' empathy towards women and children 2 17 who access refuge services as a result of homelessness and/or domestic violence. Empathy 18 levels were measured using the Comprehensive State Empathy Scale. 19The learning experience consisted of collaborative meetings with stakeholders from 20 the refuge sector, fieldwork, individual research, exchanging ideas and problem-solving in 21 teams. Students then developed design guides for refuges that demonstrated their 22 emerging understanding of the specific needs and perspectives of the issues faced by 23 women and children who were homeless. 24A convenience sample of 48 students (nursing n = 22; architecture n = 11; and 25 landscape n = 13) participated in the study. Participants were aged from 19 to 37 years with 26 an average of 23.8 years (SD= 3.65). Pre-post Comprehensive State Empathy Scale results 27 indicated that the empathy levels of nursing and landscape students increased and those of 28 architecture students decreased, however, these results were not statistically significant. 29In Australia, one in six women have experienced domestic violence and domestic 30 violence remains the single largest cause of homelessness for women. Yet reports suggest 31 that these women frequently encounter discrimination, both in the community and when 32 accessing services. As empathy is one of the strongest negative correlates of prejudice, 33 authentic teaching and learning activities, such as the one described in this paper, have the 34 potential to positively impact the lived experience of these women. 35 Keywords 36 Empathy, interdisciplinary, authentic learning, collaboration, women's refuges, nursing, 37 architecture, landscape 3 38 Introduction 39 In Australia, domestic violence is a major cause of homelessness for women and 40 children [1]. Refuge services have been implemented to provide safe crisis accommodation, 41 emotional support and advocacy for this vulnerable group of individuals [2]. When 42 considering the design of refuges, an interdisciplinary and collaborative approach is needed, 43 with input from a range of stakeholders. Healthcare professionals can provide important 44 insights as family violence and homelessness are major causes of physical and mental harm.45 The contribution from architecture and landscape is also essential b...

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“…Practices such as role playing in the context of engineering ethics courses can provide students with opportunities to understand someone else's perspective. Community-based design and service-learning experiences also provide students with opportunities to engage empathetically with stakeholder perspectives [8], [18]. Very limited work has been done in unpacking how engineers engage in perspective-taking in discussions of socio-scientific issues.…”

Section: Background Literaturementioning

confidence: 99%

“…If engineers are charged with holding "paramount the safety, health, and welfare of the public," (per the National Society of Professional Engineers' Code of Ethics for Engineers), it raises ethical dilemmas in terms of who counts as "the public" and how engineers should think about balancing these conflicting interests for different publics. Ethical considerations in these situations demand that engineers be able to take on the perspective of those who are different from them to seek solutions [6]- [8] that do not marginalize some communities at the expense of others. For example, engineers from USA might be required to understand the perspective of local communities in China who are dealing with the negative impact of toxic waste from solar cell manufacturing plants so that USA's alternative energy needs don't end up trumping the needs of another community for access to clean air, water, and soil.…”

Section: Introductionmentioning

confidence: 99%

The Dynamics of Perspective-taking in Discussions on Socio-technical Issues

Gupta¹,

Elby²,

Turpen³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Ayush Gupta is Assistant Research Professor in Physics and Keystone Instructor in the A. J. Clark School of Engineering at the University of Maryland. Broadly speaking he is interested in modeling learning and reasoning processes. In particular, he is attracted to fine-grained analysis of video data both from a microgenetic learning analysis methodology (drawing on knowledge in pieces) as well as interaction analysis methodology. He has been working on how learners' emotions are coupled with their conceptual and epistemological reasoning. He is also interested in developing models of the dynamics of categorizations (ontological) underlying students' reasoning in physics. Lately, he has been interested in engineering design thinking and engineering ethics education.Andrew Elby, University of Maryland, College Park Andrew Elby's work focuses on student and teacher epistemologies and how they couple to other cognitive machinery and help to drive behavior in learning environments. His academic training was in Physics and Philosophy before he turned to science (particularly physics) education research. More recently, he has started exploring engineering students' entangled identities and epistemologies. Dr. Chandra Anne Turpen, University of Maryland, College ParkChandra Turpen is a Research Associate at the University of Maryland, College Park with the Physics Education Research Group. She completed her PhD in Physics at the University of Colorado at Boulder specializing in Physics Education Research. Chandra's work involves designing and researching contexts for learning within higher education. In her research, Chandra draws from the perspectives of anthropology, cultural psychology, and the learning sciences. Through in-situ studies of classroom and institutional practice, Chandra focuses on the role of culture in science learning and educational change. Chandra pursues projects that have high potential for leveraging sustainable change in undergraduate STEM programs and makes these struggles for change a direct focus of her research efforts.

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The manifestation of empathy within design: findings from a service-learning course

Cited by 65 publications

References 17 publications

An Experiential Study on Empathic Design in Interior Architecture Education

An Experiential Study on Empathic Design in Interior Architecture Education

Measuring the impact of an interdisciplinary learning project on nursing, architecture and landscape design students’ empathy

The Dynamics of Perspective-taking in Discussions on Socio-technical Issues

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