Voices from the workplace: practitioners’ perspectives on the role of empathy and care within engineering

Hess, Justin L.; Ströbel, Johannes; Pan, Rui

doi:10.1080/19378629.2016.1241787

Cited by 39 publications

(50 citation statements)

References 31 publications

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“…Future research could include applying the model to longitudinal studies that investigate the development of empathy over the course of students’ engineering education or to empirical investigations of how learning arrangements and disciplinary cultures impact engineering students’ empathy development. The model could also provide a lens to further develop emerging research that considers conceptions of empathy held by engineering educators and practitioners and its relevance in a variety of settings (e.g., Hess, Strobel, & Pan, ; Strobel et al, ).…”

Section: Discussionmentioning

confidence: 99%

A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being

Walther¹,

Miller²,

Sochacka³

2017

J. Eng. Educ.

240

204

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Section: Discussionmentioning

confidence: 99%

A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being

Walther¹,

Miller²,

Sochacka³

2017

J. Eng. Educ.

240

204

View full text Add to dashboard Cite

show abstract

“…In NVivo, each interview transcript (representing each interviewee) is loaded as a source and each coding instance is called a reference. An open coding scheme adapted from Hess, Strobel, and Pan (2016) was used to iteratively code the interviews. Figure 1 highlights this method in detail.…”

Section: Discussionmentioning

confidence: 99%

Beyond content knowledge: transferable skills connected to experience as a peer-leader in a PLTL program and long-term impacts

et al. 2020

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Background: Being a successful peer-led team learning (PLTL) workshop leader involves developing content knowledge and workshop facilitation skills. These skills connected to being a peer leader, however, do not terminate at the end of one's undergraduate program. In fact, many former peer leaders denote having been a peer leader on their LinkedIn profile. This study examines the transferable skills that former peer leaders identified as being valuable in their current positions. We conducted semi-structured interviews with former peer leaders from varying disciplines, universities, ages, and years since being a peer leader. Results: Interview questions captured leadership experiences including successes and challenges of being peer leaders, roles and responsibilities, and specific transferable skills further developed by being peer leaders and how they are being utilized in the leaders' current position. Conclusion: Thematic analyses of these interviews indicate that former peer leaders recognize leadership skills, coping with many challenges (including not having the right answer), collaboration/teamwork skills, self-confidence, and problem-solving skills as being relevant and frequently used in their current work.

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“…The course approach was designed based on a SIRA framework (Hess, Kisselburgh, et al, ; Kisselburgh et al, ). Table presents the sequential stage model of the SIRA framework.…”

Section: Methodsmentioning

confidence: 99%

“…While there has been limited research on empathic development, in 2011, Strobel et al found 22 papers that explicitly focused on empathy in engineering in general. More recently, there has been a much more concerted focus on empathy as a potential concept, disposition, or skill that should be integrated into engineering (Fila, Hess, Purzer, & Dringenberg, 2016;Gray, Yilmaz, Daly, Seifert, & Gonzalez, 2015;Hess, Strobel, Pan, & Wachter Morris, 2017;Hess, Strobel, & Pan, 2016;Rasoal, Danielsson, & Jungert, 2012;Walther et al, 2017). Researchers have begun exploring empathy's functional role (e.g., the affective and cognitive processes of or relations between stakeholders) within multiple engineering educational contexts, including design Gray et al, 2015), service-learning (Lynch et al, 2014;Zoltowski, Oakes, & Cardella, 2012), communication (Leydens & Lucena, 2009;Walther, Miller, & Kellam, 2012), and ethics (Hess, Beever, et al, 2017;Vallero, 2008;Walther et al, 2017).…”

Section: Conceptual Framingmentioning

confidence: 99%

The Development of Empathic Perspective‐Taking in an Engineering Ethics Course

Hess

Brightman

2017

J of Engineering Edu

Self Cite

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Background Perspective‐taking, a key component of engineering, is particularly salient in engineering ethics. Yet practices for promoting its development in engineering students both within and outside of ethics education remain largely underexplored. Purpose The objective of this investigation was twofold: first, we explored the aspects of an engineering ethics course that contributed to changes in perspective‐taking among graduate‐level engineering students. Second, we explored the nature of these changes. Design/Method We used Critical Incident Technique to explore these two research objectives. To enhance the rigor of this qualitative investigation, we implemented Walther, Sochacka, and Kellam's Quality Framework. Results The analysis of 24 critical incidents extracted from post‐course interviews resulted in five distinct but related themes representing potential causes of changes in perspective‐taking. Themes included the sharing of diverse perspectives, the challenge of ethical decision‐making, projection exercises, repetitive application of Reflexive Principlism, and experiencing cognitive dissonance. Second, we found four themes representing the nature of perspectivetaking changes, including open‐mindedness, holistic perspective‐taking, principle‐based perspective‐taking, and worldview broadening. Conclusions These findings elucidate nuances engineering educators might consider when seeking perspective‐taking development among their students, such as the nature of case study prompts and the relationship between perspective‐taking and ethical reasoning processes.

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Voices from the workplace: practitioners’ perspectives on the role of empathy and care within engineering

Cited by 39 publications

References 31 publications

A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being

A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being

Beyond content knowledge: transferable skills connected to experience as a peer-leader in a PLTL program and long-term impacts

The Development of Empathic Perspective‐Taking in an Engineering Ethics Course

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