Empathy Instruction through the Propagation Paradigm: A Synthesis of Developer and Adopter Accounts

Autor/inn/en	Sochacka, Nicola W.; Delaine, David A.; Shepard, Thomas G.; Walther, Joachim
Titel	Empathy Instruction through the Propagation Paradigm: A Synthesis of Developer and Adopter Accounts
Quelle	In: Advances in Engineering Education, (2021), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Empathy; Teaching Methods; Engineering Education; Teamwork; Educational Innovation; Communication Skills; Instructional Design; Time Management; Educational Objectives; Learning Processes; Undergraduate Students; Units of Study; Georgia + Suchen Sie Ihr Suchwort? Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Ingenieurausbildung; Instructional innovation; Bildungsinnovation; Kommunikationsstil; Lesson concept; Lessonplan; Unterrichtsentwurf; Zeitmanagement; Educational objective; Bildungsziel; Erziehungsziel; Learning process; Lernprozess; Lerneinheit
Abstract	Prior research indicates that empathy can help engineers achieve better outcomes in team-based, design, entrepreneurial, and humanitarian environments. We describe an educational innovation designed to teach engineering students empathic communication skills. Written in the spirit of a propagation (versus dissemination) paradigm, we focus on how the original innovation was adapted to fit into two instructional settings that differed from the first implementation context. We use first-person instructor accounts to describe these adaptation processes, including interactions between the developers and the adopters of the innovation, what modifications were necessary to "fit" the innovation into the new settings, and adopter experiences. We conclude with a brief discussion of particularly salient propagation considerations that emerged for the two adopters including, for example, the amount of instructional time available for implementing the empathic communication exercises, and how to achieve student buy-in in different course settings. The two main contributions of this paper are, first, the rich descriptions of how features of the original educational innovation had to be modified to meet the two other settings' pedagogical goals and, second, an example of how to advance scholarship that supports the propagation of engineering education teaching and learning innovations. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01