Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 628 de 957 Hegarty, F., Roche, D., McCabe, C., & McCann, S. (2009). Using multimedia technology to help combat the negative effects of protective isolation on patients: The open window project - An engineering challenge. Journal of Visual Communication in Medicine, 32(3/4), 72-77. Ma, Y. (2011).Design with caring for humanity about comprehensive training bed for medical rehabilitation. Advanced materials research, 156-157, 1692 -1695. Computer Engineering Bickmore, T. W., & Picard, R. W. (2004). Towards caring machines. Conference on Human Factors in Computing Systems, CHI '04 extended abstracts on Human factors in computing systems, Vienna, Austria. Engineering Ethics Stapleton, L. (2008). Ethical decision making in technology development: a case study of participation in a large-scale information systems development project. AI & Society, 22(3), 405-429. Kardon, J. B. (2005). Concept of “Care” in engineering. Journal of Performance of Constructed Facilities, 19(3), 256-260. Wildman, W. R., & Castelli, T. H. (2004). Minimizing liability for construction accidents through good contracting. Journal of Professional Issues in Engineering Education & Practice, 130(4), 306-310. Haws, D.R. (2001). Ethics instruction in engineering education: A (mini) meta-analysis. Journal of Engineering Education, 90 (2), 223-229. Interpretive Results The interpretive results are structured to allow a separate view on empathy and care. Observed Differences Between Conceptualizations of Empathy in Engineering Fields and Conceptualizations of Empathy in Fields Outside of Engineering Comparing the conceptualizations of empathy in engineering literature and those found in literature outside of engineering points to interesting differences in the language authors tend to use when describing empathy: a) Direct vs. indirect interaction with users Conceptualizations of empathy in the literature of more traditional helping fields tend to focus more on how empathy may be demonstrated while directly interacting with and building relationships or connections with clients or populations being helped, primarily through the use of empathic communication. Authors conceptualizing empathy in the traditional helping professions tend to use terms such as caring, helping, supporting, and Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 629 de 957 serving in conjunction with empathy significantly more than their counterparts in engineering fields. Engineering literature tends to endorse engineers’ use of empathy when designing products for the user or customer and/or solving problems for the user, without the engineer necessarily having direct contact with the user. For example, Vallero & Vesilind (2006) believe that empathy is part of the design process and it can appear at each step of the engineering design and build process. In order to be empathetic, engineers should consider the needs of the client and the impact of their design, etc. Fleischmann (2004) considers empathy as “the ability to place yourself in someone else’s place and to walk with them as you attempt to understand the problem that you will attempt to solve”. He states that empathy is closely related to engineering professionalism. It reflects quality of the heart and is one of the virtues engineering students should know. b) Empathy towards co-workers and colleagues Engineering literature also tends to endorse engineers’ use of empathy when interacting with people in their workplace. Masi (1995) argues that engineers need empathy with team members. He defines empathy as “knowledge of when to speak out and when to let someone else talk and the ability to defend ideas without generating confrontations-just to do their jobs”. Shainis (1988) views empathy as the ability to look at things from another person’s point of view and insists that it is important for engineering manager or project engineer to be empathetic with people they encounter in workplace. Based on these findings, engineering educators are encouraged to help their students develop empathy skills primarily for the purpose of establishing collaborative partnerships with colleagues in the workplace or for improving team management and leadership skills. The role of empathy to form a collaborative relationship with the person or persons using the technology they develop is not asstrong conceptualized (Riemer, 2003). Arguments for Incorporating Empathy into Engineering Curricula. While many of the arguments for incorporating “process skills” like empathy into engineering curricula follow in the footsteps of ABET’s requirements, the call for incorporating empathy into engineering programs is not a new one. For example, our literature search produced several – decadesold - documents that urge engineering educators to base their curricula on, for example, the “needs of mankind today” in order to develop empathic, humanized engineering professionals (Kopplin, 1969). Today, engineering programs are being challenged to align their curricula with current ABET requirements and the changing demands of the twenty-first century global marketplace, which expand the role and the necessary competency base of the engineer (Berndt & Paterson, 2009; Kumar & Hsiao, 2007; Riemer, 2003). A growing sector of engineering programs is also offering courses and degrees in engineering and sustainable development, humanitarian engineering, community service and other initiatives aimed at helping communities “in need” (Schneider, Lucena, & Leydens, 2009). Many of the papers challenge the exclusive focus on technical skill development and ask to incorporate the learning and practicing of “process skills” like empathy into engineering curricula (Hey, Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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