Collaborative Research: Research: Assessing Empathic Formation in Engineering Design

合作研究：研究：评估工程设计中的同理心形成

基本信息

批准号：
2104782
负责人：
Justin Hess
金额：
$ 30.94万
依托单位：
Purdue University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-02-01 至 2025-01-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2104782&HistoricalAwards=false
关键词：
Collaborative Research Assessing Empathic Formation

项目摘要

Empathy is essential for identifying, designing for, and meeting user needs and can motivate engineers to meaningfully engage with and respond to diverse viewpoints and values. Thus, educators need tools for developing empathy in engineers. Yet, measuring empathy is challenging because it manifests uniquely in different contexts. To begin addressing the need for an engineering-specific measure of empathy, we developed and pilot-tested an assessment instrument. Our prior work suggested a need to improve how empathy is measured across all aspects of the design phases and to account for variation in empathy for distinct user groups. Thus, in this study, our primary objective is to refine this instrument and to ensure its validity, reliability, and fairness for assessing empathic formation in undergraduate engineering design across multiple contexts, design phases, and participants. We will integrate and account for these perspectives in the expansion of the instrument, thus ensuring that the instrument captures a diverse group of instructor perspectives and needs. Thus, this study will support a critical need for a valid tool for assessing empathy in engineering design.Empathy can provide the “spark of human concern for others,” thus bolstering efforts at integrating empathy into engineering curriculum and help students’ empathic growth with and for users. Thus, a measure of empathy can help students care, understand, and help users in need. In this study, we will iterate on an instrument for assessing empathy with a diverse group of engineering design instructors to identify potential refinements of the instrument needed to improve its alignment with their contexts, collect student data to ensure potential instrument refinements that accurately represent student experiences, and design a revised instrument that accounts for these novel insights. We will test the revised instrument for validity via the triangulation of quantitative and qualitative data with a large sample of students. Finally, we will use the instrument to identify differences in empathic formation associated with various instructional design contexts and practices, thus generating new knowledge on best practices for promoting empathic formation in engineering design. Our team brings prior research in empathic design, distinct engineering backgrounds, and expertise in multiple research methodologies which will ensure research rigor and quality. Our collaborators are design educators and thus will help ensure the instrument is useful for engineering design courses across disciplines and across university sites. The advisory board includes experts in empathy, design, and psychometrics who will provide external evaluation and guidance to ensure that the instrument represents the state of the art of research on empathy in engineering design. By providing the community with this measure, we can facilitate the integration of empathy and assessment of empathy in engineering classroom contexts, which can positively impact the experience and retention of pro-socially motivated students in engineering programs.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

同理心对于识别、设计和满足用户需求至关重要，并且可以激励工程师有意义地参与和响应不同的观点和价值观。因此，教育工作者需要培养工程师同理心的工具，但衡量同理心具有挑战性，因为它表现得独一无二。为了开始满足工程特定同理心测量的需求，我们开发并试点了一种评估工具，表明需要改进设计阶段各个方面的同理心测量方式并加以考虑。针对不同用户群体的同理心变化。因此，在本研究中，我们的主要目标是完善该工具并确保其在跨多个背景、设计阶段和参与者的本科工程设计中评估共情形成的有效性、可靠性和公平性，我们将整合并考虑这些观点。因此，这项研究将支持对评估工程设计中同理心的有效工具的迫切需求。同理心可以提供“人类的火花”。关心他人”，从而加强整合的努力因此，同理心的衡量可以帮助学生关心、理解和帮助有需要的用户。在这项研究中，我们将迭代一种评估对不同群体的同理心的工具。工程设计教师的工作，以确定工具的潜在改进，以提高其与环境的一致性，收集学生数据，以确保潜在的工具改进能够准确地代表学生的体验，并设计一个考虑到这些新颖见解的修订工具。通过三角测量修订有效性工具最后，我们将使用该工具来识别与各种定量教学设计背景和实践相关的移情形成的差异，从而生成有关促进工程设计中移情形成的最佳实践的新知识。团队带来了移情设计方面的先前研究、独特的工程背景以及多种研究方法的专业知识，这将确保我们的合作者是设计教育工作者，从而有助于确保该工具对跨学科和跨大学站点的工程设计课程有用。顾问委员会包括同理心、设计和心理测量学方面的专家，他们将提供外部评估和指导，以确保该工具代表工程设计中同理心研究的最新水平。通过向社区提供这一测量，我们可以促进同理心的整合。以及对工程课堂环境中同理心的评估，这可以对工程项目中具有亲社会动机的学生的体验和保留产生积极影响。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响进行评估，被认为值得支持审查标准。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

A Research Study on Assessing Empathic Formation in Engineering Design

工程设计中移情形成评估的研究

DOI：
发表时间：
2023-06
期刊：
ASEE Conferences
影响因子：
0
作者：
Hess, Justin L.;Fila, Nicholas D.;Schimpf, Corey;Godwin, Allison;Sanders, Elizabeth A.
通讯作者：
Sanders, Elizabeth A.

Co-Creating a Model of Empathy in Engineering Design

共同创建工程设计中的同理心模型

DOI：
发表时间：
2023-10
期刊：
Frontiers in Education
影响因子：
2.3
作者：
Sanders, Elizabeth A.;Hess, Justin L.;Fila, Nicholas D.;Godwin, Allison;Schimpf, Corey
通讯作者：
Schimpf, Corey

Measuring and Promoting Empathic Formation in a Multidisciplinary Engineering Design Course

在多学科工程设计课程中衡量和促进同理心的形成