DEVELOPING ETHICAL ENGINEERS WITH EMPATHY
Jennifer Howcroft, Kate Mercer, Jennifer Boger
Abstract
Empathy-based skill development can help engineering students work towards professional expectations regarding ethical duties. However, there is a lack of explicit, holistic pedagogical approaches toempathy education in engineering. In BME161, a first-year biomedical engineering design course, students received explicit and implicit instruction focused on empathy and ethics. Students were also expected to use empathy-based tools and incorporate stakeholder perspectives in their design process in meaningful and explainable ways. While this approach was successful in incorporating empathybased education into a design course, a more holistic approach is needed throughout the program. Therefore, a high-level framework is presented based on four pillars of empathy development: communication, collaboration, decision-making, and values with a goal of achieving an interpersonal, user-centered, empathic culture of design in engineering students. Future work will focus on developing a more detailed and actionable framework.