In their shoes: Student perspectives on the connection between empathy and engineering

Abstract

An emerging body of literature highlights the importance of empathy within engineering work and explores how engineering students develop empathic tendencies and utilize empathy during design. Still, more work needs to be done to better understand how engineering students conceptualize empathy and view its role in engineering practice. In this study, we explored the ways that engineering students described empathy and its application in their engineering work. Eight engineering students, from seven different majors, ranging from juniors to doctoral students, participated semi-structured interviews focused on the empathy in engineering. Using thematic analysis we uncovered three themes revealing engineering students' experiences with empathy (understanding others' feelings, important in everyday life, generally outside the scope of engineering) and four themes revealing potential uses for empathy in engineering work (team settings, problem contextualization, human-centered design, individual inspiration). These findings highlight existing gaps between students' perceptions of empathy as compared to scholarly literature on the role of empathy in engineering and perceptions from engineering faculty and practicing engineers. For example, the themes demonstrate that students are often generally aware of certain potential uses of empathy, but have not necessarily experienced those uses in their own work. In the paper, we discuss how alignments or discrepancies between student and expert perceptions both extend our notions of the role of empathy in engineering and identify areas that can be better supported through engineering instruction.