Efficacy of Humanities-Driven Science, Technology, Engineering, and Mathematics Curriculum on Integrating Empathy Into Technology Design

• In Event: Innovative Pedagogies and Approaches in Engineering and Computing Education

Abstract

There have recently been calls for post-secondary engineering programs to develop more well-rounded engineers who are more capable of understanding and empathizing with clients, as well engage in stronger ethical decision-making. In this study, we examine the efficacy of a hybrid humanities-engineering course in developing the empathetic performativity of engineering students taught at two universities. We use a discourse analysis methodology to examine the language in student assignments over the trajectory of this course, looking for instances where engineering students position themselves empathetically within their work. Based on our analysis, we see small gains in the empathetic performances of engineering students in this context, however, these findings are nuanced and require qualification.

Keywords: Discourse Analysis, Humanities-Driven STEM, Empathy

Authors

• Joshua M. Cruz, Texas Tech University

• Erika Nunez, Texas Tech University

• Xueni Fan, Texas Tech University

• Nafisha Tabassum, Texas Tech University

• John Carrell, Texas Tech University

• Iris Rivero, Rochester Institute of Technology

• Michael Laver, Rochester Institute of Technology

• Andrew Herbert, Rochester Institute of Technology