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Research Initiation:Exploring the Role of Story-Driven Learning to Foster Empathy in the Professional Formation of Engineers

研究发起：探索故事驱动学习在工程师专业培养中培养同理心的作用

基本信息

批准号：
2025080
负责人：
Joseph Le Doux
金额：
$ 20万
依托单位：
Georgia Tech Research Corporation
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-01-01 至 2022-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2025080&HistoricalAwards=false
关键词：
Research Initiation Exploring Role Story

项目摘要

Engineers solve challenging problems to help other people and better society. In order to design effective solutions engineers must employ empathy not only in their design process but also in their collaborative approach to problems. Fostering empathy in engineering students is critical for the continuing tradition of technical excellence and service to society that has characterized the professional formation of engineers in the past. Although difficult to quantify financially, empathy is an economic necessity that goes beyond responsible product design or innovation. Leadership, negotiating contracts, resolving workplace conflicts, and even marketing products successfully require seeing and experiencing the world through the eyes of others. Today’s engineering students will be asked to solve some of the world’s toughest problems. They will need to be equipped with deep technical expertise but also an empathic mindset to design solutions and facilitate authentic engagement with others. Preparing engineers equipped with an empathic mindset will result in the betterment of not only the engineering profession but society as a whole. The recognition and promotion of empathy within engineering will increase the likelihood that broader audiences will perceive engineering as a relevant, inclusive, and impactful profession. Raising awareness of empathy as an important engineering skill will contribute to a more holistic engineering profession that will attract and retain a more diverse group of students. This project seeks to advance the understanding of the development of empathy in engineering education and contribute to the further development of teaching methods proven to foster much needed empathy as part of the professional formation of engineers. Toward this end, the proposed work will explore the landscape of learning activities used to develop empathy within the Biomedical Engineering (BME) curriculum at the Georgia Institute of Technology. The BME department at Georgia Tech makes use of a wide variety of diverse learning activities within the core curriculum. Using this department as the context of our study and a multi-dimensional model of empathy as our theoretical framework, this project will employ an exploratory, embedded case study approach to explore (1) what learning activities faculty are using to foster empathy in BME courses at Georgia Tech and why, (2) how students are experiencing these learning activities, and (3) what components of empathy as a multidimensional construct are most influenced through these learning activities as compared to those components of empathy developed through story-driven learning. The project will rely on the methods of survey sampling, analysis of student work, and student interviews as multiple sources of evidence. The data from all methods of inquiry will be used to draw conclusions and compare and contrast the learning activities, faculty intentions, student experiences, and empathy development across all of these learning activities within our case study. By looking at the impact of a wide variety of learning activities on the development of empathy over the course of an undergraduate engineering program, this study will advance the understanding of the development of empathy as a multi-dimensional construct in engineering education as a whole. The project will also contribute to the further development of research-based pedagogies proven to foster empathy. Finally, this work will serve as a foundation that will provide a better understanding of the differential impact of pedagogical approaches on the development of empathy as well as inform future work towards understanding the role of story-driven learning as an innovative approach for the development of empathy as part of the professional formation of engineers.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.

工程师解决具有挑战性的问题，以帮助他人和更好的社会。为了设计有效的解决方案，工程师不仅必须在他们的设计过程中使用移情，而且在他们合作解决问题的方法中也必须使用移情。培养工科学生的同理心对于延续技术卓越和服务社会的传统至关重要，这是过去工程师职业形成的特征。虽然很难在财务上量化，但移情是一种经济上的必要性，超越了负责任的产品设计或创新。领导力、合同谈判、解决工作场所冲突，甚至营销产品的成功，都需要通过他人的眼睛来看待和体验世界。今天的工科学生将被要求解决一些世界上最棘手的问题。他们将需要具备深厚的技术专长，但也需要有同理心来设计解决方案，并促进与他人的真正接触。培养具有同理心的工程师不仅会改善工程行业，而且会改善整个社会。承认和促进工程学中的同理心将增加更广泛的受众将工程学视为一个相关的、包容的和有影响力的职业的可能性。提高对作为一项重要工程技能的同理心的认识，将有助于建立一个更全面的工程专业，吸引和留住更多样化的学生群体。该项目旨在促进对工程教育中同理心发展的理解，并有助于进一步发展被证明能够培养作为工程师职业形成一部分的迫切需要的同理心的教学方法。为此，拟议的工作将探索佐治亚理工学院生物医学工程(BME)课程中用于培养同理心的学习活动的情况。佐治亚理工学院的BME系在核心课程中利用了各种各样不同的学习活动。本研究以本系为研究背景，以移情的多维模型为理论框架，采用探索性的嵌入式案例研究方法，探讨(1)在佐治亚理工学院的BME课程中，教师使用了哪些学习活动来培养同理心，以及(2)学生是如何体验这些学习活动的；(3)与通过故事驱动的学习发展出的同理心相比，移情作为一种多维结构的哪些组成部分受这些学习活动的影响最大。该项目将依靠调查抽样、学生工作分析和学生访谈等方法作为多重证据来源。来自所有调查方法的数据将被用来得出结论，并对我们案例研究中所有这些学习活动的学习活动、教师意图、学生经历和共情发展进行比较和对比。通过考察工科本科生学习过程中各种学习活动对共情发展的影响，本研究将促进对作为工程教育多维结构的共情发展的理解。该项目还将有助于以研究为基础的教学法的进一步发展，事实证明，这种教学法有助于培养同理心。最后，这项工作将为更好地理解教学方法对共情发展的不同影响提供基础，并为未来的工作提供信息，以了解故事驱动学习作为工程师职业形成中共情发展的一种创新方法的作用。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。