Engineering Students’ Empathy Development Through Service Learning: Qualitative Results in a Technical Communication Course

Patterson, Laura

doi:10.1109/procomm48883.2020.00017

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…Las propuestas de AL en ingeniería, centradas en el trabajo en equipo para la resolución de problemas reales y el desarrollo de proyectos a través de la interacción con actores comunitarios, son efectivas para fomentar el desarrollo de SS (Scherrer & Sharpe, 2020;Stolk & Martello, 2015). Sin embargo, también pueden presentar dificultades para los estudiantes, vinculadas con aspectos académicos, sociales o individuales (Laguador & Chávez, 2020;Patterson, 2018).…”

Section: Marco Teóricounclassified

Aprendizaje Activo y Habilidades Blandas en Ingeniería: Dos Experiencias de Participación con la Comunidad

Otegui,

Curion

2023

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Se presentan dos talleres optativos de la Facultad de Ingeniería de la Universidad de la República (Uruguay) que implementan metodologías de aprendizaje activo para desarrollar habilidades blandas a través del trabajo con actores comunitarios. Los talleres involucran a estudiantes de Ingeniería en Computación de diferentes etapas de la carrera y abordan contenidos disciplinares específicos a través del intercambio con centros educativos y pequeños emprendimientos. Se realizaron observaciones de clase y entrevistas para caracterizar estos cursos y recoger opiniones estudiantiles. Se identificaron características comunes en ambos talleres que dan cuenta del aprendizaje activo en las propuestas, la relevancia de la interacción con actores comunitarios y el desarrollo de habilidades blandas que incluyen: trabajo en equipo, comunicación, resolución de problemas reales, autonomía y empatía. La valoración estudiantil fue positiva y destacó los aportes de desarrollar proyectos basados en la vinculación con actores comunitarios. Aunque los estudiantes se refirieron a los retos que implica este enfoque distintivo, valoraron la oportunidad de poner en práctica sus habilidades. Se espera que este análisis aporte elementos para el diseño de nuevas propuestas que integren el aprendizaje activo, el desarrollo de habilidades blandas y la colaboración comunitaria en la enseñanza de la ingeniería.

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Section: Marco Teóricounclassified

Aprendizaje Activo y Habilidades Blandas en Ingeniería: Dos Experiencias de Participación con la Comunidad

Otegui,

Curion

2023

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“…Researchers have identified numerous benefits to service learning in computing programs, including attracting and retaining students; preparing students for the workforce by developing professional skills; meeting curricular guidelines; and providing a technical service for resource-constrained organizations [7], [17], [18]. Service learning offers a project-based experience that can show students the types of impact they can have with their major and can teach them about ethical and moral dilemmas that often arise in technical fields [17], [19].…”

Section: A Service Learning In Computing and Engineeringmentioning

confidence: 99%

Database Service-learning Projects: Addressing Community Needs While Measuring and Meeting Computer Science Learning Outcomes

Weitl-Harms

2022

2022 10th International Conference on Information and Education Technology (ICIET)

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This innovative practice full paper describes the iterative use of service learning to develop, review, and improve computing-based artifacts for small rural organizations, over an extended period. It is well-known that computing students benefit from service-learning experiences as do the community partners. It is also well-known that computing artifacts rarely function well long-term without versioning and updates. Service-learning projects are often one-time engagements, completed by single teams of students over the course of a semester or year long course. This limits the benefit for the community partners, such as small rural organizations, that do not have the expertise or resources to review and update a project on their own.Over the course of several years, teams of undergraduate students in a computing capstone social media development course created tailored social media plans for numerous small rural organizations. The projects were required to meet the client's specific needs, with identified audiences, measurable goals, and a minimum of three recommended social media strategies and tactics to reach the identified goals. This paper builds on previously reported initial results for 60 projects conducted over several years. Nine clients were selected to participate in the iterative follow-up process, where new student teams conducted client interviews, reviewed the initial plans, and analyzed metrics from the social media strategies and tactics already in place to provide updated, improved artifacts. Using ABET computing learning objectives as a basis, clients reviewed the student teams and the artifacts created. Students also reflected on their experiences. This research provides a longitudinal study of the impact of the interventions in increasing implementation and sustained use rates of computing artifacts developed through service learning, along with lessons learned. Both students and clients reported high satisfaction levels, and clients were particularly satisfied with the iterative improvement process. This research demonstrates an innovative practice for creating and maintaining computing artifacts through iterative service learning, while addressing the resource constraints of small rural organizations.

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“…Experiential immersion and prioritizing community-engagement in Earth Science curricula have also been shown to promote ethical development, even in the absence of explicit discussions on ethics in courses [83]. In general, service learning (SL) experiences were demonstrated to be useful pedagogical tools in developing empathy as a type of understanding, helping students to establish emotional connections with others, compassion, [9,42,54,71,80,[84][85][86] and a type of "critical consciousness" [42]. Direct observation overtly lead to seeing their points view, as well as how designs could be applied in real world contexts [9,80].…”

Section: Experiential Immersionmentioning

confidence: 99%

“…Additionally, it can create a pluralistic mindset [87] and foster altruistic thinking as students seek to enhance others' well-being [88]. In particular, SL has been shown to promote perspective, empathy, and self-awareness and knowledge learning when coupled with reflection to internalize the experience [54,71,84,85].…”

Section: Experiential Immersionmentioning

confidence: 99%

Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Lunn,

Bell-Huff,

LeDoux

2022 CoNECD (Collaborative Network for Engineering &Amp; Computing Diversity) Proceedings

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She recently completed her Ph.D. from theKnight Foundation School of Computing and Information Sciences at Florida International University (FIU). Her research interests span the fields of Computing and Engineering Education, Human Computer Interaction, Data Science, and Machine Learning. Previously, Stephanie received her B.S. and M.S. degrees in Neuroscience from the University of Miami, in addition to B.S. and M.S. degrees in Computer Science from FIU.

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Engineering Students’ Empathy Development Through Service Learning: Qualitative Results in a Technical Communication Course

Cited by 5 publications

References 4 publications

Aprendizaje Activo y Habilidades Blandas en Ingeniería: Dos Experiencias de Participación con la Comunidad

Aprendizaje Activo y Habilidades Blandas en Ingeniería: Dos Experiencias de Participación con la Comunidad

Database Service-learning Projects: Addressing Community Needs While Measuring and Meeting Computer Science Learning Outcomes

Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

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