Katherine Brichacek

This article describes a pilot study identifying the recognition and use of empathy in the engineering design process by first-year engineering students and substantive additions after analyzing the pilot study. In the increasingly fast-paced and interconnected world of technological innovation filled with complex problems, engineering students need motivation and knowledge to consider their social responsibility. We suggest empathy is a viable option to prompt action toward social responsibility. The foundations of our study design applied the philosophy of empathy, feminist accounts of virtue and care ethics, and now include epistemic injustice frameworks. Using grounded theory, we analyzed pre-and post-class surveys, a midterm reflection, and components of a final design report. The results suggested a familiarity with the concept of empathy; however, an awareness of empathy did not appear to lead to employing empathic actions in the design process. Based on these results, we propose a holistic approach to teaching empathy in engineering design that accounts for cognitive, affective, and conative empathy.

Employer studies indicate recent college graduates are underprepared for workplace communication. Philosophy instructors should offer alternative writing assignments to improve career readiness. I propose philosophy instructors offer white paper assignments in lieu of, or in addition to, traditional academic writing assignments like argumentative papers. White papers provide students familiarity with business writing and inclusive and empowering learning opportunities. I present my argument as a white paper and provide sample white paper topics, scaffolding suggestions, and assessment examples.