2023 ASEE Annual Conference & Exposition

This theoretical paper will introduce a conceptual framework for empathy as a teaching practice to improve engineering students’ educational experiences. As engineering education strives to meet the industry demands for qualified individuals, it is imperative to address the persistent problem of retention in engineering programs, in particularly for those individuals from underrepresented groups [1]. Research suggests that building connections between students and faculty can play a critical role in shaping a positive academic climate [2].

One strategy for building rapport between faculty and students is to incorporate empathic concern as a teaching practice in engineering courses. Empathic concern refers to the motivational and behavioral components of empathy that are often interpreted as care or concern [3]. This is a foundational component of helping relationships and has positive impacts when integrated into classroom environments [4,5].

This paper will explore how the broad concept of empathy is applied in engineering education and guide faculty through the theoretical foundations of empathy. We will introduce three forms of empathy – cognitive, affective, and behavioral [3,6] and highlight three components of empathic concern (understanding, non-judgement, and compassion) that are used in forming helping relationships [7]. An integrated conceptual framework is presented as a tool to support application of empathy as a teaching practice in engineering education. By understanding and incorporating empathy into their teaching practice, faculty can improve engineering students’ educational experiences and further students’ persistence to graduation.