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cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2021  \nEmpathy Instruction Through the Propagation Paradigm: A Synthesis of Developer and Adopter Accounts  \nNICOLA W. SOCHACKA University of Georgia Athens, GA  \nDAVID A. DELAINE The Ohio State University Columbus, OH  \nTHOMAS G. SHEPARD University of St Thomas Saint Paul, MN  \nJOACHIM WALTHER University of Georgia Athens, GA  \nABSTRACT  \nPrior research indicates that empathy can help engineers achieve better outcomes in team-based, design, entrepreneurial, and humanitarian environments. We describe an educational innovation designed to teach engineering students empathic communication skills. Written in the spirit of a propagation (versus dissemination) paradigm, we focus on how the original innovation was adapted to fit into two instructional settings that differed from the first implementation context. We use firstperson instructor accounts to describe these adaptation processes, including interactions between the developers and the adopters of the innovation, what modifications were necessary to “fit” the innovation into the new settings, and adopter experiences. We conclude with a brief discussion of particularly salient propagation considerations that emerged for the two adopters including, for example, the amount of instructional time available for implementing the empathic communication exercises, and how to achieve student buy-in in different course settings. The two main contributions of this paper are, first, the rich descriptions of how features of the original educational innovation had to be modified to meet the two other settings’ pedagogical goals and, second, an example of how to advance scholarship that supports the propagation of engineering education teaching and learning innovations.  \nKey words: propagation; empathy; professional skills.  \nADVANCES IN ENGINEERING EDUCATION  \nEmpathy Instruction Through the Propagation Paradigm: A Synthesis of Developer and Adopter Accounts  \nINTRODUCTION  \nEngineers can become so engrossed in finding technical solutions to problems that they fail to understand, and thus neglect, the social relationships involved in projects. Building a relationship with a client requires active listening skills [and] the ability to show concern and empathy. (Hecker, 1997, p. 62)  \nAs suggested by Hecker, the ability to establish and maintain successful professional relationships is an underappreciated and, we argue, understudied area in engineering education and practice. The goal of the educational innovation we describe in this paper is to foster a set of skills that will enable undergraduate and future engineers to build such relationships through engaging empathically with others. As conceptualized in this paper, empathic communication skills comprise a range of active listening and responding techniques that enable one to inquire into, seek to understand, and vicariously experience the thoughts, feelings, and perspectives of other people, whether those people are clients, co-workers, contractors, or members of the general public. We suggest that practicing these techniques will provide students with insight into how to form the interpersonal connections needed to collaboratively explore, frame, and solve complex socio-technical problems.  \nOur work to propagate this innovation sits in the context of a broader discussion around perceived gaps between engineering education research and educational practice (Froyd, Borrego, Cutler, Henderson, & Prince, 2013; Handelsman et al., 2004; Jamieson & Lohmann, 2009; Landrum, Viskupic, Shadle, & Bullock, 2017) . As stated by Froyd et al. (2017, p. 35):  \nScholarly studies and national reports document failure of current efforts to achieve broad, sustained adoption of research-based instructional practices, despite compelling bodies of evidence supporting efficacy of many of these practices.  \nAccording to Froy","cbCaio8coMnzEnIY","https://ap.wps.com/l/cbCaio8coMnzEnIY","pdf",2481528,29,"English","# Abstract\n# Introduction\n## Empathic communication skills and engineering relationships\n## Bridging research and educational practice\n## Propagation vs. dissemination paradigms\n# Conclusions and key contributions","[{\"question\":\"What skills does the educational innovation aim to develop in engineering students?\",\"answer\":\"It focuses on empathic communication skills, including active listening and responding techniques that help students inquire into and understand others’ thoughts, feelings, and perspectives.\"},{\"question\":\"How does the paper frame the process of spreading the innovation to new settings?\",\"answer\":\"It uses a propagation paradigm, emphasizing “fit” achieved by interacting with potential adopters throughout development and dissemination, rather than relying on dissemination alone.\"},{\"question\":\"What do the authors report about adapting the innovation for two different instructional contexts?\",\"answer\":\"First-person instructor accounts describe interactions between developers and adopters, modifications needed to fit the innovation into each setting, and adopter experiences.\"}]","Empathy Instruction Through the Propagation Paradigm: A Synthesis of Developer and Adopter Accounts - Spring 2021 | PDF",1792066404,73]