[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599913-105":59,"doc-detail-599913-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","empathy-thresholds-in-transport-design-students","Empathy Thresholds in Transport Design Students","","Threshold concept models provide a lens for understanding design education and how students gain capability. A threshold concept functions as a portal to more developed understanding, often transforming, irreversibly, and combining learning outcomes with challenges. The paper highlights design-related transformations such as building confidence in design thinking to generate solution concepts. It examines empathy as a threshold capability, drawing on five workshops with transport and engineering design students aimed at broadening empathic understanding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/empathy-thresholds-in-transport-design-students/599913/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/empathy-thresholds-in-transport-design-students/599913.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the role of threshold concept models in design education?","Question",{"text":112,"@type":113},"They help explain key aspects of how design education develops student capability. A threshold concept acts as a portal to deeper understanding that is transformative yet challenging.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is empathy framed in the paper?",{"text":117,"@type":113},"Empathy is presented as a key skill used by practicing designers but rarely taught formally. The authors investigate whether empathy can be treated as a threshold capability through workshop experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What design-thinking capability does the paper emphasize?",{"text":121,"@type":113},"It focuses on problem solving through solution-led thinking, including framing the problem and generating credible design propositions under uncertainty.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599913,1792191421,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Empathy Thresholds in Transport Design Students  \nAndree Woodcock, Jane Osmond, Michael Tovey, Coventry University, UK Deana McDonagh, University of Illinois, USA  \nAbstract  \nThreshold concept models offer a useful way of understanding aspects of design education. A threshold concept represents a gateway, or portal, to a more developed understanding and level of capability (Meyer, Land & Davies, 2008) . Passing through a threshold can be transformative, irreversible, integrative and troublesome. Key transformations for design have been identified, such as gaining sufficient confidence in design thinking to enable solution concepts to be generated which are crucial to achieving capability as a designer.  \nEmpathy has been recognised as a key skill by practicing designers, but one which is seldom formally taught in classrooms. Drawing on the experience of five workshops held with transport and engineering design students which aimed to broaden their empathic understanding, the authors discuss the extent to which empathy may be considered as a threshold capability.  \nKey words  \nempathy, design thinking, design education, threshold concepts, learning interventions.  \nIntroduction  \nDesigner Responsibilities  \nDesigners’ responsibilities can be characterized as covering two main roles:  \n• To represent the market and user requirements in determining the ergonomics, appearance and brand identity of the product.  \n• To integrate the market, user and engineering requirements into a whole design solution.  \n(Tovey, 1992)  \nThe former implies an alignment with user needs which requires an empathic approach where empathy may be defined as the ability ‘to think outside of themselves and think of others’ (Osmond & Turner, 2008) . The latter requires the ability to synthesize a design solution as an overall concept. Both of these can be regarded as threshold capabilities which student designers need to achieve.  \nDesign thinking capability  \nThe ability to solve problems through creating designs is a fundamental design capability involving the movement from an initial brief through a mix of activities at the end of which there is a credible new design proposition.  \nDesigning is often described as inherently creative, and as a poorly understood cognitive process which is difficult to teach (Lawson & Dorst, 2009) . It is unpredictable, and there are many ways of designing well and successfully, with much variation between projects. A distinct aspect of designing is that it features solution-led thinking (Lawson, 2005), making it fundamentally different from the processes of social or scientific analysis central to other disciplines. The solution led approach can be applied to ill defined, or wicked problems (Buchanan, 1992), in which designers may not have all the information needed to solve a problem. As such they have to learn to tolerate uncertainty, and have the confidence to develop draft solutions, which may redefine and reshape the problem-as-given (Cross, 2006) .  \nDesign involves developing parallel lines of thought ( Lawson & Dorst, 2009); one concerns the shape of the problem, its clarification and framing; the other focusses on developing ideas about its solution. Experienced creative designers are able to sustain several parallel lines of thought, even if they are incompatible or apparently irreconcilable, for extended periods in a design project. The creative reframing of the situation allows for new views and understanding, in which the various lines of thought can be incorporated in a higherlevel set of ideas. Thinking along parallel lines, maintaining a sense of ambiguity and uncertainty and not being concerned with a single answer too quickly seem to be essential design skills.  \nConceptual design can be described as the art of seeing the design situation in multiple ways to facilitate (Lawson & Dorst, 2009) the existence of ambiguity and uncertainty. Experienced designers are used to performing this ‘little dance around ","cbCaisv4rgCnDjEF","https://ap.wps.com/l/cbCaisv4rgCnDjEF","pdf",401830,14,"English","# Introduction\n## Designer Responsibilities\n## Design thinking capability\n## Threshold concepts and liminal spaces","[{\"question\":\"What is the role of threshold concept models in design education?\",\"answer\":\"They help explain key aspects of how design education develops student capability. A threshold concept acts as a portal to deeper understanding that is transformative yet challenging.\"},{\"question\":\"How is empathy framed in the paper?\",\"answer\":\"Empathy is presented as a key skill used by practicing designers but rarely taught formally. The authors investigate whether empathy can be treated as a threshold capability through workshop experiences.\"},{\"question\":\"What design-thinking capability does the paper emphasize?\",\"answer\":\"It focuses on problem solving through solution-led thinking, including framing the problem and generating credible design propositions under uncertainty.\"}]","Empathy Thresholds in Transport Design Students | PDF",1792089673,35]