In this paper we present preliminary research from a small part of a larger cross-disciplinary project between the Engineering Education and Mechanical Engineering departments at a large mid-west university to explore how transformative approaches to teaching user-centered design influences the professional formation of engineering undergraduates. The larger research project is guided by the following three research questions intended to inform the broader community, providing evidence for improving professional formation in engineering and design activities: RQ1: Does compassionate design enable students to develop self/social awareness? RQ2: Does compassionate design appeal to a different type of engineering student? and RQ3: How does the compassionate design framework impact the students’ design process? The primary focus of this study was to find a way to measure changes, specifically increases and decreases, in students’ self-awareness and social-awareness to help answer RQ1. The results of this study can serve to inform the larger research project and how to integrate transformative approaches into the curriculum.
Cole Joslyn is a Ph.D. Candidate in the School of Engineering Education at Purdue University. His research interests focus on emancipatory learning, critical pedagogy, humanistic education, contemplation and mindfulness, and spirituality particularly for humanizing engineering education and shaping engineering as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing in mathematics education. Cole has worked as an engineer in the manufacturing industry, a pastor in full-time ministry, and a high school math teacher.
Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 cla
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