Infusing Empathy Into Engineering Design: Supporting Under-represented Student Interest and Sense of Belongingness

摘要

How can we utilize our research knowledge to impact our methodology as educators and change the perceptions of science, technology, engineering, and mathematics (STEM) and who belongs in STEM careers? Some states have adopted the New Generation Science Standards (NGSS) for k-12 public schools, which specifically require teaching children the engineering design process. Besides creating a better product, the standards say the design process is relevant because the process begins with defining the "human problem" (empathizing) to connect to the real lives of all. The assumption is if students can connect with the "human problem," they will identify with and have interest in STEM. But no instructional methodology on how to teach empathy is stated. Will inserting a "human problem" in instruction instill empathy and connect to a student's real-life? Would doing so improve student interest in STEM? What are the hurdles we would face? The focus of this paper is how infusing empathy into the design of lessons would influence student interest in STEM, STEM careers, and a sense of belongingness in STEM.