Nicholas D. Fila

Exploring the Role of Empathy in a Service-Learning Design Project

The emergence of empathic design has inspired growing discourse on the role of empathy within design. While research on empathic design acknowledges the presence of empathy in design practice, little attention has been paid to its underlying mechanisms and how these mechanisms operate within the designer’s mind throughout the design process. In this study, we used the service-learning data set to develop an emergent empathic design model. We collected and analyzed any instances in which designers evidenced empathy for the end users. We kept empathy loosely defined due to the exploratory intent of this study and the recognition that empathy by designers for users may show itself only subtly in designers’ reflections on interactions with users. Through thematic analysis of over 100 critical instances during the 8 service-learning videos, we discovered 4 higher level themes with 12 underlying patterns of empathy in the design process. These themes included (a) developing understanding design behaviors oriented towards identifying and comprehending the perspectives of potential users, (b) identifying criteria and constraints employing an empathic understanding of the user to set design goals and parameters, (c) generating design concepts designers’ empathic understanding of the user inspires new design concepts, and (d) evaluating design concepts using empathy to determine the appropriateness of specific design concepts for the users. These themes, their underlying patterns, and 5 additional patterns associated with empathy but not considered empathic, were mapped to depict an empathic design model.

The manifestation of empathy within design: findings from a service-learning course

Abstract The emergence of human-centred design strategies has directed attention to the role of empathy within design. While research on co-design acknowledges the potentially improved outcomes of using an empathic design approach, a comprehensive analysis on how empathy functions throughout the design process has been minimally explored in this literature. In this study, we analysed a series of design review videos depicting students’ design procedures within a service-learning course. These student designers were tasked to design a universally accessible zip-line and access ramp along with associated features. Our objective was to explore how empathy functioned throughout the development of the students’ final design solutions, which included a zip-line access point, ramp and cheering platform. To guide our depiction of these empathic design pathways, we relied on a set of pre-established empathic design techniques utilised by student designers. We provide a visual summary of student designers’ empathic design techniques, the interrelation of these techniques, along with implications for how design educators might effectively embed empathy throughout design curricula.

A Cross-Case Analysis of Disciplinary Identities Communicated Through Design Reviews

In post-secondary educational settings, discourse is a mechanism by which students develop occupational identities as they engage in a particular community that communicates attributes of their prospective profession. This study focuses on revealing disciplinary identities and how they are conveyed and negotiated during interactions between design students and project reviewers. We draw upon Gee’s identity framework and focus on the enactments of disciplinary identity in three different disciplinary settings: choreography, industrial design, and mechanical engineering. A cross-case analysis indicated differences that were epistemological (e.g., subjectivity of reviews) and similarities in ways instructors modeled institutional identities. The results have implications for interdisciplinary activities and suggest that disciplines that engage in design have much to learn from one another.

Does diversity in novice teams lead to greater innovation

Design teams are commonly formed in engineering courses with the assumption that diversity leads to more innovative solutions. However, the literature indicates that this assumption is conditional, based on factors such as team effectiveness and how diversity is defined. Additionally, prior research has focused on expert teams, rather than the novice teams typical of many engineering courses. The purpose of this study is to investigate the relationship between team diversity, as a function of gender and race, team effectiveness, and innovation within novice engineering teams. First, we examined the relationship between diversity and team effectiveness. We used an established peer evaluation system to measure the team effectiveness ratings of 275 four-person teams. Gender heterogeneous teams were more effective than gender homogenous teams, but there was no significant difference between racially homogenous and heterogeneous teams. Second, we analyzed student team project reports for innovative design solutions. There was no correlation between team effectiveness and innovativeness, nor did gender heterogeneous teams produce more innovative solutions than gender homogenous teams. These results suggest diversity, defined by gender or race alone, may not increase innovation within novice engineering teams.

Cultures of innovation among chemical, civil, and mechanical engineering students: A qualitative study

Innovation has received particular emphasis in engineering education due to implications of global challenges, diverse human needs, and economic competitiveness. As such, many instructors explore new methods to help engineering students develop innovation-related competencies and researchers seek to understand how students connect with and learn about innovation. This study adds to that growing knowledge base by investigating the ways engineering students in different disciplines view and approach engineering innovation. Nine students in chemical, civil, and mechanical engineering participated in a two-hour laboratory protocol consisting of an idea generation task, a process mapping task, and a semi-structured interview. This qualitative study used a multiple case analysis approach to compare student perspectives in each discipline. Analysis revealed that students in each discipline demonstrated different perspectives along nine aspects of innovation: context, criteria, stakeholder involvement, teamwork, design process, iteration, knowledge, challenges, and personal motivation. These differences link to core aspects of each discipline. Since a qualitative approach with a localized sample was used, this work does not explain all differences or the extent to which they manifest, but this paper contributes to an emerging understanding of how work in different engineering disciplines can connect with innovation from a student perspective.

Work in progress: A case study of the types and frequencies of conflict in engineering design dyads

Conflict is a common subject of research on engineering teams. While some conflict may improve team creativity and productivity, it can also detract from team member satisfaction, perceived team efficacy, and overall team performance. In this paper, we present a preliminary framework for identifying conflict within engineering design dyads using a case study approach. Using this framework, we identified instances of conflict in one male-male and one female-male engineering dyad performing a brief engineering design task. We identified more instances of conflict in the male-male dyad than the female-male dyad; however, this conflict appeared to be productive. An implication of this research for educators is to encourage argumentation within the teamwork occurring in their classroom. Students should understand that conflict can be constructive and improve their teams ability to move iteratively through the design process.