Abstract

This article reports on a study about design thinking pedagogy in technical communication courses taken by engineering students. The study suggests that design thinking pedagogy can foster engineering students' empathy for users, particularly their ability to recognize the feelings, knowledge, and perspectives of others. However, its findings reinforce the difficulty faced when encouraging students' societal-level empathy and the limitations of empathy. While engineering students may struggle to transfer user empathy to courses in their major, this study found that engineering students believe design thinking has relevance to their future careers. This article offers teaching strategies and project ideas for technical and professional communication instructors to facilitate students' ability to transfer user empathy to their disciplines.

Journal
Communication Design Quarterly
Published
2024-09-01
DOI
10.1145/3658422.3658429
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Cites in this index (6)

  1. Technical Communication Quarterly
  2. Journal of Technical Writing and Communication
  3. Technical Communication Quarterly
  4. Journal of Business and Technical Communication
  5. Computers and Composition
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  1. Technical Communication Quarterly
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