Reflective practitioners through design: Perspectives of second-year engineering undergraduate students

Full Research Paper - Engineering students experience a wide range of learning practices through technical and analytical thinking and a process of reflection is needed to support them with their meaning-making process. In this study, we analyzed students’ perceptions on the role of empathy in human-centered design thinking processes. The reflection assignment took on a learning community pedagogical approach which can help students gain nuanced and deeper understanding of empathy. By situating the design experience within a community of peers, there are increased opportunities for norming and exchange, shared strategies and resources, and a sense of collective progress. We explored how the diversity in the dispositions and experiences of students played a unique and major role in framing and shaping design problems and perspective-taking. This paper reports the findings through a qualitative content analysis of reflective essays written by students in a sophomore engineering design course offered in two semesters. Through such assignments, instructors and curriculum integrators can understand the different ways their students are experiencing the curriculum.