Service learning and empathy in technical communication courses within engineering education: A case study to improve the “culture of disengagement” of engineering students
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Notice bibliographique
Résumé
Both industry and engineering accreditation bodies have outlined outcomes for engineering education to develop more socially minded engineers. However, a recent longitudinal study found a disturbing trend of decreased public engagement in engineering students during and even after their formal engineering studies. The first step towards public engagement is empathizing with them to understand their needs. Empathy is an area of growing interest in engineering education with suggestions that a broad cultural shift is necessary to facilitate increased discussion of empathy and public welfare. \nOne popular technique for engaging students with real-world problems that affect the community is service learning. Service learning pedagogy is an experiential learning technique that exposes students to serving community not-for-profit organizations while simultaneously meeting the academic learning objectives of the course and engaging students in reflection on their experience. The service-learning project under study required engineering students in a technical communication course to work with a not-for-profit client and adapt a technical document for a particular target audience the client was trying to reach. \nThis mixed-methods case study examines a service learning project in ta technical communication course within an engineering program to understand if it can help reverse the trend of decreased engagement in engineering students and enhance student empathy. Quantitative data was gathered by testing student participants using the Toronto Empathy Questionnaire and repeating the public engagement survey to see what effect service learning and humanities-based instruction has on students’ engagement with public welfare. Qualitative data included an analysis of individual student reflections, a client interview, and instructor field notes to triangulate the data. \nThe major findings of this study show a similar quantitative decline in empathy as was already found in public engagement in the original study that prompted this research. However, when paired with the qualitative data, it revealed a picture of students who wanted and believed themselves to be engaged and empathetic with the public, but unable to take the necessary actions because of other factors in engineering education including an overwhelming workload, English as Additional Language challenges, and team dysfunction. It seems these distractions in individual instances become a habit of apathy that becomes an overarching culture of disengagement in engineering education.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle