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Engineering design decisions have non-trivial implications, and empathic approaches are one way that engineers can understand and translate the perspectives of diverse stakeholders. Prior literatur...

This work presents the quantitative findings from a multi-method study investigating service-learning as a platform to promote empathy growth within engineering undergraduates. Qualitative results from this study have previously demonstrated the potential of service-learning activities to support the development of empathy by leveraging group dynamics, interactions with the community, and self-reflection. A repeated measures design using the Davis’ Interpersonal Relativity Index (IRI) was administered to the 14 undergraduate student participants before and after a service learning experience. Exploratory quantitative findings indicating the potential of service-learning and the use of reflection as a platform for the growth of empathy, particularly within the IRI constructs of empathic concern and perspective taking, are presented. These findings, along with associated limitations, demonstrate the importance of further investigation into the use of service-learning, and other community-engaged student learning (CESL) activities as platforms for empathy development among undergraduate engineering students.