Quasi-experiment finds modest impostor phenomenon reductions from coaching in early-career software engineers, yet similar gains in controls indicate contextual and temporal factors likely dominate.
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Educators embed empathy in software engineering courses via societal AI framing, fairness and accessibility, diverse user representation, stakeholder responsibility, and structured reflection to help students address bias and societal impacts in AI development.
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A Quasi-Experimental Evaluation of Coaching to Mitigate the Impostor Phenomenon in Early-Career Software Engineers
Quasi-experiment finds modest impostor phenomenon reductions from coaching in early-career software engineers, yet similar gains in controls indicate contextual and temporal factors likely dominate.
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Teaching Empathy in Software Engineering Education in the Age of Artificial Intelligence
Educators embed empathy in software engineering courses via societal AI framing, fairness and accessibility, diverse user representation, stakeholder responsibility, and structured reflection to help students address bias and societal impacts in AI development.