Prior research indicates that empathy can help engineers achieve better outcomes in team-based, design, entrepreneurial, and humanitarian environments. We describe an educational innovation designed to teach engineering students empathic communication skills. Written in the spirit of a propagation (versus dissemination) paradigm, we focus on how the original innovation was adapted to fit into two instructional settings that differed from the first implementation context. We use first-person instructor accounts to describe these adaptation processes, including interactions between the developers and the adopters of the innovation, what modifications were necessary to "fit" the innovation into the new settings, and adopter experiences. We conclude with a brief discussion of particularly salient propagation considerations that emerged for the two adopters including, for example, the amount of instructional time available for implementing the empathic communication exercises, and how to achieve student buy-in in different course settings. The two main contributions of this paper are, first, the rich descriptions of how features of the original educational innovation had to be modified to meet the two other settings' pedagogical goals and, second, an example of how to advance scholarship that supports the propagation of engineering education teaching and learning innovations.