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Participants choose among four structured options, then write a 1000-word reflection essay. Analysis of panhandling and $5-per-day/soup-kitchen reflections identifies multiple themes suggesting empathy. 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KISAALITA University of Georgia Athens, GA  \nABSTRACT  \nOffering first year seminars and experiences is well-established as one of the high-impact educational practices. An inquiry-based freshman seminar in which students conduct poverty simulation term projects has been offered for five years at the University of Georgia. The students have four project options of: dressing the part and panhandling downtown or eating at a local soup kitchen, living on $5 per day for a reasonable number of days, and coming-up with their own similarly structured project. The key element in these projects is putting the student in the poor person’s shoes. The students reflect on their experiences through a 1000-word essay. To date, 73 students have taken the seminar: 31 students chose the panhandling project, 20 chose the $5 per day project, 18 chose the soup kitchen, and 4 chose the independent project. Qualitative analysis of the panhandling 35 reflections revealed seven themes, while analysis of the 38 $5 per day/soup kitchen reflections revealed eight themes. Some of these themes suggest the experience aroused the students’ empathetic (not sympathetic) feelings and thoughts. Of the 35 panhandling students, 20 exhibit the full extent of empathy. Of the 38 $5 per day/soup kitchen students, 29 exhibited the full extent of empathy. Full extent of empathy was counted from students who reported decisions they have or will make in response to the arousal. Whether these students will implement these decisions in the future or not is a question for a longitudinal follow-up study.  \nKey words: Inquiry-based learning; experiential learning; active learning; poverty; simulation; empathy; reflection.  \nINTRODUCTION  \nIn response to first-year seminars and experiences being recognized as one of the high-impact educational practices (Kuh, 2008), the First-Year Odyssey Seminar (FYOS) program was rolled out  \nSPRING 2018 1  \nADVANCES IN ENGINEERING EDUCATION  \nInquiry-Based Freshman Seminar on “What You Can (or Should Not)  \nDo to End Global Poverty”  \nfive years ago (2011) at the University of Georgia (UGA) . In this university-wide program, professors (tenured and tenure-track) propose one-hour seminar courses that are approved with respect to how well they fit in the broader FYOS goals. The goals include introducing students to the importance of learning and to the concept that learning can occur both in and outside of the classroom. In these seminars, professors share their passion for research, teaching, and service in small class settings of approximately 16 students. The small class-sizes provide freshmen an escape from the large classes and promote student-student and student-professor interactions. Taking a FYOS is required of all freshmen during their first year. At the time of writing, there are over 300 seminars offering a wide range of topics from “Alzheimer’s” to “Visualizing Athens”.  \nThe author developed a FYOS to introduce freshmen to the great experiences gained by the upperclassmen he has worked with for the past 15 years, on overseas projects. These projects have a central goal of poverty-alleviation through technologically-based interventions (Kisaalita, 2017) . The topics of the seminar are presented in Table 1. UGA faculty, developing these seminars, are required to consider three pedagogical goals. To cater to these goals, the author engages students in the academic culture of the university (Goal 1) by bringing out the notion that there is no right or wrong answer to complicated issues of our times. Instead, we can come-up with the “best” answer given the context of the situation. For example, the author uses a class discussion on the pros and cons of giving aid. Students who are attracted t","cbCaigW0v25ITb0b","https://ap.wps.com/l/cbCaigW0v25ITb0b","pdf",583915,16,"English","# Abstract\n# Introduction\n## FYOS program context and goals\n## Seminar design and inquiry-based elements\n## Reflection-driven assessment approach","[{\"question\":\"What seminar format does the document describe for freshmen?\",\"answer\":\"It describes an inquiry-based freshman seminar where students run poverty simulation term projects and then reflect through a 1000-word essay.\"},{\"question\":\"What project options are offered to students?\",\"answer\":\"Students select among four options: dressing the part and panhandling downtown or eating at a local soup kitchen, living on $5 per day for a set number of days, or creating an independently structured project.\"},{\"question\":\"How is empathy assessed in the study?\",\"answer\":\"The document uses qualitative analysis of reflections to identify themes and counts “full extent of empathy” based on students’ reported decisions they have or will make in response to the experience.\"}]","Advances in Engineering Education - Inquiry-Based Freshman Seminar on \"What You Can (or Should Not) Do to End Global Poverty\" | PDF",1792068102]