"Fe Exam" The First "Reality Show" Encounter For Engineering And Engineering Technology Undergraduates
- Conference
- Location
-
Chicago, Illinois
- Publication Date
-
June 18, 2006
- Start Date
-
June 18, 2006
- End Date
-
June 21, 2006
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
Engineering Technology
- Page Count
-
8
- Page Numbers
-
11.1.1 - 11.1.8
- DOI
-
10.18260/1-2--996
- Permanent URL
-
https://peer.asee.org/996
- Download Count
-
513
Paper Authors
Amy Miller University of Pittsburgh-Johnstown
AMY L. MILLER
Amy Miller is an Assistant Professor of Mechanical Engineering Technology at the University of Pittsburgh at Johnstown (UPJ). For 10 years, Amy worked for Johnstown America Corporation, a leading manufacturer of railroad freight cars, as a Design Engineering and Manager. She holds a MS in Manufacturing Systems Engineering from the University of Pittsburgh and a BS in Mechanical Engineering Technology from the University of Pittsburgh at Johnstown. Her teaching interests include Fluid Mechanics, Machine Design, Finite Element Methods and Measurements.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
“FE Exam” – The First “Reality Show” Encounter for Engineering and Engineering Technology Undergraduates
Abstract
The first “Reality Show” facing engineering and engineering technology undergraduates involves their ability to adequately demonstrate technical competence in the field of engineering. A nationally accepted measure for assessing a student’s broad base of technical knowledge of the engineering field is the Fundamentals of Engineering (FE) exam.
As with every “reality show” certain rules and guidelines apply that each person must follow if they are to “survive”. Many times unfamiliarity with the FE exam format can greatly impede the student’s chance of success simply because they have not encountered a similar format during their undergraduate studies.
This paper addresses a variety of simple in-class techniques for acquainting the students with the FE exam format itself and the references available to them when they take the exam. It also discusses the classroom tactics for implementing the use of the FE Reference Handbook1 as a teaching tool. Student’s positive/negative reactions to the use of the FE Reference Handbook in the classroom will also be discussed.
Introduction
During their junior year, engineering and engineering technology undergraduates must face a “Reality Show” that is the Fundamentals of Engineering (FE) exam. This important challenge to “survival” is for the student to adequately demonstrate technical competence in the field of engineering. A nationally accepted measure for assessing a student’s broad base of technical knowledge of the engineering field is the Fundamentals of Engineering exam.
Some colleges and universities go so far as to require students to successfully pass the FE exam prior to receiving their undergraduate degree. The professional FE certificate represents the first mandatory step towards professional registration which in some disciplines is essential to a successful engineering career.
During their undergraduate years, engineering and engineering technology students spend countless hours preparing for exams. A similar effort must be made for this critical “reality show” examination in order to enhance the student’s probability of passing it.
Incorporation of a few simple techniques into undergraduate classes can significantly assist students in understanding the FE exam format. As an example, students are not permitted to take their own reference materials into the FE exam. A copy of the Fundamentals of Engineering Reference Handbook is provided for use at that time. By requiring the students to use sections out of the FE Reference Handbook when preparing homework assignments and taking class exams, the professor ensures students are familiar with the content of the reference book.
Miller, A. (2006, June), "Fe Exam" The First "Reality Show" Encounter For Engineering And Engineering Technology Undergraduates Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--996
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015