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Conference Session
Innovation in Teaching Engineering Economics
Collection
2006 Annual Conference & Exposition
Authors
Joseph Hartman, Lehigh University
Tagged Divisions
Engineering Economy
decision.While traditional mechanisms of evaluation (homework sets, quizzes, and exams) are good fortesting a student’s knowledge and skill in the use of formal methodologies, such as discountedcash flow analysis, performing a breakeven analysis, or choosing the minimum cost solutionbetween two mutually exclusive alternatives, they do not necessarily allow for examining otherrelevant steps in decision-making (problem-solving). In the problem-based learning context, thegoal is not relegated to knowing how to apply a methodology (i.e. execute a breakeven analysis).Rather, the goal is that a student understands how to (1) formulate a problem from incompletedata; (2) determine what parameter(s) are critical; (3) identify and execute the correct analysis(i.e
Conference Session
Innovation in Teaching Engineering Economics
Collection
2006 Annual Conference & Exposition
Authors
Karen Bursic, University of Pittsburgh
Tagged Divisions
Engineering Economy
following: The Situation and Decision: • Description of the situation • Specific economic decision(s) involved • Societal implications of the decision • Description of available data • Assumptions you have made The Solution: • Description of the economic analysis techniques that are applicable to the problem or situation and calculations associated with those techniques • What decision you would make Note that since you may not have complete information about the situation, you may use reasonable estimates of various figures in your analysis. Figure 1: Project Report FormattingThe survey identified students by course section, discipline, and which project they
Conference Session
Innovation in Teaching Engineering Economics
Collection
2006 Annual Conference & Exposition
Authors
Ahmad Sarfaraz, California State University-Northridge; Tarek Shraibati, California State University-Northridge
Tagged Divisions
Engineering Economy
—2003 Annual Report, Bloomington, IN: Center for Postsecondary Research, Indiana University, 2003.3. Jim Eison, Promoting Active Learning in Large Classes, The 25th Annual Lilly Conference on College Teaching, November 17-20, 2005.4. Karl S. Smith, Sheri D. Sheppard, David W. Johnson, and Roger T. Johnson, Pedagogies of Engagement: Classroom-Based Practices, Journal of Engineering Education, January 2005, pp 87-101.5. Cynthia Desrochers, Student Engagement: Time for Your Course?”, The 8th CSU Regional Syposium on University Teaching, Cal Poly Pomona, April 2, 2005.6. Tarek Shraibati and Sarfaraz, A. R., The use of Common Sense Applications in Teaching Engineering Economic Analysis, Proceedings of the ASEE, June, 2005
Conference Session
Innovation in Teaching Engineering Economics
Collection
2006 Annual Conference & Exposition
Authors
J. Cunha, University of Alberta
Tagged Divisions
Engineering Economy
36101, presented at the IV SPE Latin America and Caribbean Petroleum Engineering Conference, Port-of-Spain, Trinidad & Tobago, 23-25 April, 1995.11. Skates, J.: “Risked Reserve Estimates for Complex Prospects,” paper SPE 80436, presented at the SPE Asia Pacific Oil and Gas Conference and Exhibition, 9-11 September, 2003, Jakarta, Indonesia.12. Newendorp, P. and Schuyler, J.: “Decision Analysis for Petroleum Exploration,” 2nd Edition, Planning Press, Aurora, Colorado, USA, ISBN: 0-9664401-1-0.13. Ryan, S. M. et al: “The Engineering Learning Portal for Problem Solving: Experience in a Large Engineering Economy Class.” The Engineering Economist, 49: 1-19, 2004.14. Lee, W. John, et al.: “Petroleum Engineering Education: The Road
Conference Session
New Topics in Engineering Economics
Collection
2006 Annual Conference & Exposition
Authors
Charles Nippert, Widener University
Tagged Divisions
Engineering Economy
2006-594: COMPARING STUDENT PERFORMANCE USING CALCULATORSWITH PERFORMANCE USING EXCEL (MUST YOU KNOW HOW TO RIDE AHORSE IF YOU WANT TO DRIVE A CAR?)Charles Nippert, Widener University Page 11.338.1© American Society for Engineering Education, 2006 Comparing Student Performance Using Calculators with Performance Using Excel (Must You Know How to Ride a Horse If You Want to Drive a Car?)AbstractOur school offers a senior year course in engineering economics. For several years students havebeen allowed to take routine tests in this course by using either computers with (and) spreadsheetprograms(s) or conventional interest tables and calculators. The tests are the same
Conference Session
New Topics in Engineering Economics
Collection
2006 Annual Conference & Exposition
Authors
John Ristroph, University of Louisiana-Lafayette
Tagged Divisions
Engineering Economy
pick up and grade randomly selected homework problems andcheck the rest for completion. Problems of copying and inappropriate collaboration still exist, butnonetheless this approach’s monitoring and feedback generally are helpful. A difficulty is thatfeedback is limited to only the selected problem(s) and to the degree that the professor expendstime writing comments on the homework.Students still seek help with homework during professors’ office hours, but that practice hastended to evolve to the posting of solutions. Factors affecting both professors and students havecontributed to this trend. Professors spend more time conducting research and raising funds, andstudents’ jobs can make it difficult to use office hours. Postings can occur