Conference Session

Engineering Economy Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heather Nachtmann, University of Arkansas; Kim LaScola Needy, University of Arkansas; Emily M. Evans, University of Arkansas

Tagged Divisions

Engineering Economy

quantitativequestions include those with multiple choice answers or data that was easy to measure, while thequalitative questions include those with open-ended responses. The survey questions aregrouped into five sections pertaining to 1) Instruction, 2) Course Description, 3) StudentPerception, 4) Course Material and Content, and 5) Teaching Methods. Presented in this paperare the major findings from the quantitative survey questions. See Figure 1 for a list of thesequestions. A forthcoming paper will report on the full survey results. Page 22.58.2 Instructor What is the highest degree you obtained? What

Conference Session

Engineering Economy Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis Reifschneider, Illinois State University

Tagged Divisions

Engineering Economy

, PV or wind, is to 1. outline the technology required for that mode, PV or wind, 2. comment on the costs associated for the components and installation, 3. show how to obtain meteorological data for that mode, 4. comment on some of the assumptions made with the data, 5. comment on the performance expectations for the system: losses and expected life, 6. summarize how to compute the captured energy from the system.After the methods to compute energy are established, other key financial inputs needed tocompute the internal rate of return are identified: 1. review the federal tax credits and state rebates available for residential PV and small wind systems that will offset the cost of installing the systems, 2. sources of

Conference Session

Engineering Economy Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bruce V. Mutter, Bluefield State College

Tagged Divisions

Engineering Economy

resulted in better student retention and improvedattention during the course. There is evidence of improved student performance in facultyevaluations.Using the Tablet PC instead of whiteboards, overheads, and blackboards allowed the ENGR 315instructor to: (1) face students naturally and continually while solving equations; (2) producecash flow diagrams more precisely and efficiently; (3) eliminate interruptions and distractionscaused by physical transitions between whiteboard and projector screen; (4) quickly introducecolor during live presentations that further improve understanding of concepts and classroomdiscussions; (5) facilitate student note taking through CART CMS posts that improveorganization and elaboration; (6) accommodate student

Conference Session

Engineering Economy Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, University of Alabama, Huntsville; Neal Lewis, University of Bridgeport; Paul J. Componation, University of Alabama, Huntsville; Ted Eschenbach, University of Alaska, Anchorage

Tagged Divisions

Engineering Economy

and Surveying (NCEES). The 2011 NCEES calculator policy14 limits the typesof calculators to five types: 1. Casio FX-115 (the FX-115 MS, MS Plus, MS SR, and ES are permitted) 2. Hewlett Packard HP 33s 3. Hewlett Packard HP 35s 4. Texas Instruments TI-30 (models TI-30Xa, TI-30Xa Solar, TI-30Xa SE, TI-30XS Multiview, TI-30X IIB, and TI-30X IIS are permitted) 5. TI-36 (models TI-36X II and TI-36X Solar are permitted)These are the only models that are acceptable for use in the exam. However, the HP 33s and theHP 35s are programmable calculators, and can be programmed to function as a TVM calculator.Thus NCEES does not specifically prohibit TVM calculators, but it does limit them to 40% ofthe approved