Conference Session

Innovation in Teaching Engineering Economics

Collection

2006 Annual Conference & Exposition

Authors

Karen Bursic, University of Pittsburgh

Tagged Divisions

Engineering Economy

, we would like to be ableto require a separate course that directly addresses contemporary problem-solving in a globalsociety. Many of the University’s programs have offerings that might be suitable. However,while the undergraduate faculty is considering this option, with an already cramped curriculum itis a difficult decision. In addition, presenting students with contemporary engineering problemsthat require students to put them in a global, economic, environmental, and/or societal contextmay prove to be a better approach. In this manner students are able to clearly see the relevanceof these issues to their own field of interest. This problem-based learning approach can also beused to address the department’s goal of an integrated

Conference Session

Innovation in Teaching Engineering Economics

Collection

2006 Annual Conference & Exposition

Authors

Joseph Hartman, Lehigh University

Tagged Divisions

Engineering Economy

, these would be integrated into theanalysis, but should be noted at a minimum.In addition to the analysis (or analyses), the student must put together a coherent argument. Thisincludes listing assumptions with justification and tying arguments together. Of course, it mustbe understood that this is a timed exam and the business case may be a bit incomplete.While the above describes an “ideal” solution, it does not overcome the fact that grading theseexams requires judgment and time on the part of an instructor. Grading the exam is similar to Page 11.1247.5grading a project in that rankings are relative. However, the above provides a roadmap