Conference Session

Frontiers in Engineering Economy

Collection

2010 Annual Conference & Exposition

Authors

Joseph Hartman, University of Florida; Jennifer Smith, University of Florida

Tagged Divisions

Engineering Economy

video1,5. This course is completely asynchronous such that the instructorwill generally only “meet” students over the phone, via email, or online discussion sessions.)The Provost’s initiative has clearly reduced the burden of course development often criticized byfaculty3 by funding technical support. A course syllabus, outline (which lectures are to bedelivered in sequence), slides/materials for each lecture, and assignments were merely “given” tothe technology team in the traditional format. In order to facilitate “easier” grading, quizzes andassignments had to be converted to multiple-choice format. Furthermore, instructor time wasrequired to capture any videos required.The initial design was for the Industrial and Systems Engineering course

Conference Session

Curricula Innovations in Engineering Economics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Letitia M. Pohl, University of Arkansas; Shelly Walters, University of Arkansas

Tagged Divisions

Engineering Economy

be much less than thecontact hours in an equivalent live class. In our example class, the number of class time hours ifit had been offered face-to-face would have been about 40 hours (minus the midterm and finalexams). Our instructional videos totaled approximately 13 hours, or 32.5% of the live class time.This is due in large part to the lack of announcements and administrative information, questionsand answers, and “detours” the instructor may be prone to take in a live class. Online studentsare much more likely to receive course administrative information in written form rather thanfrom the instructor orally, e.g., syllabus information, announcements and instructions for exams,homework due dates, bad weather policies, etc. Our experience

Conference Session

Methods, Cases, and Directions

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pil-Won On, University of Missouri, Columbia; Luis Occena, University of Missouri

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

-through video clip (instructor’s video recording demonstrating howto work on the course), a link to an introductory activity (introduce yourself), and a link to asyllabus which contains a syllabus quiz. The syllabus quiz covers important points that studentsshould be informed before starting the course. With unlimited attempts, the completion of asyllabus quiz with 100% success releases the first learning module.Course EvaluationThe renovated course was offered first time during the fall 2011 and students were asked to Page 25.787.5participate in the study that reflects on their experience of the online course delivery. Ananonymous survey was

Conference Session

Engineering Economy Course Strategy Panel Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael B. O'Connor P.E., New York University

Tagged Divisions

Engineering Economy

MethodThe author started instruction for the course in 2018 using the traditional classroom lecturemethod using the learning management system (LMS) "Blackboard" (Bb). However, theassessment approaches and lessons learned apply to other LMSs. The course migrated to ahybrid delivery in 2019. The LMS and video conferencing (Zoom) technology facilitated themigration in delivery methods. This trend continued, and the course went entirely online in theSpring of 2020 with the onset of the Covid-19 pandemic. During this period in 2020, the authorbecame aware of the “flipped classroom” delivery method. [14] The syllabus was reworked tomove the lecture material out of the classroom into video presentations ranging in length from 10to 45 minutes. [13] Each

Conference Session

Innovations in the IE Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Denise H. Bauer, University of Idaho, Moscow; Jessica L. Heier Stamm, Kansas State University; Lesley Strawderman, Mississippi State University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

AC 2012-4451: A REVIEW OF CAPSTONE COURSE DESIGNS USED ININDUSTRIAL ENGINEERING PROGRAMSDr. Denise H. Bauer, University of Idaho, Moscow Denise H. Bauer received her Ph.D. in industrial engineering from Pennsylvania State University in 2007. She received a M.S. in industrial engineering as well as a B.S. in engineering dcience from the University of Tennessee. Bauer’s research in engineering education centers around the use of technology mainly as a means of communication for remote engineering group work. She received a NAE CASEE postdoctoral fellowship to study what communication methods students used to communicate with group members during online classes and their feelings on their importance. She is also

Conference Session

Innovation in Teaching Engineering Economics

Collection

2006 Annual Conference & Exposition

Authors

J. Cunha, University of Alberta

Tagged Divisions

Engineering Economy

syllabus where taught using actual examples from the oil industry. Forexample, after going over the theory related to “Decision Tree Analysis,” examples ofapplication of the methodology9,10 in existent industry problems were discussed in class givingthe students an opportunity to verify advantages and limitations of the method described. In thesame way, when looking into the “Decision Making Process,” the concept of EMV (ExpectedMonetary Value) was discussed using actual examples from the literature11.It is important to mention that, even though a number of articles were used in the course, thosearticles were not the main source of information regarding the topics contained in the Syllabus. Atextbook12 covering most of the course’s material was

Conference Session

Engineering Economics Teaching Tools

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kailash M. Bafna, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

is clicked, the video file is opened in a box ready for playing. Each file caneither be made available for the entire semester or it can be made available between any twodates. The Course Syllabus is also placed as a PDF file under contents. I have created modulesequivalent to the chapters in the text book. Under each module, I have multiple units (items).Under each item I place links to the specific files needed for that unit including video files.Quizzes: This module is used to administer tests of any kind. It is made available on thespecified date and time and for the given duration only. The testing material questions can be ina variety of forms such as multiple-choice, true and false, etc. and can be computer graded withthe grades being

Conference Session

Innovation in Teaching Engineering Economics

Collection

2006 Annual Conference & Exposition

Authors

Joseph Hartman, Lehigh University

Tagged Divisions

Engineering Economy

factor inengineering education [2].As advocates of problem-based learning, we teach Engineering Economy in a decision-makingcontext [3] such that students understand the entire process of making a capital investmentdecision from defining the problem; to generating solution alternatives; to estimating before andafter-tax cash flows; to evaluating options under certainty, risk, time, multiple alternatives,constraints, and multi-attributes; to post-implementation and project tracking. Furthermore, weutilize numerous media sources to generate realistic problems such that students appreciate itsapplication [4,5]. The goal upon completion of the course, as stated on the syllabus, is that astudent is able to make, and justify, a capital investment

Conference Session

Engineering Economy Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, PhD, MBA, PE P.E., Quinnipiac University; Xiaoyue Jiang, Quinnipiac University

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Engineering Economy

a design of experiment framework, leadingto statistically significant conclusions. A comparative study between multiple sections in particularbetween traditional and online delivery was reported in Wilck and Kauffmann (2013) 21.This course is scheduled for engineering sophomores (and selected freshmen) instead of seniorsas documented in some literature2. We believe it is advantageous to start learning and sharpeningteamwork and leadership skills as earlier as possible and engineering economics serves as a greatplatform. Such a belief, has been noted a century ago by a renowned engineer John Harford 21 thatengineering and economics “help to develop the very valuable habit of thinking in terms of groupsrather than of individuals”, where the

Conference Session

Student Development and Assessment in IE Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yaseen Mahmud, Morgan State University; Masud Salimian, Morgan State University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

conceptual discussions.Problem definitionTo overcome that deficiency, to improve teaching, and enhance learning of students, instructorshave over time developed novel and innovative concepts [7] that include, but are not limited, to: 1. Course projects Page 25.231.2 2. Software assignments 3. Journal reading and research 4. Online help, class handouts, and other ancillary materials.However, most of such efforts rely on instructor’s experience and his/ her desire and initiative toimprove teaching skills. Since many OR instructors are not familiar enough with the vastresources available in the area of student learning, they usually do not