Displaying all 8 results
- Conference Session
- AI Integration in Engineering Economy Course
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Raymond L. Smith III, East Carolina University; Ricky T Castles, East Carolina University; Emily Fuller Sondergard
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Economy Division (EED)
Paper ID #47087The Engineering Ethics Coach: Integrating AI Chatbots to Strengthen EthicalDecision-Making in Engineering EconomyDr. Raymond L. Smith III, East Carolina University Emily Sondergard is a graduate from the College of Engineering and Technology at East Carolina University and a Chancellor’s Fellow graduate from the Honors College at East Carolina University. She earned her Bachelor of Science degree in Engineering with an Industrial and Systems Engineering concentration. Her academic and professional interests include systems optimization, ethical integration of artificial intelligence in engineering practice
- Conference Session
- AI Integration in Engineering Economy Course
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Billy Gray, Tarleton State University; Gloria Margarita Fragoso-Diaz
- Tagged Divisions
- Engineering Economy Division (EED)
, stayingconsistent and repetitive with feedback and grading was also a concern.This course is also designated in the core curriculum in the social and behavioral science core atthe university, which requires that assessment takes place on course learning outcomes. Oneoutcome that requires assessment is that “Students will demonstrate an understanding of differentcultural perspectives.” In the course, this requirement is met by measuring how students applyprofessional ethics in engineering economic decision making. The assignment evaluated is anethical dilemma case study, where students must choose from one of four predefined cases andprovide their perspective on the ethical dilemmas presented in the case. The assignment promptsstudents to the type of
- Conference Session
- Elements of decision making in engineering economics education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Tamara R Etmannski, University of British Columbia, Vancouver; Mohosina Jabin Toma, University of British Columbia, Vancouver; Johan Foster, University of British Columbia, Vancouver
- Tagged Divisions
- Engineering Economy Division (EED)
coherence. Future work will include gathering andanalysing student feedback, refining materials based on recommendations, planning a morerigorous study comparing OER-using sections with textbook using sections, and expanding thepilot to additional departments to expand on annual student savings.6. EthicsAs confirmed by the UBC Behavioural Research Ethics Board (BREB) office, the work isconsidered “Quality Improvement and Assurance and Program Evaluation”, which under Article2.5 of the Tri Council Policy Statement is exempt from institutional ethics review requirements.This work therefore does not require ethics review for its performance or dissemination.7. References[1] T. R. Etmannski, S. Song, J. Sandhu, L. Kim, & A. Wang, “Online Open
- Conference Session
- Elements of decision making in engineering economics education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Matt Gordon, University of Denver; Daniel D Auger, University of Denver
- Tagged Divisions
- Engineering Economy Division (EED)
formed with the most common responses being early 62-64, middle 65-67, or late 68-70). They were then asked to refine their arguments, and the projectculminated with an in-class debate.The authors found that this problem-based learning exercise was very beneficial in motivatingthe students to better learn and apply the course material. And, as a bonus, the instructors had amuch better idea as to when to start their social security benefits!IntroductionMost engineering programs require that students take a course in engineering economics as wellas ethics. Previous authors [1-3] have introduced the idea of using Social Security as a case studyto teach economics in graduate programs. Their work, as they hoped, has sparked us to alsopursue a Social
- Conference Session
- AI Integration in Engineering Economy Course
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Dani Fadda, University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; P.l.stephan Thamban
- Tagged Divisions
- Engineering Economy Division (EED)
theclass in the Spring of 2024 and forty (40) in the Fall of 2024. The Engineering Economy coursehas four learning outcomes, where the following is expected from the students upon successfulcompletion of the course. 1) Be able to identify, formulate, and solve time value of money problems using mathematical equations, computer software, and tables. 2) Be able to influence engineering design decisions based on cost estimation and market pricing. 3) Be able to communicate economic decisions effectively using profit margin calculations, breakeven analyses, payback period analyses, and risk assessments. 4) Be able to explain the ethical responsibility of managing money in engineering
- Conference Session
- AI Integration in Engineering Economy Course
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Hamed Samandari, University of Massachusetts Dartmouth
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Economy Division (EED)
depends on ensuring ethical usage, supporting critical thinking, and fosteringcreativity among students [9], [10].In this case study, we analyze two sections of an engineering economics course at our institution.One section integrates AI-supported teaching methods, while the other follows a traditionalinstructional approach, acting as a control group. Both sections are taught by the same instructor,covering the same lectures and assignments. However, in the AI-integrated section, studentsparticipate in AI-generated supplementary assignments and decision-making scenarios, enablingthem to examine the outcomes of economic decisions with AI-provided feedback.ImplementationEGR 303 - Engineering Economics at the University of Massachusetts Dartmouth
Game-Based Supplementary Learning Activities to Increase Student Engagement in an Engineering Course
- Conference Session
- Elements of decision making in engineering economics education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Hartanto Wibowo, Iowa State University of Science and Technology; Jon Matthews Rouse
- Tagged Divisions
- Engineering Economy Division (EED)
coursework,and broadening the students’ perspective.IntroductionAlthough the course title might vary, engineering economics is a common component of manyengineering curricula across the United States. The topics in engineering economics aresometimes combined with topics in professional ethics and licensure in a semester-long courseoffering. In the ABET accreditation criteria, two of the seven student outcomes are related toeconomic issues [1]. Furthermore, for a civil engineering program, the curriculum must includebasic concepts in project management and business [1], and engineering economics is typicallythe first course to introduce the principles of microeconomics to civil engineering students if theyhave not taken an introductory course in
- Conference Session
- Elements of decision making in engineering economics education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Robert J. Rabb P.E., Pennsylvania State University; Paul Mittan, Pennsylvania State University; Ted Graef, Pennsylvania State University
- Tagged Divisions
- Engineering Economy Division (EED)
trends influence innovation and market dynamics. The course alsoaddresses how individuals and firms make decisions to maximize utility and profit, consideringthe ethical and social consequences of these choices.In addition, students cultivate critical thinking and analytical skills through the application ofeconomic modeling and project management tools, promoting a comprehensive understanding ofhow social, political, and economic influences shape individual, organizational, and nationalcontexts. By analyzing real-world case studies and participating in group projects, students learnto dissect complex problems related to decision-making, resource allocation, and the productionand distribution of goods and services. While parts of the course