June 15, 2014
June 15, 2014
June 18, 2014
24.42.1 - 24.42.21
A Cross-Discipline, Project-Based Approach to Teaching Engineering EconomyEach department within our College of Engineering teaches its own section of engineeringeconomy. Economic analysis in practice, however, evaluates projects with contributions fromseveral different engineering disciplines. In an effort to close the gap between the educationalexperience and experience in practice, we have developed a project-based approach to fostercross-disciplinary interactions between Electrical and Computer Engineering (ECE) students andCivil Engineering and Engineering Technology (CE) students during the fall 2013 semester.ECE students were placed on project teams with CE students and were tasked with responding toa request for proposal (RFP) concerning the development of a data center. The ECE studentswere enrolled in a one-credit engineering economy course whereas the CE students wereenrolled in a three-credit project management course, with engineering economy included as amodule.The instructors created a phantom company, Orange Inc., in order to set up the project-basedapproach. Orange Inc. was presented to the students as a technology company whose productlines compete with Apple and Samsung in the consumer electronics and online marketplaceindustries. Orange Inc. was experiencing rapid growth, which caused the online marketplace toexperience a decline in availability. Therefore, Orange Inc. released an RFP for a design-buildof a 50,000-node data center to handle the company’s expanding server needs. The RFP wasreleased to interested “companies” (groups from the CE project management course) whoresponded to the request with a bid submission. ECE students were tasked with developingserver specifications for the data center RFP and acting as Orange Inc. liaisons to the CE“companies” preparing bid proposals. A total of six bids (one from each of the CE “companies”)were submitted to Orange Inc.’s Chief Financial Officer (the ECE instructor) and ChiefDevelopment Officer (the CE instructor). The full estimates from each completed bid were thenassigned back to the ECE students, who conducted the full economic analysis of the submissions.Selection criteria presented within the RFP were then used along with the economic analysis ofthe projects to select three bids for further consideration. Representatives from the threecompany finalists then presented their proposals to the combined ECE and CE classes. A finalwinning bid was selected based on the selection criteria, economic analysis, and “company”presentations.This innovative approach successfully integrated content across two courses, while providingopportunities for students from four different programs to interact with each other on one project.The instructors’ desire for the ECE students to learn more about project management and the CEstudents to have actual clients provided easy access for coupling the interdisciplinarycomplexities of a major project for engineering economy students. The result was an increasedstudent appreciation and awareness of the effort required to fully bid out a proposal and theeconomic factors involved in actual cross-disciplinary projects. Students were evaluatedindependently and as a member of their respective group or “company”. Evaluations includedgeneration of project documents and assessments, as well as performance reflection pieces at theconclusion of the project.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015