Conference Session

Industrial Engineering Division Tech Session 1: IE-ing a Broader Perspective

Collection

2017 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, Pennsylvania State University, Erie (Behrend College); Yuan-Han Huang, Pennsylvania State University, Erie (Behrend College); E. George Walters III P.E., Pennsylvania State University, Erie (Behrend College); Osama T. Al Meanazel, The Hashemite University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

Paper ID #19071Enhancing Ergonomic Design Skills among Undergraduate Students by Inte-grating Computer Aided Design and Digital Human ModelingDr. Faisal Aqlan, Pennsylvania State University, Erie (Behrend College) Dr. Faisal Aqlan is an assistant professor of industrial engineering at Penn State Behrend. He earned the B.S. and M.S. in industrial engineering from Jordan University of Science and Technology in 2007 and 2010, respectively and the Ph.D. in Industrial and Systems Engineering from the State University of New York at Binghamton in 2013. Prior to joining the faculty at Behrend, Dr. Aqlan was a faculty member in

Conference Session

Improving course effectiveness

Collection

2013 ASEE Annual Conference & Exposition

Authors

Terri M. Lynch-Caris, Kettering University; Mark A. Palmer P.E., Kettering University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

found in various classrooms across thecampus: (1) seating and room layout, (2) boards and projection and (3) computers and videocapture. In addition to the survey data, comments were solicited and compiled for continuousimprovement.A total of 75 students, faculty and staff responded to the survey. Within the three categories ofinstructional technology, three survey questions were asked to determine: (1) which technologieswere used, (2) which technologies did individuals enjoy and (3) which technologies didindividuals feel would enhance learning?There were several conclusions resulting from the data analysis including differences betweenfaculty and student preferences. The most interesting result was the compelling relationshipbetween enjoyment

Conference Session

Improving course effectiveness

Collection

2013 ASEE Annual Conference & Exposition

Authors

Abhijit Gosavi, Missouri University of Science & Technology; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

Paper ID #6397Problem-Based Learning and Industrial EngineeringDr. Abhijit Gosavi, Missouri University of Science & Technology Abhijit Gosavi obtained a Ph.D. in Industrial Engineering from the University of South Florida in 1999. He also has a B.S. and a master’s degree in Mechanical Engineering (both degrees were from India). His research interests include simulation-based optimization, engineering education, Markov decision processes, revenue management, and productive maintenance. He has published in numerous journals in areas related to his research. He is currently an Assistant Professor in the Department of

Conference Session

Effective Tools for Teaching Engineering Economy

Collection

2007 Annual Conference & Exposition

Authors

Kailash Bafna, Western Michigan University; Betsy Aller, Western Michigan University

Tagged Divisions

Engineering Economy

Engineering at Western Michigan University. She teaches the capstone senior design sequence and the College-wide engineering design courses. She is a member of ASEE, ASEM, and SME, for which she is the student chapter advisor. Page 12.676.1© American Society for Engineering Education, 2007 Enhancing the Learning of Engineering Economy with Innovative Technology and TeachingAbstractAs one migrates from the traditional classroom instruction using black or white boards to the useof computers, many other forms of technology have become available—both as hardware andsoftware—that can

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

traditional manner in a regular classroom using formulas and interest tables. PowerPoint slides were used for my lectures but were not given to the students. 2. Fall ’05 (F 05): The class was taught in a computer lab and the PowerPoint slides were made available to the students (in PDF format). 3. Spring ’07 (Sp 07): The class was changed over to a “paperless” class. Students took all quizzes and exams on the computer through e-learning. In each of exams 2 and 3, one question was included to be solved using Excel. Page 26.1664.7 PERCENT OF CLASS IN EACH SEMESTER

Conference Session

Engineering Economy Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ona Egbue, University of South Carolina, Upstate

Tagged Divisions

Engineering Economy

sustainable infrastructure particularly energy and transportation systems, socio-technical system analysis, innovation adoption and engineering education. c American Society for Engineering Education, 2018 Incorporating Active Learning Strategies into an Engineering Economics CourseAbstractThis paper describes a methodology aimed at increasing student engagement in an engineeringeconomics course by incorporating proven active learning strategies. This was accomplished byflipping some parts of the course. Partially flipping the course involved delivering some courseconcepts through reading assignments, online videos and computer-based learning modules thusfreeing up more class

Conference Session

Advances in Engineering Economy Pedagogy

Collection

2010 Annual Conference & Exposition

Authors

Christopher Jablonowski, University of Texas, Austin

Tagged Divisions

Engineering Economy

probabilistic learning arediscussed and demonstrated. All computations are made using off-the-shelf spreadsheet software.The results provide engineers and decision-makers with a refined representation of uncertainty,and can improve capital investment valuation and decision-making.This case study is intended to be used in an undergraduate course in engineering economy orproject economics and addresses several educational objectives: it introduces the basic conceptof a learning curve, it provides an opportunity to reinforce basic curve fitting methods, and ithighlights the value of a probabilistic approach to engineering and economic problems.IntroductionIn capital projects that contain repeated activities, and in manufacturing processes, it is commonfor

Conference Session

Engineering Economy Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isaac W Wait, Marshall University; Sameh M. El-Sayegh, American University of Sharjah; Salwa Mamoun Beheiry, The American University of Sharjah

Tagged Divisions

Engineering Economy

from the George Washington University and a First Class Honours Bachelors of Science from Reading University (UK). c American Society for Engineering Education, 2017 Using concept inventories to gauge preparedness and assess learning objectives in engineering economy classesAbstractA ten-question, multiple-choice Concept Inventory was developed and administered to studentsat two universities: (1) students enrolled in a “Cost Analysis” course at an English-language,ABET-accredited Civil Engineering program outside of the United States, and (2) studentsenrolled in an “Engineering Economy” course utilized by students in civil, mechanical, andelectrical engineering, along with computer science

Conference Session

Industrial Engineering Division Tech Session 2, IE-ing the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

manufacturing and pipe fabrication industry for five years. She holds B.S. in Computer Engineering, M.S. in Industrial Engineering. She received her Ph.D. in Industrial and Systems Engineering from Binghamton University (SUNY). Her background and research interests are in quality and productivity improvement using statistical tools, lean methods and use of information technology in operations management. Her work is primarily in manufacturing and healthcare delivery operations. c American Society for Engineering Education, 2017 INFLUENCING STUDENT MOTIVATION THROUGH SCAFFOLDEDASSIGNMENTS IN A QUALITY ANALYSIS COURSE AND ITS IMPACT ON LEARNING

Conference Session

New Topics in Engineering Economics

Collection

2006 Annual Conference & Exposition

Authors

Leslie Pagliari, East Carolina University; Gene Dixon, East Carolina University; Paul Kauffmann, East Carolina University; Merwan Mehta, East Carolina University

Tagged Divisions

Engineering Economy

Lessons LearnedAbstractThis paper examines a core course in the Master of Science Technology Systems (MS TS) andMaster of Science Occupational Safety (MS OS) programs at East Carolina University andexamines lessons learned in critical areas. The course, Capital Project and Cost Analysis forTechnology, covers the essentials of engineering economics focused to meet the needs ofworking technology managers. The paper reviews distance graduate student opinion on learningobjectives and course content. It also examines the use of various distance educationmethodologies employed to deliver this course to online students.IntroductionEngineering economics is an essential tool for undergraduate engineering and technologystudents, but is even more essential

Conference Session

Innovations in Teaching Engineering Economy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Billy Gray, Tarleton State University; Gloria Margarita Fragoso-Diaz, Tarleton State University ; Erick Jones, University of Texas, Arlington

Tagged Divisions

Engineering Economy

Flipped Classroom." Journal of College Science Teaching 42, no. 5 (2013).4. Howe, Neil, and William Strauss. Millenials rising: The next great generation. New York: Vintage Books, 2000.5. Junco, R., Heiberger, G. and Loken, E. "The effect of Twitter on college student engagement and grades." Journal of Computer Assisted Learning , 2010: 119/132.6. Shellenbarger, Sue. "The Invasion of the Online Tutors." Wall Street Journal. November 12, 2013.7. Thompson, Clive. "How Khan Academy is Changing the Rules of Education." Wired.com. July 15, 2011. Page 24.1253.7

Conference Session

Engineering Economy Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kellie Grasman, Missouri University of Science & Technology; Dan Cernusca, North Dakota State University

Tagged Divisions

Engineering Economy

Reading and graded Practice Problem assignments. b. Instructor-Created Modules, consisting of Introduction videos with learning objectives, Lessons in both PowerPoint™ and video form, and Example problem videos contained in the learning management system. 2. Classroom Activities a. Lessons, consisting of PowerPoint™ presentations with live annotation b. In-Class Problem Solving with polling, consisting of examples solved by students and/or the instructor with audience response 3. Support Resources a. Problem Solving Help, consisting of tutoring three afternoons per week by skilled undergraduate Learning Assistants in a computer lab setting b

Conference Session

Engineering Economics New Frontiers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Kenneth Brannan, The Citadel; Ronald W. Welch, The Citadel; Kevin C Bower P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

Paper ID #11677Comparison of Direct and Indirect Assessment of a Summer EngineeringEconomy Course taught with Active Learning TechniquesDr. Simon Thomas Ghanat, The Citadel Dr. Simon Ghanat is an Assistant Professor of Civil and Environmental Engineering at The Citadel in Charleston, South Carolina. He received his Ph.D., M.S. and B.S. in Civil and Environmental Engineering from Arizona State University. His research interests are in Engineering Education and Geotechnical Earthquake Engineering. He previously taught at Bucknell University and Arizona State University.Dr. Kenneth Brannan, The Citadel Ken Brannan is a

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

(1), 26-39. 3. Rugarcia, A., Felder, R. M., Woods, D. R., & Stice, J. E. (2000). The Future of Engineering Education: I. A Vision for a New Century. Chem. Engr. Education, 34(1), 16-25. Page 25.787.74. Wang, S. C. (2009). In K. Jusoff, S. S. Mahmoud, & R. Sivakumar (Eds.) University Instructor Perceptions of the Benefit of Technology Use in E-Learning. International Conference on Computer and Electrical Engineering (pp. 580-585). Los Alamitos, CA: IEEE Computer Society. Page 25.787.8

Conference Session

Technology and Equipment to Improve IE Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard A. Pitts Jr., Morgan State University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

Robotics and Automated Manufacturing (IRAM) Laboratory, the studentsget a chance to experience the actual integration and utilization of mid-sized industrial robots andautomated equipment that is used to manufacture customized parts. Overall, the newly updatedand improved IRAM laboratory enhances student learning at the university and helps to improveSTEM education within the curriculum in the IE department, as well as, help to meet theNational Robotics Initiative previously mentioned.Other researchers at various universities are using robotics education in undergraduatecurriculums as well. Touretzky discusses how various computer science (CS) departmentsaround the country utilize robots to help teach and promote computer programming7. AtCarnegie

Conference Session

New Topics in Engineering Economics

Collection

2006 Annual Conference & Exposition

Authors

Charles Nippert, Widener University

Tagged Divisions

Engineering Economy

successive approximations canmore easily acquire the solver solution to the discounted payback than the calculator solution.Because some students each tool, the instruction includes both solution methods.Conclusions Page 11.338.111. Students can learn the underlying principles of engineering economics using eithercalculators or laptops. Many students have a preference for using spreadsheets while learningengineering economic sand are aware at a “gut level” that their thought process depend uponwhether they are using a computer and spreadsheet or a calculator and tables.2. Instruction needs to make students aware the of “cognitive illusions

Conference Session

Integrating Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kellie Grasman, Missouri University of Science & Technology; Suzanna Long, Missouri University of Science & Technology; Sean Michael Schmidt, Missouri University of Science & Technology

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

problem assignments. 2. Classroom Activities a. Lessons, consisting of PowerPoint™ presentations with live annotation b. In-Class Problem Solving with polling, consisting of examples solved by students and/or the instructor with audience response 3. Support Resources a. Problem Solving Help, consisting of tutoring by skilled undergraduate Learning Assistants in a computer lab setting b. Live Chat, consisting of real time question and answer sessions facilitated through a chat tool c. Discussion Board, consisting of a thread for each Practice problemA detailed description of each component is described in the following section. In general,students were

Conference Session

Engineering Economy Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Alberto Marquez P.E., Lamar University; Julia Yoo, Lamar University

Tagged Divisions

Engineering Economy

Paper ID #5854Development of a Mobile App for Engineering EconomicsProf. Weihang Zhu, Lamar University Weihang Zhu is an Associate Professor of Industrial Engineering at Lamar University. His research in- terests include Engineering education, Mobile app development and Computational optimization. His website is at http://martime.lamar.edu/personal/zhuDr. Alberto Marquez, Lamar University Alberto Marquez is assistant professor in the Industrial Engineering Department at Lamar University. His previous academic appointment was Department Chair of Industrial Engineering at Tecnologico de Monterrey in Mexico City. His

Conference Session

Innovations in Teaching Engineering Economy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Alberto Marquez P.E., Lamar University; Julia H. Yoo, Lamar University

Tagged Divisions

Engineering Economy

university policy. Nationwide, Engineering Economics is arequired course by many engineering disciplines. Therefore, it is critical to design innovativeinstructional approaches for this course to improve student retention in engineering. Based onour needs assessment, the students need: 1) more explanation of abstract concepts with betterillustrations and practical scenarios; 2) more communication channels for interaction with theinstructor and amongst classmates; 3) a ubiquitous access to learning materials at their own pace. Smartphone apps can potentially help today’s students by providing ubiquitous access tomultimedia learning materials along with more channels for interaction. A smartphone is amobile phone that offers more advanced computing

Conference Session

Integrating Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karen M. Bursic, University of Pittsburgh

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

and a half hour lecture per week. The experimentalsection and comparison section B were taught in the same semester and used the same textbook.In order to assess learning, all students enrolled in the course completed pre- and post-conceptinventories. In all cases students were given the concept inventory during the first class session(pre) and then again during the last week of the course (post). We have previously used this andother concepts inventories and have been able to compute effect sizes for different courses andmodes of instruction.14, 15 The concept inventory consists of 10 questions which are a mix ofmultiple choice and short answer questions. These questions cover various topics in the courseincluding: the time value of money

Conference Session

Engineering Economics Teaching Tools

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shervin Zoghi, California State University, Fresno

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

thermodynamics,differential calculus, and everything in between. Rather than dwell on memorizing informationfrom the books independently, students can now supplement these strategic lectures with theirown resources to create a personalized understanding. Computer supported learning furtherpromotes active learning by engaging students in experiential exercises. A recent technique thathas been successfully integrated into the classroom is the use of Microsoft Excel. Students havethe availability of downloading accurate data from online databases (such as the FederalReserve’s data on infrastructure spending or inflation) and working together to analyze andproject trends for the future. One such course offering this is Fresno State’s Economics 103

Conference Session

Engineering Economy Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Omar Ashour, The Pennsylvania State University, The Behrend College; Faisal Aqlan, Penn State Behrend; Paul C. Lynch, Penn State Erie, The Behrend College

Tagged Divisions

Engineering Economy

Behrend College. c American Society for Engineering Education, 2017 A Hybrid Mastery-Conventional Assessment in Engineering EconomyIntroductionFor us, educators, student’s learning is the most important aspect that we care about. Students’learning can be impacted by the effectiveness of teaching and assessment methods. Teaching is aclosed-loop process where instructors prepare assignments and activities, such as homeworkassignments, and they expect that the students will try and apply what they have learned in theclassroom to understand and address these activities. The instructors then use assessmenttechniques to evaluate student performance and identify students’ weaknesses or strengths.Therefore, assessment

Conference Session

Engineering Economy Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joseph Hubert Wilck IV, East Carolina University; Paul J. Kauffmann P.E., East Carolina University

Tagged Divisions

Engineering Economy

. Page 23.29.1 c American Society for Engineering Education, 2013 A Comparative Review of Two Engineering Economics Sections: One Traditional and One OnlineAbstractThis paper analyzes success in meeting learning objectives in two sections of an undergraduateengineering economics course where the professor, course schedule (day-to-day), lectures,assignments, and assessments were constant throughout the semester. The only difference is theonline nature of one section and the face to face, traditional approach of the other. The resultsindicate that the two sections performed similarly for almost all course topics, student assessmentof learning objectives and student outcomes, and final

Conference Session

Engineering Economy Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kate D. Abel, Stevens Institute of Technology (School of Engineering and Science)

Tagged Divisions

Engineering Economy

later portion of the 20th century into the early 2000’s, it was popular opinion thatthe use of technology would enhance the classroom and boost student learning. By the2000’s however, opinion was mixed. Johnson4, for example, found that there was nodifference in performance between students who used computers more or less often,holding computer familiarity of the instructor constant. Conversely, Kmitta and Davis5found that computer use has a “positive effect” on student performance. Meanwhile, aglobal study by the Organization for Economic Cooperation and Development examinedthe impact of technology on international test results and found those countries that hadinvested heavily in technology in their school systems have seen “no

Conference Session

Instructional Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Naveen Seth, New Community College at CUNY; Donald P. O'Keefe, Farmingdale State College

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

graduate level and Aa and Ab underABET’s Criterion 3.Conceptual clarityPurposeEngineering Economics courses integrate and build on material and concepts from several fieldssuch as mathematics, statistics, economics and/or finance, depending on the structure of aparticular program of study. Some of these concepts may be encountered in prerequisite courses;others may be directly addressed in an engineering economics course.Bringing together all these strands of information in a meaningful and coherent way can bechallenging. However, it is important to do so to enable students to make the relevantconnections and to incorporate them into exercises and assignments in their EngineeringEconomics course.For example, learning the mechanics of computations

Conference Session

Innovations in Teaching Engineering Economy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, University of Alabama, Huntsville; Neal A Lewis, University of Bridgeport; Ted Eschenbach P.E., University of Alaska Anchorage

Tagged Divisions

Engineering Economy

timevalue of money. Each of the authors has tried to improve student engagement. We believe thatthis contributes to improved learning in subjects that many students consider boring. Eachauthor teaches at a different university with varying class sizes and diverse student groups. Eachof the three perspectives shared here is therefore unique, and each offers a different set of ideasfor engineering economics and finance instructors. Strategies include the use of memorablemetaphors, spreadsheet based learning, clickers, online homework, teaching in computer labs orwith a student laptop requirement, and assignments with high relevance to students.Recommendations for application in a variety of settings are discussed.IntroductionEngineering students

Conference Session

Engineering Economy Course Strategy Panel Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karen M. Bursic, University of Pittsburgh

Tagged Divisions

Engineering Economy

computer equipped classroom.During COVID most students attended via Zoom meetings that were recorded. The class meetsfor two 1 hour and 15 minute sessions per week. A Learning Management System (LMS) isused (Blackboard up until fall 2020 when the University switched to Canvas) to provide lecturenotes, assignments, track grades, and so forth. Pre-COVID the LMS was not used to delivercourse content and no online teaching had been done except in the rare instances that theinstructor was unable to be present and a video lecture might have been given. During COVIDclass recordings were posted to the Canvas page although synchronous attendance to the livepresentations was expected. Thus, the course is a traditionally delivered course, not an onlinecourse

Conference Session

Innovations in Teaching Engineering Economy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul J. Kauffmann P.E., East Carolina University; Joseph Wilck IV, East Carolina University

Tagged Divisions

Engineering Economy

the textbook  Download PowerPoint files and use these to view 3-4 instructional videos, each approximately 15-20 minutes long. Slide had blank parts which students completed while watching the video.  Complete the assigned homework problems and submit to the CMS in a pdf format for grading. Graded homework was returned typically in 2-3 days through email.  Complete a self audit quiz on the chapter and videos using the “Respondus Lock Down Browser” feature of the CMS (Blackboard). The quiz format locked down the computer and presented randomly selected questions to the students. As a learning tool, it provided correct answers for incorrect responses and also allowed one retake to assure

Conference Session

Pedagogical Advancements in Engineering Management

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

manner, that suits the receiver’soptimum learning style. The author also strongly recommends and encourages students to utilize the resourcesthat are readily available at the university, such as University Library, Divisional Documents,Departmental Research Reports, Computer Laboratory, Writing Center, etc. 1. The procedure followed by the author while conducting this study is shown in a symbolic form in Appendix A. The author has used a similar approach in many of his other research publications and has found the procedure to be very effective. 2. Analysis of data utilized Washington State University’s Critical Thinking Rubric. This rubric has helped the instructor effectively address and assess the discovery approach

Conference Session

Effective Tools for Teaching Engineering Economy

Collection

2007 Annual Conference & Exposition

Authors

Phil Rosenkrantz, California State Polytechnic University-Pomona

Tagged Divisions

Engineering Economy

) Page 12.1356.1© American Society for Engineering Education, 2007 Teaching Engineering Economy as a Hybrid On-Line Course: Tools, Methods, Assessment, and Continuous Improvement AbstractA traditional engineering economy course was converted to a hybrid (partially) on-line course in2003. Sixty percent of the course is now on-line. WebCT is used as a course management systemand content is delivered asynchronously using streamed, narrated PowerPoint presentations.Forty percent of the course is face-to-face in a classroom with computer workstations andprojection system for instructor demonstrations, class presentations, and in-class WebCTquizzes. Active learning strategies were used in the