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Developing An Introductory Course In Engineering Economy: A Resource For Ies And Non Ies

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1999 Annual Conference


Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999



Page Count


Page Numbers

4.180.1 - 4.180.5

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Paper Authors

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Peter J. Shull

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Joseph C. Hartman

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Jerome P. Lavelle

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Robert Martinazzi

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1339

Developing an Introductory Course in Engineering Economy: A Resource for IEs and Non-IEs Joseph Hartman / Peter Shull / Robert Martinazzi / Jerome Lavelle Lehigh University / Penn State Altoona / University of Pittsburgh at Johnstown / Kansas State University


Faculty teaching Engineering Economics come from a variety of educational and professional backgrounds. The spectrum of expertise ranges from faculty possessing a doctorate in Industrial Engineering to those with no formal course work or industrial experience in this vital area. Members of the latter group are usually assigned this course because it is an integral part of the university’s engineering curriculum and the schools have no formal Industrial Engineering program or faculty to teach the course.

A required course in Engineering Economics emphasizes the importance of this subject in the overall undergraduate education of engineering and engineering technology students. This priority in turn necessitates the need to ensure the course offered provides a complete and comprehensive covering of all the material essential to a quality first course in Engineering Economics. Because of their extensive education, Industrial Engineering faculty teaching the course are rather ambitious in their expectations of what can and needs to be covered in this “first” and sometimes only course in the subject. This also leads to a variety of topics covered [1]. On the other hand, faculty with little or no formal education or experience in the subject are greatly disadvantaged and may tend to treat the course material from a “survey” perspective. They do not have an in depth understanding of the material and its application to a wide variety of engineering projects to rely on for guidance. The course syllabi of faculty on both ends of the education and experience spectrum may vary significantly resulting in a wide variety of material taught in an introductory Engineering Economics course.

In view of the above, the purpose of this paper involves laying out a multiple year project culminating in a series of specific recommendations for faculty with various backgrounds assigned to teach Engineering Economics. These recommendations will address a wide variety of areas directly impacting what the course content should look like for specific circumstances. Parameters to be included in the analysis and subsequent recommendation will include faculty background, length of semester, student’s discipline, class size, academic year for course offering and how Engineering Economy relates to the overall curriculum along with any other factors identified during the project.

Shull, P. J., & Hartman, J. C., & Lavelle, J. P., & Martinazzi, R. (1999, June), Developing An Introductory Course In Engineering Economy: A Resource For Ies And Non Ies Paper presented at 1999 Annual Conference, Charlotte, North Carolina.

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