Yamayee, Z. A., & Takallou, M. B., & Albright, R. J. (2015, June), Engineering Economics as a Benchmark Course in the Context of a Sustainable Continuous Improvement Process  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23959

\bibitem{asee_peer_23959}
  Yamayee, Z. A., \& Takallou, M. B., \& Albright, R. J. (2015, June), \emph{Engineering Economics as a Benchmark Course in the Context of a Sustainable Continuous Improvement Process}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23959

Zia A. Yamayee, Mojtaba B. Takallou P.E., and Robert J. Albright P.E..  "Engineering Economics as a Benchmark Course in the Context of a Sustainable Continuous Improvement Process".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23959 Internet.  21 Apr, 2024

\bibitem{asee_peer_23959}
  Zia A. Yamayee, Mojtaba B. Takallou P.E., and Robert J. Albright P.E..
  "Engineering Economics as a Benchmark Course in the Context of a Sustainable Continuous Improvement Process".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23959 Internet.  21 Apr, 2024

@INPROCEEDINGS{asee_peer_23959
author = "Zia A. Yamayee, Mojtaba B. Takallou P.E., and Robert J. Albright P.E."
title = "Engineering Economics as a Benchmark Course in the Context of a Sustainable Continuous Improvement Process"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23959}
number = {10.18260/p.23959}
}

TY  - CPAPER
AB  -             Engineering Economics as a Benchmark             Course in the Context of a Sustainable              Continuous Improvement Process    While ABET has always encouraged program improvement as part    of the accreditation process, Continuous Improvement (CI) has    emerged as one of the most important criteria for accreditation.    The primary inputs to this criterion are the results of assessment    and evaluation of Student Outcomes (SOs). Course-embedded    assessment plays a major role in the assessment of Student    Outcomes.    In a sustainable CI process, not all courses are involved in course-    embedded assessment. The choice of courses is guided by two    criteria: (a) Each SO is assessed with student work in a benchmark    course, and (b) Required courses are selected as benchmark    courses.    Assessment of a benchmark course is conducted with the following    in mind: assessment of student work measures the extent to which    SOs are being attained, it is not necessary to use all of the student    work to assess an outcome, and outcomes assessment is based    upon student work and is guided by the grading of that work.    EGR 351- Engineering Economics, a required course for all    engineering students, was selected a Benchmark Course for the    EAC/ABET Student Outcome h, “The broad education    necessary to understand the impact of engineering solutions in a    global, economic, environmental, and societal context.”    In assessing the student work in EGR 351 to determine the degree    to which Student Outcome ‘h’ is attained, the following    Performance Indicators were used:    Students use comprehensive concepts of engineering economics to    address environmental, political, economic and social impacts of    many engineering decisions, in both societal (a particular    community) and global context. Two elements of these criteria are:   Performance Criterion h.1: Students can explain or discuss the    global, economic, environmental, and societal context of an    engineering problem.   Performance Criterion h.2: Students can discuss the political and    societal settings of an engineering problem.    Student work used in the assessment process includes exam    questions and/or homework questions, and student presentations    relevant to each of the above Performance Criteria (h.1, h.2). To    assess Criteria h.1 and h.2, we used the group presentation format.    The students, as a group of five were selected as the economic    advisors to the President of the United States. The students made a    10-12 minute presentation and discussed engineering solutions for    improving the economy of the country in the context of a global    market.    The average grade for the student presentations was 3.49 / 4.0    which is a (B+) and indicates students had a good understanding of    the impact of engineering solutions in a global, economic,    environmental, political or societal context of engineering    solutions.     The implementation of the course embedded assessment method    to a required engineering course, namely Engineering Economics,    is presented in this paper. A detailed description of the process,    data collection efforts, and analysis of the results in applying    course embedded assessment method to the Engineering    Economics course are provided.
AU  - Zia A. Yamayee
AU  - Mojtaba B. Takallou P.E.
AU  - Robert J. Albright P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Engineering Economics as a Benchmark Course in the Context of a Sustainable Continuous Improvement Process
UR  - https://peer.asee.org/23959
DO  - 10.18260/p.23959
ER  -