Asee peer logo

Incorporating Active Learning Strategies into an Engineering Economics Course

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Engineering Economy Division Technical Session 1

Tagged Division

Engineering Economy

Page Count

8

Permanent URL

https://peer.asee.org/30642

Download Count

36

Request a correction

Paper Authors

biography

Ona Egbue University of South Carolina, Upstate

visit author page

Ona Egbue is an assistant professor in the Division of Natural Sciences and Engineering at the University of South Carolina Upstate. She holds a Ph.D. in Engineering Management from Missouri University of Science and Technology, a Master’s degree in Earth and Environmental Resource Management from the University of South Carolina and a Bachelor of Engineering degree in Electrical/Electronics Engineering from Nnamdi Azikiwe University, Nigeria. Her research interests include sustainable infrastructure particularly energy and transportation systems, socio-technical system analysis, innovation adoption and engineering education.

visit author page

Download Paper |

Abstract

This paper describes a methodology aimed at increasing student engagement in an engineering economics course by incorporating proven active learning strategies. This was accomplished by flipping some parts of the course. Partially flipping the course involved delivering some course concepts through reading assignments, online videos and computer-based learning modules thus freeing up more class time to engage students in problem solving, discussions and intensive teamwork. The engineering economics course was selected for active learning implementation because it is a course that students are required to take for their Mechanical Engineering and Industrial Engineering degrees at University X. Engineering economics is a course that is critical to industry-bound students due to its real-world applications. In addition, it is a course that is integral to engineering senior capstone projects in at University X. Changes in this course focused on collaborative learning to help promote critical thinking and to encourage more active interaction among groups of students and across different student groups. The results of this study provide insight into innovative teaching methods that can be applied to engineering economics courses and other courses in STEM. In addition, this paper highlights strategies that worked best and lessons learned to inform other instructors implementing active learning strategies in their classrooms.

Egbue, O. (2018, June), Incorporating Active Learning Strategies into an Engineering Economics Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30642

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: © 2018 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