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The Use of Videos as a Tool to Reinforce Engineering Economy Course Topics: Lessons Learned

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Innovations in Teaching Engineering Economy

Tagged Division

Engineering Economy

Page Count

7

Page Numbers

24.1253.1 - 24.1253.7

DOI

10.18260/1-2--23186

Permanent URL

https://peer.asee.org/23186

Download Count

76

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Paper Authors

biography

Billy Gray Tarleton State University

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Billy Gray earned his B.S. in manufacturing engineering technology from Tarleton State University, Stephenville, Texas, in 2001 and his M.S. in systems and engineering management from Texas Tech University, Lubbock, Texas, in 2006. He is currently pursuing his PhD in industrial engineering at the University of Texas at Arlington.
He has 10 years of work experience in manufacturing, operations, and engineering management and is currently an assistant professor at Tarleton State University in the Department of Engineering Technology.

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biography

Gloria Margarita Fragoso-Diaz Tarleton State University

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Dr. Fragoso-Diaz is Assistant Professor of Engineering Technology at Tarleton State University. She received her Ph.D. in Industrial Engineering and Master's degree in Industrial Engineering from New Mexico State University. Dr. Fragoso-Diaz research interest include supply chain optimization, quality and sustainability.

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Erick Jones University of Texas, Arlington

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Abstract

The Used of Social Media Tools to Reinforce Engineering Economy Course TopicsIn the United States, the generation of students who are in universities today retrieve and processinformation differently than the previous generations of students. Their whole lives they have knowninstant gratification and most have had the internet their entire cognizant life. They are accustomed tovideo websites, such as YouTube, and social media, such as Twitter, as their main sources of informationand communication. This paper evaluates an undergraduate engineering economy course that has beentailored to fit these students. First, the use of videos is discussed and assessed in how it is used tosupport homework assignments as well as the utilization of video to give the students furtherinstruction on topics in order to provide timely reinforcement of the material in an assignment. Second,Twitter is weighed as a resource for the students to search for research topics and current events thatinvolve engineering economics. It is believed that the tools the student already uses in their personallives can be utilized to keep the student engaged in the classroom. Therefore there should be acorrelation between the tools use and a shift in the students’ performance in the coursework.

Gray, B., & Fragoso-Diaz, G. M., & Jones, E. (2014, June), The Use of Videos as a Tool to Reinforce Engineering Economy Course Topics: Lessons Learned Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23186

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