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

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Innovations in Teaching Engineering Economy

Tagged Division

Engineering Economy

Page Count


Page Numbers

24.1253.1 - 24.1253.7



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Paper Authors


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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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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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

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