Teaching Engineering Economics through Role Play in a Senior Design Class

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teachingengineeringeconomicsthroughroleplayinaseniordesignclass.pdf (1.32 MB)

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https://peer.asee.org/teaching-engineering-economics-through-role-play-in-a-senior-design-class

Permanent Link

https://doi.org/10.18260/1-2--45739
 http://hdl.handle.net/11603/34594

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UMBC Faculty Collection
UMBC Chemical, Biochemical & Environmental Engineering Department

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Author/Creator ORCID

https://orcid.org/0000-0001-5760-4110

Date

2024-04-19

Type of Work

conference papers and proceedings
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Department

Program

Citation of Original Publication

Das, G. K. (2024, April), Teaching Engineering Economics through Role Play in a Senior Design Class Paper presented at ASEE Mid-Atlantic Section Spring Conference, George Washington University, District of Columbia. 10.18260/1-2--45739

Rights

© (2024) American Society for Engineering Education.

Subjects

Abstract

This work-in-progress study analyzes students' performance on a carefully chosen test question over two years, revealing concerning results regarding key learning objectives. The traditional chemical engineering curriculum exposes students to the concepts of engineering economics only during their final year, potentially leading to misconceptions due to limited exposure. To address these issues, a teaching technique was implemented that involved graded in-class problems and role-playing scenarios focused on a ride-share venture. This work outlines the problem, the pattern of the mistakes, and the interventions. Preliminary results indicate some improvement in the test score, suggesting potential effectiveness of the interventions. However, significant further analysis and data collection may be necessary to understand the challenge and offer better solutions.