Suggestions for teaching engineering economy at the undergraduate level.(response to article by Joseph C. Hartman in this issue, p. 110): An article from: Engineering Economist

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From the author: Teaching engineering economy at the undergraduate level has changed little over the past century. In fact, it has become stagnant as its focus has turned toward financial mathematics and away from decision analysis. This is seen as a disservice to students who must eventually develop engineering economy studies. This paper provides motivation and suggestions to revitalize the curriculum, including teaching engineering economy in a decision-making context and integrating research advances into the curriculum. From these suggestions, a tested semester outline is presented. In the spirit of this special issue, it is hoped that these suggestions help move the teaching of engineering economy to the "next level" such that we can produce effective decision makers in the critical area of capital investment analysis.

From the supplier: Joseph Hartman has many interesting and valuable suggestions for improving undergraduate-level engineering economy courses. While many of his observations about the engineering economy curriculum are correct, his statement that textbooks have evolved slowly and are close to becoming stagnant is an exaggeration. Actually, the reverse is true. Textbooks have evolved, accommodating new developments in engineering economy as they occur. Moreover, these textbooks do provide students with a balanced perspective of both financial mathematics and the decision-making process.

Citation Details
Title: Suggestions for teaching engineering economy at the undergraduate level.(response to article by Joseph C. Hartman in this issue, p. 110)
Author: Ted G. Eschenbach
Publication:Engineering Economist (Refereed)
Date: March 22, 1999
Publisher: Institute of Industrial Engineers, Inc. (IIE)
Volume: 44 Issue: 1 Page: 126(3)

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