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.
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