Engineering Economics Textbook Replacement Teaching Materials
Notice bibliographique
Résumé
All engineering students in Canada must take an Engineering Economics course as part of program accreditation requirements. These courses mainly focus on the evaluation of monetary profits and direct financial costs incurred during the design, operation and decommissioning phases of projects. Instructors commonly use textbooks as the primary tool to guide the students through the content of this course, which tend cost around $100 each student. Like many courses, the materials in this course does not change much over time resulting in many students opting to not buy the required textbook and instead rely on free sources of information found online, in older editions of textbooks or simply rely on course notes. The patchwork of sources creates problems in this course in particular, because of the variation of notation used across sources, which can easily cause confusion. It was this problem that inspired the creation of a set of open-source materials that students and instructors can use for free, enabling the instructor to have control over notation and concepts to focus on while saving the students money. As such, these materials were created with the support of the Open Educational Resource Fund through an OER Implementaion Grant. A faculty member led the creation of the materials with the help of a team of undergraduate engineering and commerce students (all named as authors). The early planning stages of the project included rethinking the traditional textbook format, and opting instead to produce annotated and comprehensive slides designed to function as both study aids for students and instructional tools for educators. The foundational concepts of engineering economics were systematically organized into twelve distinct chapters, each represented by a PowerPoint slide deck. Each deck includes a title page and a table of contents slide (for organizational purposes), with the remaining slides relatively content heavy. While prioritizing accessibility through readable formatting (able to be read by software for those who are visually impaired), minimal emphasis was placed on a particular presentation style. This straightforward format intentionally allows instructors flexibility to tailor the material to their preferences. Instructors are afforded the latitude to infuse their distinctive approach, incorporating personal touches, stylistic elements, anecdotes, pertinent visuals, or discipline-specific case studies as deemed appropriate. The intent was to empower instructors with a malleable framework that accommodates diverse teaching styles and facilitates the integration of contextually relevant content. Additionally, a set of practice problems (including solutions), were created for every chapter for self-paced student engagement. The formulation of questions, encompassing both in-class examples and practice problems, adhered to a gender-neutral phrasing approach to ensure inclusivity. Additionally, all questions were designed to be discipline-neutral, accommodating diverse engineering departments and enhancing the materials' applicability for dissemination purposes. To ensure uniformity of notation across the slides and practice problems during development, a list of variables and a formula sheet were also created and included as integral components of the materials package. [An updated file of Chapter 4 with minor revisions was uploaded on 2024-07-10.] [OER Description: These course modules on engineering economics were developed to support undergraduate upper division courses. This open educational resource (OER) includes slideshow presentations and problem sets with solutions.]
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,005 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,404 | 0,210 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».