Abstract

Engineering economic analysis is part of the engineering curriculum for most of the disciplines of the Engineering College at the University of Puerto Rico. Because of the need to have engineers that can perform detailed economic analysis of projects or investment opportunities, problem solving techniques should be used when teaching this course. The experience of the professor teaching engineering economic analysis for over ten (10) years, motivated a significant change on the way the course was being taught. It started with the concept of flipped classroom for about 70% of the course. This teaching technique was proven with regular size groups of approximately thirty (30) students per session and with mega sessions of approximately sixty (60) students. Feedback received from students shows the teaching strategy is working appropriately and students are taking additional knowledge with them. As of this last Spring semester, due to the pandemic affecting the world, classes were moved to distance learning. Transitioning on this course to distance learning represented an extension of the hybrid teaching technique that was been used. This article shows a summary of the lessons learned during this whole process of over two (2) years.