Integration of Simulation-Based Learning in Undergraduate Engineering and Technology Courses

Abstract The undergraduate engineering and technology curriculum focuses on developing analytical solutions, where students are required to use critical thinking to solve problems using basic principles such as conservation of mass and momentum and energy equations. Over the past few decades, multiphysics engineering software has become an essential tool for solutions and analysis of complex systems. In particular, software such as CFD (Computational Fluid Dynamics) and FEA (Finite Element analysis) not only help provide solutions to complex problems, it can provide valuable insight into fluid flow and stress characteristics. Computational methods and simulation based problem solving has been widely used by engineers to develop optimum solutions of complex problems. Most of the undergraduate courses and curriculum do not require a computational problem solving course. Few of the possible reasons may include lack of understanding of complex differential equations and solution methods that may require advanced level courses. Most of the undergraduate students are not able to fully comprehend the concepts and may become disinterested and discouraged that creates a mental block on their learning process. By adding course modules with CFD and FEA tutorials relevant to the course topics as a supplemental tool to derive solution of a classical analytical problem that students are familiar with may help motivate students to learn. During this study, three different CFD tutorials and one FEA tutorial were developed as modules in three different courses to provide simulation based problem solving experiences. Students were provided hands-on training about the software and how to use the tutorials to achieve the results. A survey was conducted to evaluate students' level of understanding and experience with experiential learning simulation based problem solving methods. Most of the students did not have any experience with simulation and they reported significant improvement on their learning. The survey results also showed that some students were overwhelmed and challenged with the tutorials. The future work includes development of video tutorials and provide more hands-on instruction including sensitivity analysis of input variables on output results. Comparison of simulation results with analytical results may also provide better learning experiences.