Balancing Theory, Programming, and Practical Application for Teaching of Finite Element Analysis Courses
- Conference
- Location
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Farmingdale State College, NY, New York
- Publication Date
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October 25, 2024
- Start Date
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October 25, 2024
- End Date
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November 5, 2024
- Conference Session
- Tagged Topics
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Diversity and Professional Papers
- Page Count
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13
- DOI
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10.18260/1-2--49428
- Permanent URL
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https://peer.asee.org/49428
- Download Count
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175
Paper Authors
Rachmadian Wulandana
State University of New York at New Paltz
orcid.org/0000-0002-5353-2532
My primary teaching assignments in SUNY New Paltz are in the thermal-fluid areas such as Thermodynamics, Thermal System Designs, Fluid Dynamics, and Heat Transfer. As I believe in active learning, group activities in classroom and team projects are the two teaching tools that I utilize most to enhance students mastery on the subjects. Examples of team projects undertaken by students are designs of thermal devices and energy systems and projects inspired by contemporary scientific investigation.
My current research topics are motivated by improvement and innovation of engineering designs evolved in sustainable technology. Undergoing research projects include investigations of vortex-induced blade-less turbines and Tesla turbines for renewable energy applications, utilization of thermoelectric semiconductors for cooling, and research on supercritical carbon dioxide and refrigerants for green power generation. Relevant research interest includes numerical simulation of thermal-fluid interaction and biomimetic designs.
Abstract
This study investigates the optimal combination of learning materials and teaching methods for a Finite Element Analysis (FEA) course within the Mechanical Engineering Program at SUNY New Paltz, New York. The challenge lies in balancing the teaching of FEA's mathematical theory and hand calculations, guiding students through basic FEA model programming, and training them in the use of commercial FEA software. Through student surveys, the study evaluates the effectiveness of various learning materials and pedagogical approaches. Findings indicate that while students recognize the importance of understanding the theoretical foundations of FEA, the complex mathematics involved presents significant challenges. Computer programming was identified as the most difficult aspect, whereas modeling with commercial software emerged as the most favored task. Despite some difficulties with teamwork, students expressed a strong preference for project-based learning and group work over individual study and traditional lecture-based approaches. The insights gained from this study provide a framework for structuring FEA courses to enhance critical skills, preparing engineering students for both academic and professional success.
Wulandana, R. (2024, October), Balancing Theory, Programming, and Practical Application for Teaching of Finite Element Analysis Courses Paper presented at 2024 Fall ASEE Mid-Atlantic Section Conference, Farmingdale State College, NY, New York. 10.18260/1-2--49428
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