June 22, 2008
June 22, 2008
June 25, 2008
13.610.1 - 13.610.34
Finite Element Learning Modules for Undergraduate Engineering Topics using Commercial Software
Finite element learning modules have been developed for different undergraduate engineering courses using commercial software. The finite element method (FEM) or finite element analysis (FEA) is a numerical method widely used in industry to analyze and optimize design problems in broad areas of engineering by commercial firms. The primary goals of these learning modules is to provide undergraduate engineering students with new visually oriented insight into the concepts covered in their courses, basic knowledge in finite element theory, and the ability to apply commercial finite element software to typical engineering problems. The learning modules can be integrated into undergraduate courses that include mechanics of materials, vibrations, steady-state/transient heat transfer, fluid dynamics, biometrics, and electromagnetics. The learning modules can also be used in a stand-alone finite element course. Each learning module provides a common step-by-step guide for solving a problem and also includes solution verification. The learning modules will be accessible 24/7 on the World Wide Web later this year.
Faculty at six private and publically supported universities collaborated in this research. These faculty and their students have used and assessed the learning effectiveness of these modules. The development, educational, and analysis objectives are discussed for the finite element learning modules. The educational outcomes have been mapped to ABET Criterion 3 Program Outcomes for Engineering Programs41 so that an instructor can integrate an exercise into their in- house ABET assessment process. The primary assessment tool is a survey that students complete after they have used the learning module. The results from the assessment survey are correlated with the students’ Myers Briggs Type Indicator (MBTI) and students’ learning style. Initial assessment results indicate that the learning modules are well received by the students and enhance the specific learning objectives set forth in each exercise. Correlation with MBTI and Learning Styles show some interesting initial results, but more data and analysis is needed before statistically significant conclusions can be drawn regarding these correlations. In addition, quizzes given before and after the tutorials were used to evaluate the tutorials’ effectiveness. The pre- and post-quizzes show that the tutorials are providing good learning experiences for the students and are an effective way for them to assimilate this difficult technical content. Assessment results are being used for continuous improvement of each finite element learning module over the three year duration of this project.
1. Introduction and Motivation
The finite element (FE) method is a numerical procedure that is widely used to analyze engineering problems in commercial engineering firms. It has become an essential and powerful analytical tool in designing products with ever-shorter development cycles6-8. At most universities teaching all but the most basic FE theory and applications has resided in graduate- level engineering programs using a number of FE texts15-17. In the past consulting firms found that they needed Ph.D. and M.S. engineering graduates to perform engineering analysis of their
Brown, A., & Rencis, J., & Jensen, D., & Chen, C., & Ibrahim, E., & Labay, V., & Schimpf, P. (2008, June), Finite Element Learning Modules For Undergraduate Engineering Topics Using Commercial Software Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3362
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015