Systematic Analysis of Current Curricular Experiences and Proposed Learning Outcomes for Finite Element Analysis Education in Undergraduate Mechanical Engineering

Abstract

As simulation and computational tools continue to advance, engineers are expected to use these tools to inform design decisions. Computer-aided engineering (CAE) tools enable engineers to robustly design and test solutions without physically constructing prototypes. Furthermore, computer-aided simulation allows for robust, complimentary validation of mechanical products along with traditional methods. Thus, there is significant demand for engineers who have the knowledge and skills to effectively use CAE tools. The Finite Element Method is a numerical method of solving differential equations to represent the mechanical response of physical systems. Since its introduction in the 1950s, interest in Finite Element Analysis (FEA) research and technology has steadily increased. Post-secondary education has educated engineers on FEA with two primary approaches: 1) training students to operate Finite Element Analysis software and 2) providing theoretical instruction on the mathematical fundamentals of the Finite Element Method (FEM). Higher education institutions have largely taught FEA through specialized, upper-level courses. However, today’s engineering graduates are expected to have a familiarity and competence with FEA tools regardless of the specific job or sector they pursue. Integration of FEA competencies throughout the mechanical engineering curriculum is necessary to prepare students for success in industry. Despite the need to integrate FEA content throughout the curriculum, extant research has not investigated the current experiences or future curricular needs of mechanical engineering students. While other researchers have assessed the impact of FEA modules on individual courses, few studies have examined students’ FEA experiences throughout the curriculum. Furthermore, a systematic, educational research-informed approach is needed to identify the goals of FEA instruction for undergraduate mechanical engineering students. This study analyzed the integration of FEA education within the mechanical engineering curriculum at Virginia Tech, a large, public university in the US. The analysis included a quantitative survey of upper-level student experiences with CAE, qualitative analysis of the FEA learning environment, and proposed learning outcomes for fundamental knowledge of FEA in ME. The institutional context of this study serves as a representative case for similar large, ABET accredited mechanical engineering programs in the US and contributes new survey instruments, qualitative and quantitative data, and curriculum design tools to the ongoing conversation of FEA education.