HOLISTIC SYNTHESIS OF THEORY AND PRACTICE IN CAE EDUCATION FOR ENGINEERS
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Kröpfl, Patrick; Ortner-Pichler, Alexander; Landschützer, Christian
Series: E&PDE
Institution: TU Graz, Austria
Page(s): 49 - 54
DOI number: 10.35199/EPDE.2024.9
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
In recent years, the demands placed on engineers and designers have undergone a significant transformation, largely due to the increased reliance on computer-aided engineering (CAE) systems, particularly in the fields of mechanical engineering and design. The fusion of foundational knowledge with the operational methods of CAE systems has become intrinsic to the modern work environment, making CAE education an indispensable component of engineering and design curricula. However, devising and implementing educational courses in this domain has proven to be a formidable challenge, as many core principles are closely intertwined with software applications, necessitating a seamless integration of theory and practical application. The primary objective of this research was to develop an educational concept that establishes a robust connection between theoretical fundamentals and the hands-on utilization of CAE programs. This entailed not only the dissemination of theoretical knowledge but also the practical application of acquired skills in areas such as advanced computer-aided design (CAD) methods, finite element analysis (FEA), and dynamic system simulation using selected high-end simulation software. The research centralizes questions related to the development of an educational framework that empowers students to master various CAE programs, bridges the gap between theory and practice, and encourages an environment that fosters experimentation. This approach is rooted in the belief that students benefit most from hands-on exploration and testing. Moreover, the importance of creating a conducive learning environment and the implementation of a robust system for performance assessment was recognised. To realise these educational goals, a multifaceted teaching concept was crafted. The approach encompasses traditional lectures to establish a solid theoretical foundation, a flipped classroom methodology that acquaints students with simulation environments, and project-based learning to apply acquired knowledge through real-world examples. The e-learning component allows students to tailor their learning environment and access various learning materials, promoting interaction among peers. Furthermore, a mentoring program, ""Meet the Experts,"" was introduced, which serves students with a heightened interest in the subject matter. The evaluation of this educational concept relied on data obtained from student surveys and examinations conducted over the past several years. The results affirm that the developed teaching approach successfully bridges the gap between theory and practice in engineering education. Beyond its immediate applicability to engineering, this approach can be adapted to other disciplines, extending even to fields that involve the amalgamation of theoretical and practical software applications, such as artificial intelligence. CAE education remains a fundamental element in engineering instruction and can serve as a model for other technical disciplines grappling with analogous challenges. Future research endeavors include an ongoing monitoring of student progress and an exploration of the optimal balance between practical and theoretical content to refine our teaching concept.
Keywords: Project-Based Learning, Multifaceted Teaching Concept, Mentoring Program, Educational Concept, CAD, CAE, Finite Element Analysis