In support of digital transformation of our programs, simulation assignments are embedded in undergraduate fluid mechanics and heat transfer lecture-based courses, as well as in the Computational Engineering technical electives. Each course integrates simulations, application building, and inquiry-based learning (IBL) with ten assignments performed outside the class and documented in technical reports. FEA and CFD tools are used to teach thermo-fluids, and in turn, class material is used to teach CFD and FEA. This new, high-impact practice facilitates a deeper understanding of theoretical concepts, use of modern engineering tools, and development of students’ research capacity while the ‘lecture’ time is dedicated for the fundamental theoretical topics only.

The main goal of current study is to expand on the implementation of simulations and IBL in undergraduate thermo-fluids courses and create a template to do so in other topical threads. This is accomplished by: (1) strategically balancing the use of step-by-step instructions supporting skill-building, with the inquiry-based tasks guiding discovery process and developing higher-order thinking skills; (2) providing clear and detailed grading criteria guiding students both in the  process of gaining skills and performing IBL; (3) designing strategies for the assessment of student work that is easily transported across the curriculum; and (4) assessing students’ understanding and the effect of the overall digital transformation effort based on quantitative and qualitative data indicating students’ achievement of learning outcomes.

This study builds on authors’ previously reported work in the area of simulations and IBL that has covered individual courses as well as course sequences. While quantitative data includes assessment of students’ understanding and confidence in comprehension of select concepts using grades, student surveys, and course evaluations, the impact of the described approach is illustrated with qualitative data including several examples of student work and its influence on their professional development. For example, Ms. Aikaterini Stylianides, a mechanical engineering student with a concentration in acoustics, has developed simulation skills and research capacity, which have resulted in six research projects, one conference paper, and \$20,500 of funding over two academic years. Her experiences in relation to the digital transformation in our program is described here briefly.

In summary, we will first present brief overview of our five-year long effort to introduce, integrate, and grow digital transformation in undergraduate thermo-fluids curriculum. Second, we will show how assessment strategies support this transformation. Particular emphasis will be placed on the structure of grading criteria, balance between skill-building and discovery, and associated supporting materials. Finally, the present study on the implementation of simulations and IBL, provides an approach that can be reproduced by professors in a hurry, in a different topical threads, and with the use of different software package. Its quantitative and qualitative results, including student success and success stories, justify the initial investment of an effort.


Unified Assessment Approach for Courses With Simulation Component (And Professors in Hurry)

Division / Sponsors: 
Heat Transfer Division (HTD), Fluids Engineering Division (FED)

Heat Transfer Summer Conference
Paper Proceedings: https://asmedigitalcollection.asme.org/HT/HT2020/volume/83709

18th International Conference on Nanochannels, Microchannels, and Minichannels
Paper Proceedings: https://asmedigitalcollection.asme.org/ICNMM/ICNMM2020/volume/83693

Fluids Engineering Division Summer Meeting
Paper Proceedings: https://asmedigitalcollection.asme.org/FEDSM/FEDSM2020/volume/83716

HT-ICNMM2020 - Virtual Conference, SHTC - Virtual Conference, FEDSM2020 - Virtual Conference

Supporting the need among researchers worldwide for additional online and multimedia content, ASME now offers the ASME Conference Video Collection. This platform will collect and provide long-term access to conference presentation videos, encompassing all technology areas within ASME's technical conference and events program. About 30,000-40,000 engineers across all mechanical engineering and related disciplines participate in ASME conferences each year. This includes authors of approximately 6,000 to 8,000 technical papers published by ASME, the majority of whom also submit video presentations for our virtual conferences. The video collection will be available as an add-on to existing product packages or as a separate subscription.