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|  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2015  \nCurricular Improvements Through Computation and Experiment Based Learning Modules  \nFAZEEL KHAN  \nAND  \nKUMAR SINGH  \nDepartment of Mechanical and Manufacturing Engineering Miami University  \nOxford, OH.  \nABSTRACT  \nEngineers often need to predict how a part, mechanism or machine will perform in service, and this insight is typically achieved thorough computer simulations. Therefore, instruction in the creation and application of simulation models is essential for aspiring engineers. The purpose of this project was to develop a unified approach to teaching computational analysis and model validation against experimental response. The design of the project entailed the creation of a set of innovative computational-experimental studios, each of which houses at least two learning modules. Various assignments have been imbedded to engage students. Assessment instruments for use by students and external faculty reviewers were implemented. The studios have contributed to the development of proficiencies in using mathematical software to create models and test their output against experimental data. The studios have expanded the scope of topics covered in courses, created independent learning opportunities and enabled the creation of multimedia content available to other institutes.  \nKey Words: engineering curriculum, simulations methods, learning modules  \nINTRODUCTION  \nEngineering is a very dynamic field. This raises several challenges for schools committed to providing their students an engineering experience that is both modern and robust. The programs of study must adequately prepare students for careers that involve new technologies and, perhaps more importantly, impart skills that allow students to assimilate new information effectively and  \nSUMMER 2015 1  \nADVANCES IN ENGINEERING EDUCATION  \nCurricular Improvements Through Computation and Experiment Based Learning Modules  \nindependently. Interweaving these new objectives into the core science and engineering concepts can lead to swelling course content as faculty struggle to revamp their syllabi. This project was conceived with the purpose of creating a tool by which schools could introduce meaningful changes to engineering curricula, vis-à-vis content and style of instruction, in an efficient and progressive manner. Its realization has entailed the development and systematic implementation of learning modules housed within five online Com-Ex (computational-experimental) studios.  \nToo often subject areas in engineering are perceived as discrete islands of knowledge, for example, a course on fluid dynamics is seen to have little in common with mechanics of materials which maybe taken the following semester. Content confinement it is not merely a matter of perception, but rather a corollary of the structure of traditional engineering curricula which attempt to concurrently impart familiarization in multiple fields – adopting a discrete and not collective approach. The ComEx project is based on a more all-inclusive approach of grouping courses along thematic lines to highlight any continuity of content. This has, naturally, required the participation of multiple faculty, but the outcomes have produced meaningful changes at the course and curriculum level.  \nThe first step in creating a more unified curriculum in the Department of Mechanical and Manufacturing Engineering (MME) began with the identification of an area of activity which featured prominently in several courses. Computational modeling and experimentation was selected asthe centerpiece for this curriculum enhancement initiative. The decision emerged from the findings of a departmental survey conducted in association with the Miami University Center for Enhancement of Learning and Teaching. The survey targeted sophomore through senior level students in six required engine","cbCaigiLQuIz0quv","https://ap.wps.com/l/cbCaigiLQuIz0quv","pdf",2778180,"English","# ABSTRACT\n# INTRODUCTION\n## Engineering education challenges\n## ComEx project concept and studios\n## Survey findings and curriculum enhancement initiative","[{\"question\":\"What problem does the project address for engineering education?\",\"answer\":\"Engineers need simulation-based insight, yet curricula often struggle to teach creating and applying simulation models and validating them against experimental response.\"},{\"question\":\"What teaching approach did the project develop?\",\"answer\":\"It developed a unified computational-analysis and model-validation approach implemented through online computational-experimental (Com-Ex) studios containing multiple learning modules.\"},{\"question\":\"How were students and instruction evaluated or supported?\",\"answer\":\"The project implemented assessment instruments for students and external faculty reviewers and used assignments to engage learners while building proficiency with mathematical software and experimental data validation.\"}]","ADVANCES IN ENGINEERING EDUCATION - Curricular Improvements Through Computation and Experiment Based Learning Modules | PDF",1792065679,48]