Session: 09-01-01: Curriculum Innovations, Pedagogy and Learning Methodologies

Paper Number: 145418

145418 - Multiphysics Course Driving Student Autonomous Research 

Undergraduate engineering majors at our institution have built-in project-based courses across the curriculum, from the cornerstone to the capstone. However, students lack experience in autonomous research that requires identifying an appropriate research question, estimating the scope of the project, writing an acceptable statement of work, completing the project, and delivering results that could be readily disseminated. To address this issue and improve students’ workforce readiness, over the past decade, we have developed two strategies based on the use of digital technology in the design process.

First, we dynamically integrated ‘analog’ & ‘digital’ learning across the existing curricula without adding new courses or credits. We now provide early and consistent exposure to inquiry-based learning driven by the latest digital technologies by incorporating them into fundamental courses without a laboratory component. Students are exposed to complex projects and industrial software with inductive teaching and learning methods supported by flexible learning spaces and mentoring. In our educational approach, students are not required to first master the theory and technology. Rather, they are solving real-world problems while simultaneously acquiring knowledge and skills.

Second, we developed a simulation-based course open to all majors that does not require prior knowledge of finite element analysis (FEA) and/or computational fluid dynamic (CFD). The objective is to better equip students for self-driven research where they create, analyze, synthesize, and evaluate knowledge. Familiarity with the design and digital engineering processes results in more opportunities for students seeking real-world experiences. Our results are illustrated with both qualitative and quantitative evidence. Qualitative data provide samples of student work while quantitative assessments include grades, surveys, and course evaluations.

 

 

 

Presenting Author: Ivana Milanovic University of Hartford

Presenting Author Biography: Dr. Milanovic is a Professor of Mechanical Engineering with ongoing research programs in vortical flows, computational fluid dynamics, multiphysics modeling, and inquiry-based learning. She is a contributing author of more than 100 journal articles, NASA reports, conference papers, and software releases. Her work has been funded by World Bank, NASA, Armament Research, Development, and Engineering Center (ARDEC), Connecticut Center for Advanced Technologies (CCAT), and Connecticut Space Grant Consortium (CT SG).

Dr. Milanovic is elected member of the Connecticut Academy of Science and Engineering (CASE), a body of scientists and engineers that provides support and insight to state agencies and legislature. Her honors include the ASEE NE Outstanding Teacher Award, the CT Technology Council Women of Innovation Award, the ASME Hartford Distinguished Engineer Award, the Larsen Award for Excellence in Teaching, and the Bent Award for Scholarly Creativity from the University of Hartford, NASA Fellowships, and Zonta International Amelia Earhart Fellowship Award.

Authors:

Ivana Milanovic University of Hartford
Tom Eppes University of Hartford