Application building in engineering courses

• Main Authors: Eppes, Tom A., Milanovic, Ivana
• Format: Conference Proceeding
• Language: English
• Subjects: applications; Buildings; Computational modeling; Engineering education; Furnaces; Mathematical model; multiphysics modeling; numerical methods; Numerical models; simulations; Software
• ISSN: 2165-9567
• DOI: 10.1109/EDUCON.2017.7942827

This paper discusses how application building has been integrated into a set of graduate and undergraduate engineering courses that contain computational simulation learning outcomes. Applications (apps) were first included in a multidisciplinary modeling graduate course that culminates in the end-of-semester research effort. At the undergraduate level, apps were added into a two-course mechanical engineering thermo-fluids sequence. Since introducing apps, students have become demonstrably more engaged in the subject matter and are devoting more time out of the classroom to understand fundamental concepts. Simulations have long been used to analyze and predict performance in order to guide engineering design teams. Now, commercial software suppliers have bundled application building into their offerings. An effective app has a simplified interface yet it contains the full efficacy of the underlying model without exposing the end user to its complexity. Within the modeling software, COMSOL Multiphysics®, an Application Builder allows developers to quickly create easy-to-use apps based on working models. The finished app provides for the inputs, settings, and outputs the user is allowed to control and view. Companies as well as research organizations are using apps to extend product models to their constituents, be it customers, supply chain members or the broader scientific community. Leveraging simulation models accompanied by apps is proving to be an efficient way to add an additional skillset to our graduates as they enter the workplace. The paper provides an overview of how application building is employed at the engineering graduate and undergraduate levels. Examples of modeling and simulations assigned in the aforementioned courses are discussed. Illustrations of student work as well as the assessment criteria used to measure performance are presented.