Introducing CFD Numerical Analysis in Fluid Dynamics to Junior Engineering Students

Western Illinois University engineering faculty introduce ANSYS workbench during Fluid Dynamics, a junior level core-engineering course in many engineering programs. Traditionally, advanced analytical software is not introduced until the senior year or in graduate courses. However, since the methods of teaching engineering have evolved dramatically toward using advanced technological tools and software, the use of ANSYS workbench software in the junior year is now quite natural. Using advanced numerical software provides students with better understanding and visualization of a flow field. The current generation of students is accustomed to watching videos and animations to grasp a concept or an idea. The animations, contours and figures generated using a CFD numerical analysis program provide X university\u27s engineering students with a greater understanding of flow behavior in all but the simplest dynamic fluid problems. As in most programs, physical laboratory experiments are conducted in the fluid dynamics class. Then the students model the experiments using CFD simulations. Consequently, both the experimental and numerical results are able to be compared and validated. The decision to use advanced CFD software in the fluid dynamics class has produced a positive impact on the student\u27s overall knowledge of fluid mechanics. The students are excited to use state of the art analysis techniques and demonstrate greater enthusiasm in class

Evaluations of Interactive Learning Tools Among Engineering Students: Effects of Grit and Gender

This study explores what determines engineering students’ evaluations of interactive learning tools (ILTs). Engineering students (n = 323) from large U.S. universities who had used McGraw-Hill’s SmartBook and Connect participated in the study. This study confirms that grit and gender are important factors in opinions and attitudes toward such tools. Specifically, among males, those with higher grit found ILTs as more useful and usable. Moreover, higher levels of grit were related to favorable attitudes toward ILTs. Interesting to note was that females reported more favorable evaluations on ILTs overall. These findings suggest strategies for the use of interactive learning tools for engineering students to succeed. Implications and recommendations for future research will also discussed