Simulation Education; Recognising Evolving Industry Requirements and Individual Needs when Dealing with Large Class Sizes
Research output: Contribution to conference › Abstract
For Aerospace, Mechanical and Product Design Engineering degrees at Queen’s University Belfast, Computer-Aided Engineering (CAE) is taught as dedicated modules in Stage 3 and 4. Computer-Aided Design (CAD) is integrated to multiple design modules from Stage 1 to Stage 4 which can differ across the different subjects. Class sizes can be as high as 200 depending on individual student choices and pathways. With this number of students, there is a huge challenge associated with meeting the needs of individual students, whilst maintaining a robust assessment procedure which allows assessment of all of the learning outcomes without overburdening staff.
It will be shown in this work, how the above challenges have been addressed in course design at Queen’s. A novel approach is taken to the curriculum which recognises the industrial importance of CAD-CAE integration and subsequent validation of results. Students are challenged to consider the efficiency of the entire workflow from design through to analysis post-processing. Focus is on the underlying technologies, theory and computational methods. The students are challenged to view simulation software only as one potential route to solving a given problem, which in all instances must be substantiated. Assessment procedures are designed to challenge the students individually, whilst maintaining a common structure which enables automated marking procedures to be developed using Python and VBA scripting. A diverse range of learning resources means that students have multiple avenues of support where required.
|Publication status||Published - 18 Jul 2018|
|Event||NAFEMS UK Conference 2018 - UK, Milton-Keynes, United Kingdom|
Duration: 17 Jul 2018 → 18 Jul 2018
|Conference||NAFEMS UK Conference 2018|
|Period||17/07/2018 → 18/07/2018|
- Simulation, Education, CAE, CAD, CFD, Teaching