1 COURSE LINKING IN THE UNDERGRADUATE CURRICULUM AT WESTERN ENGINEERING Kurowski, P M; Floryan, M J The University of Western Ontario Faculty of Engineering Department of Mechanical and Material Engineering

2 A well established system of grading is used to verify if the understanding of course based knowledge has been effective. Unfortunately, we have no control over how that piecewise knowledge is amalgamated and what kind of global understanding of engineering students are left with. The relevance of one course to another is established by a system of pre- requisite requirements but this is not sufficient to build bridges between different courses.

3 We also have little control over the overall balance between engineering theory and implementation, because theory is more specific to particular courses while implementation is by nature more multidisciplinary.

4 To address these problems, an effort is underway to deliver courses in a more unified manner where material of one course is perceived as relevant to other courses and knowledge and tools learned in previous courses are applicable, required and expanded in subsequent courses. Our goal is to obtain a synergistic effect between courses and catalyze the amalgamation of course based knowledge into a unified understanding of the engineering field.

5 OUTLINE Making a course suitable for linking: alternating between theory and implementation within a course Identification of courses suitable for linking How to link courses Expected benefits Evaluation of effectiveness

6 Implementation Theory ALTERNATING BETWEEN IMPLEMENTATION AND THEORY WITHIN EACH COURSE

7 ImplementationTheory ALTERNATING BETWEEN IMPLEMENTATION AND THEORY FINITE ELEMENT ANALYSIS

8 Implementation Theory ALTERNATING BETWEEN IMPLEMENTATION AND THEORY HEAT TRANSFER

9 MOST OBVIOUS CANDIDATES FOR LINKING ARE COURSES WITH HIGH DESIGN CONTENTS DESIGN PROBLEMS REQUIRE THE USE OF SIMILAR TOOLS TOOL COMMON TO ALL DESIGN RELATED COURSES IS CAD AND CAE USED TO DEVELOP DESIGN AN DESIGN ANALYSIS SKILLS. BOTH CAD AND CEA IS INTRODUCED WITH SOLIDWORKS

10 Design studio Product Design Finite Element Analysis Heat transfer Mechanical components Internship Year 1 Year 2 Year 3 Year 3a Capstone design Year 4 Mechanical vibrations Kinematics and Dynamics MAP OF LINKED COURSES

11 General introduction Advanced modeling and design documentation Year 1 Year 2 Year 3 Year 4 FEA simulation of structural and thermal problems FEA simulation of vibration problems Design and analysis in the capstone design project DEVELOPMENT OF DESIGN AND ANALYSIS SKILLS USING SOLIDWORKS

12 Introduction to Design Process 1 ST YEAR DEVELOPMENT OF DESIGN AND ANALYSIS SKILLS

13 Advanced modeling and design documentation 2 ND YEAR DEVELOPMENT OF DESIGN AND ANALYSIS SKILLS

14 Advanced modeling and design documentation 2 ND YEAR DEVELOPMENT OF DESIGN AND ANALYSIS SKILLS Will be implemented in Fall 2010

15 FEA simulation of structural and thermal problems 3 RD YEAR DEVELOPMENT OF DESIGN AND ANALYSIS SKILLS

16 FEA simulation of vibration problems 4 TH YEAR DEVELOPMENT OF DESIGN AND ANALYSIS SKILLS

17 Design and analysis in the capstone design project DEVELOPMENT OF DESIGN AND ANALYSIS SKILLS 4 TH YEAR

18 WITHIN EACH COURSE Reinforcing learning in engineering education by alternating between theory, simulation and (in some cases) experiments BETWEEN COURSES Linking serial and parallel courses with high design content using SOLIDWORKS as a “mortar” SOLIDWORKS

19 BENEFITS Elimination of overlaps and better use of course hours Improved learning experience Development of engineering design and design analysis skills ready for rapid implementation in an industrial environment using modern CAE tools such as SOLIDWORKS Better understanding of engineering as a whole

20 HOW TO ASSESS THE EFFECTIVENESS OF COURSE LINKING? Results of course evaluations Interviews with internship students and their employers Quality of 4 th year design projects Feedback from alumni ???