Holistic Synthesis of Theory and Practice in CAE Education for Engineers

In recent years, the landscape of engineering and design education has witnessed substantial changes owing to the heightened utilization of Computer-Aided Engineering (CAE) tools. This shift has necessitated a further development in educational approaches, emphasizing the seamless integration of theoretical knowledge with the practical application of CAE tools. This trend is reflected in university curricula that aim to teach the use of CAE tools. Crafting effective courses in this context is a multifaceted challenge, demanding the simultaneous delivery of theoretical foundations and the application of CAE tools to real-world problems. Notably, many courses tend to focus on a singular CAE tool, neglecting the diverse array available in the market.
Recognizing this limitation, an innovative teaching concept was designed for a CAE course, with a specific emphasis on multibody simulation (MBS), at Graz University of Technology. This paper provides an overview of the teaching concept's structure, resulting from insights collected from diverse CAE courses and the integration of various didactic measures and methods. The primary objective was to enhance the overall learning experience for students, ensuring adaptability and alignment with rigorous academic requirements. The validation of the teaching concept is based on evaluation results, indicating increased satisfaction of students over the past years. Beyond the specific use case of the CAE courses, the transferability of the teaching concept to other disciplines that combine theoretical knowledge and practical software application is evident. In conclusion, continuous evaluation of the teaching concept and monitoring of students' learning progress remain essential for constant improvement.