Modeling and Simulation in Engineering Education: A Learning Progression
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 143, Issue 4
Abstract
This study used a Delphi technique to identify relevant modeling and simulation practices required in present-day workplace engineering. Participants consisted of 37 experts divided into two panels: 18 experts in academia on one panel, and 19 experts from industry on another panel. Panel members participated in three rounds of data collection in which they offered their opinions about the relevance of specific modeling and simulation skills, and opinions about when these practices should be introduced into the undergraduate and graduate engineering curricula. The guiding research question was: What are the required modeling and simulation practices to be integrated as part of the engineering curricula at the undergraduate and graduate levels? Findings from this study were used to inform a preliminary learning progression for modeling and simulation in undergraduate and graduate engineering education. Outcomes from this study represent a linchpin for future research about learning and achievement of modeling and simulation practices, which can delineate the nature of productive instructional pathways toward modeling and simulation proficiency.
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Acknowledgments
The work reported here was supported in part by the National Science Foundation under the award EEC 1449238. The views represented here are those of the author and do not represent the National Science Foundation. The author is exceedingly grateful to the participants in the Delphi study and other collaborators and students who provided feedback throughout the process.
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Journal of Professional Issues in Engineering Education and Practice
Volume 143 • Issue 4 • October 2017
Copyright
©2017 American Society of Civil Engineers.
History
Received: Sep 15, 2016
Accepted: Feb 16, 2017
Published online: May 11, 2017
Published in print: Oct 1, 2017
Discussion open until: Oct 11, 2017
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