Session: 11.1.1 - Advances in Fluids Engineering Education I

Paper Number: 157980

157980 - Multidisciplinary Course Driving Student Autonomous Research 

Abstract: 

Undergraduate engineering majors at our institution benefit from built-in project-based courses spanning the curriculum, from cornerstone to capstone. However, these courses often do not equip students with sufficient experience in autonomous research, which involves identifying appropriate research questions, estimating project scope, writing an acceptable statement of work, completing project, and delivering results suitable for dissemination. To address this gap and enhance students’ workforce readiness, over the past decade, we have implemented two strategies based on the use of digital technology in the design process.

First, we integrated ‘analog’ & ‘digital’ learning within the existing curricula without adding new courses or credits. This approach ensures early and consistent exposure to inquiry-based learning driven by the latest digital technologies, seamlessly incorporated into fundamental courses without a laboratory component. Students engage with complex projects and industrial software through inductive teaching and learning methods, supported by flexible learning spaces and mentoring. Our approach does not require students to master the theory and technology before tackling real-world problems. Instead, they acquire knowledge and skills simultaneously while solving practical challenges.

Second, we developed a simulation-based course accessible to all majors, requiring no prior knowledge of finite element analysis (FEA) or computational fluid dynamics (CFD). This course aims to prepare students for self-directed research by fostering skills to create, analyze, synthesize, and evaluate knowledge. Familiarity with the design and digital engineering processes broadens opportunities for students to engage in real-world experiences and pursue independent research. Outcomes are demonstrated using both qualitative and quantitative evidence. Qualitative data include samples of student work showcasing their ability to handle real-world problems. Quantitative assessments, such as grades, surveys, and course evaluations, further illustrate the effectiveness of our strategies in enhancing student preparedness for professional practice.

Presenting Author: Ivana Milanovic University of Hartford

Presenting Author Biography: Dr. Milanovic is a professor of mechanical engineering with ongoing research programs in vortical flows, computational fluid dynamics, multiphysics modeling, and inquiry-based learning. She has contributed to over 100 journal articles, NASA reports, conference papers, and software releases. Her research has been supported by prestigious organizations including the World Bank, NASA, the Armament Research, Development, and Engineering Center (ARDEC), the Connecticut Center for Advanced Technologies (CCAT), and the Connecticut Space Grant Consortium (CT SG).
Dr. Milanovic is a Fellow of the American Society of Mechanical Engineers (ASME) and currently serves as a member of the ASME Fluids Engineering Division Executive Committee. She is also an active member of the American Institute of Aeronautics and Astronautics (AIAA), as well as the American Society for Engineering Education (ASEE). She has been elected to the Connecticut Academy of Science and Engineering, a body that provides scientific and technical advice to the state government and other institutions.
Her accolades include the ASEE Northeast Section Outstanding Teacher Award, the CT Technology Council Women of Innovation Award, the Larsen Award for Excellence in Teaching and the Bent Award for Scholarly Creativity from the University of Hartford, NASA Faculty Fellowships, and the Zonta International Amelia Earhart Fellowship Award.