JUST-IN-TIME AND ITERATIVE LEARNING IN TERMO-FLUIDS

We examine the use of simulations as a tool for both just-intime learning and iterative and integrative learning processes. Specifically, we investigate the utility of the simulation assignments and their lineup in fluid mechanic course on the improvement of student comprehension, retention of material, and critical thinking. Simulation assignments were added to the list of student deliverables in the undergraduate lecture-based thermo-fluids courses almost a decade ago. They have been designed as weekly projects with an inquiry-based component, thus moving students from structured to unstructured tasks. This approach brought the digital engineering process into the curriculum, increased the average study time, provided students with opportunities to explore modern topics with modern tools, and enabled industry certification in simulation technology. Appropriately designed and delivered simulation assignments accomplish the following goals simultaneously. They (1) enable students to acquire both knowledge and skills at the moment of need untethered from the classroom; (2) deliver relatable and visually exciting materials that keep learners engaged; (3) improve understanding of theory while going beyond the relatively simple pencil & paper problems, and (4) revisit difficult concepts multiple times over the semester and examine them from a different perspective. Our results are illustrated with qualitative and quantitative evidence. Qualitative data provide samples of student work while quantitative assessments include grades, surveys, and course evaluations.