This study outlines a systematic approach to simulation-supported teaching and learning across the undergraduate engineering curriculum. Simultaneous use of finite element analysis and computational fluid dynamics tools to visualize and teach mechanical engineering topics and simulation assignments to facilitate learning has been examined in five thermo-fluids courses in the past seven years. The outcomes of the same pedagogical and assessment approaches applied in different courses, using different simulation software, and led by different instructors, demonstrated increased engagement, study time, and ultimately, confidence. The significance of this educational method is in bringing the digital engineering process into the curriculum, increasing the time students invest in studying, ensuring access to real-world experiences for all learners, and creating a roadmap for curricular design and assessment easily transportable across science and engineering disciplines. Furthermore, a simulation-based approach to learning does not depend on access to laboratory facilities and funding that can reach a limited number of students. It encourages students' spirit of inquiry and ultimately leads to professional development opportunities beyond the classroom setting.