2025 ASEE Annual Conference & Exposition

The increasing complexity of technical challenges and the growing power of computers have made computer simulation central to engineering practice. This literature review shows how simulation has been used across the curriculum: in introductory design, engineering science, detailed design, simulation methods, and capstone design. Here, we discuss finite element analysis (FEA), computational fluid dynamics, multibody dynamics, systems modeling, electric circuits, and power transmissions. The literature has more examples of FEA being used across the curriculum than the other simulation methods so we focus on FEA. A given simulation package may only be covered within a single course, typically at the upper level and after the underlying mathematics and engineering science are covered. However, simulation does not need to be so confined. In particular, FEA has enabled introductory design experiences, revealed solid mechanics concepts, and empowered students to analyze complex parts in machine design. Although FEA is often used in capstone, there is little evidence to show that students use it proficiently, while anecdotes raise concerns that students are unprepared to use simulation reliably in authentic contexts. Several themes emerge from these examples of weaving simulation through the curriculum. Simulation tools are used in education in two ways: learning to perform simulations and using simulation to learn other engineering skills. Continued improvement in engineering education should use both approaches, which are complementary. Students can use simulation early in the curriculum if they are led to focus on a narrow modeling goal (such as analysis of trusses or flow in channels) and are offered templates and detailed tutorials. When simulation is used to introduce new engineering science concepts, similar scaffolding is needed to keep the focus on the course content. Engineering science courses are also a key opportunity for students to learn to validate models. Students tend to pick up software best from following tutorials; thus, class time should focus not on showing how to use the software but on things like how to formulate problems, interpret results, and use those results to deepen understanding of physical phenomena. By using these strategies, simulation can be used in every engineering course, deepening theoretical understanding and preparing students to use simulation as they begin their careers.