2026 ASEE Annual Conference & Exposition

This full research paper describes the design, validation, and analysis of a student survey on finite element method education for undergraduate mechanical engineering students. As simulation and computational tools continue to advance, engineers are expected to use these tools to inform design decisions. Computer-aided engineering (CAE) tools enable engineers to robustly design and test solutions without physically constructing prototypes. Furthermore, computer-aided modeling allows for more extensive and robust testing of mechanical products than traditional methods. Thus, there is significant demand for engineers who have the knowledge and skills to effectively use CAE tools.

The Finite Element Method (FEM) is a numerical method of solving differential equations to represent the mechanical response of physical systems. Since its introduction in the 1950s, interest in FEM research and technology has steadily increased. Post-secondary education has educated engineers on FEM with two primary approaches: 1) training students to operate finite element analysis (FEA) software and 2) providing theoretical instruction on the mathematical fundamentals of FEM. Institutions have largely taught FEM through specialized, upper-level courses. However, today’s engineering graduates are expected to have a familiarity and competence with CAE tools, regardless of the specific job or sector they pursue. Integration of FEM competencies throughout the Mechanical Engineering curriculum is necessary to prepare students for industry.

Despite the need to integrate FEM content throughout the curriculum, extant research has not investigated the optimal content and time points for integration. While other researchers have assessed the impact of FEA modules on individual classes, we are not aware of any studies that have examined students’ FEM experiences throughout the curriculum. This study used a survey of third- and fourth-year mechanical engineering undergraduates to understand where students acquired FEM knowledge, how they expect to utilize their skills in the future, and their finite element method self-efficacy. The survey results were analyzed using an emergent, mixed-methods approach. The results contribute to answering the following research questions: Where do undergraduate mechanical engineering students learn about the finite element method, and to what extent do they develop finite element self-efficacy? The findings of this study will contribute to innovations in FEM education, explore students’ self-efficacy with CAE tools, and validate survey instruments for other researchers to investigate the ME curriculum.