SUMMARYAn adaptive least-squares finite element method is used to solve the compressible Euler equations in two dimensions. Since the method is naturally diffusive, no explicit artificial viscosity is added to the formulation. The inherent artificial viscosity, however, is usually large and hence does not allow sharp resolution of discontinuities unless extremely fine grids are used. To remedy this, while retaining the advantages of the least-squares method, a moving-node grid adaptation technique is used. The outstanding feature of the adaptive method is its sensitivity to directional features like shock waves, leading to the automatic construction of adapted grids where the element edge(s) are strongly aligned with such flow phenomena. Using well-known transonic and supersonic test cases, it has been demonstrated that by coupling the least-squares method with a robust adaptive method shocks can be captured with high resolution despite using relatively coarse grids.

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This mixed methods study investigated a college engineering professor’s first-time implementation of project/problem-based instruction (PBI) within an engineering mechanics (EM) course and compared this implementation with a business-as-usual (BAU) EM course. Research questions concerned the degree to which the PBI course changed from a BAU model and the effectiveness of the PBI implementation on students’ EM learning as measured by a Statics Concept Inventory as compared to BAU students. Findings showed the professor’s original intentions and realizations of project-based instruction had to be adjusted to a problem-based instructional format to keep it in line with the EM course objectives (simply better suited as problem-based).

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