Challenge-Based Learning: Industry Projects in Design of Fluid Flow Systems

This paper describes the evolution of a Chemical Engineering Fluid Mechanics course, named Design of Fluid Flow Systems, through four different challenge-driven projects assembled in collaboration with industry partners. This course is implemented under the Tec21 educational model, which integrates Challenge-Based Learning (CBL) into its curriculum. The course is one of those that address transport phenomena in the second semester of the sophomore year. Three CBL projects were implemented during the course periods from 2022 to 2024 and focused on: (i) the efficient reuse of treated wastewater in a manufacturing facility, (ii) the effective recovery of residual fuel from truck tanks, and (iii) the design and analysis of a land firefighting system, both at a fuel storage and distribution facility. For these projects, it is explained how they were systematically developed throughout the course period. Starting with a relatively basic and introductory format in the first project, results showed that the course evolved into a more hands-on, real-time, and assessment-intensive experience in the second and third projects. The implementation plan for the fourth project, Characterization of Expansion Valves for Refrigeration Applications, is set to take place in 2025. To assess student perceptions of tutoring, office hours, and recitation sessions, a survey was conducted. Responses highlighted the significant value students placed on guidance during challenge-related tasks, reinforcing the effectiveness of CBL in bridging theory and practice. The projects enabled students to engage with real-world engineering problems, apply their knowledge, and participate in meaningful discussions. For future implementations, best practices for assessing challenge deliverables will be implemented, including an individual challenge executive summary, four collaborative challenge progress reports, and an individual oral presentation.