Developing Hands-on Simulation Based Active Learning Modules for Teaching Fluid Flow Concepts

Active learning approaches have steadily gained prominence in the engineering classroom, with demonstrated efficacy in promoting student understanding of conceptual material. Several efforts have been outlined for employing active learning approaches in fluids education. However, recent pivot to online education prompted by the pandemic has presented unforeseen challenges in retaining active learning in virtual classrooms. Further, extended logistics and resource requirements for developing learning materials are often key barriers to adoption for active learning. Here, we present examples illustrating simulation based learning modules as a viable modality of promoting active learning in fluids education. We present examples drawn from a computational fluid dynamics class and a biological fluid mechanics class. We show that carefully designed simulation based modules can be devised in a resource optimal manner, and can be effective not only in cases where simulations naturally form core learning goals (e.g. CFD in our examples) but also otherwise (e.g. biofluids for our case). Specific design process details will be discussed. Multiple examples of such simulation based modules will be presented, accompanied by aspects of student response and feedback.