Student-Specific Projects for Greater Engagement in a Computational Fluid Dynamics Course

Abstract

This paper details the recent modification of a final year undergraduate/graduate computational fluid dynamics (CFD) course, which introduces the student to the terminology, principles and methods of CFD. The teaching strategies used in the course include presentation of the material in lectures and discussions so that the students know industry expectations, computer laboratory sessions to give the students proficiency in using a commercial CFD package, and practical application of the principles by way of assessments to give the students proficiency in using and interpreting the results. The major assessment in the last 8 years was the study of a prescribed benchmark problem, using a commercial code. In seeking to gain greater student engagement and enhanced student relevance, we allowed the students to each choose their own topics. Student surveys indicated a high level of satisfaction with the course and comments demonstrated the greater student engagement that has resulted from allowing students the freedom to choose their own assessment topic. Advantages were also found from a teaching perspective, including greater student familiarity and sustained interest while marking assessments.