(532e) Open-Ended Assignments in Undergraduate Transport Phenomena Courses

Open-ended assignments foster higher-order thinking and problem-solving skills essential for comprehending Transport Phenomena topics, particularly at the undergraduate level. This study examines the implementation of open-ended assignments in two undergraduate courses, Transport Phenomena I and Transport Phenomena II, with a focus on the fundamental principles of momentum, energy, and mass transport. Three distinct open-ended assignments were designed and analyzed: creating a problem statement along with a detailed solution, using COMSOL Multiphysics software to model realistic transport phenomena scenarios, and critically analyzing and discussing relevant scientific publications related to transport phenomena concepts. Qualitative and quantitative evaluations, including student surveys, performance assessments, and instructor observations, were employed to assess the effectiveness of these assignments. Findings indicate significant improvements in student engagement, conceptual understanding, analytical skills, and preparedness for tackling complex real-world engineering challenges. The study offers practical recommendations for integrating open-ended assignments into transport phenomena curricula, emphasizing the importance of providing structured guidance, effective feedback mechanisms, and clearly defined expectations.