Integrating Challenge-Based Learning in a Vertical Classroom: A Cross-Disciplinary Approach to Teaching Microfluidics for Biomedical Engineering and Mechanical Engineering Students

The paper presents a case study illustrating the implementation of a combined master's level and third-year bachelor's Lab-on-a-Chip Microdevices course using a Challenge-Based Learning (CBL) approach. We describe the course's design, the implementation, and the observed impact of adopting this innovative approach. We use a survey and a focus group discussion to investigate students' perceptions of learning through the CBL approach. The gathered insights highlight the appreciation for practical application and industry collaboration in the course. Some issues related to class preparation and clarity of guidelines for working on challenges have also been identified, and a re-design addressing these issues was co-created between the instructors and students during the focus group session. Our study offers a blueprint for designing hands-on experiment-oriented courses in collaboration with industry and highlights the potential of CBL to enhance technical proficiency and foster innovation in interdisciplinary engineering education.