Abstract:

In the teaching of hydraulic turbomachinery, the implementation of optional team projects allows for the exploration of active learning methodologies and the development of practical and collaborative skills. Over several years, students have been tasked with the design, modeling, and simulation of different hydraulic machines, with evaluation focusing both on technical quality and individual group member contributions.

This study analyzes a collection of projects completed over multiple academic years, identifying variability in quality and completeness. Each project includes theoretical analysis, engineering calculations, CAD modeling, fluid dynamics simulations, and final documentation, reflecting both individual and group efforts. Potential determining factors are examined, such as prior experience of the group, distribution of responsibilities, the complexity of the assigned machine, and results obtained in other course assessments. Interannual trends are also compared to detect patterns that may explain why some groups deliver high-quality projects while others show significant deficiencies.

The methodology combines quantitative and qualitative analysis. Project scores, individual contributions, and other academic results are statistically analyzed, while patterns of collaboration, task allocation, and adherence to project guidelines are evaluated through qualitative observation. This dual approach allows the identification of factors that consistently correlate with higher performance, such as balanced teamwork, early planning, and effective use of available resources.

The main objective is to draw conclusions on the most effective pedagogical practices to foster collaborative learning and improve consistency in student performance on complex engineering tasks. This analysis also helps identify areas for improvement in project structure and guidance provided to groups, contributing to a more robust curriculum aligned with the intended competencies. Ultimately, the study provides insight into how active, project-based learning can enhance both technical skills and teamwork abilities in engineering education.

Keywords:

Fluids, hydraulic turbomachinery, innovation.