The laboratory course is one of the most critical classes in any engineering program. Engineering by its very nature is a practical discipline, and the laboratory course is usually the first and only class where students are given the opportunity to apply the knowledge they are gaining in lecture courses to real-world equipment. As chemical engineering expands as a field to encompass more elements of bio-engineering, sustainability, and materials science, so too must laboratory curricula update with experiments that present core chemical engineering concepts, such as fluid mechanics, transport phenomena, and reaction engineering, in the context of the broadened discipline. Furthermore, as student demographics begin to change to reflect students having easy access to information and increasingly high expectations for their education, the way the laboratory is taught must also be updated to engage the new generation of students on their own terms. This dissertation describes the implementation of several new experiments in the chemical engineering teaching laboratory at the University of Connecticut that were developed to showcase chemical engineering fundamentals in a context that more completely reflects modern chemical engineering. Several experiments themed around membrane desalination were developed to highlight the interplay between fluid mechanics and mass transport in these processes. A third membrane-based experiment shows how salinity gradients can be used to generate power, linking concepts relevant to process thermodynamics and efficiency. Another experiment uses a 3D printer to teach students design considerations for laminar flow reactors, drawing on theory relevant to reaction engineering, mass transport, and fluid mechanics. In addition to these new experiments, the class structure was altered using gamification, which incentivized students to participate in the class beyond simply performing experiments by providing additional ways to engage with the course and with the experiments they were performing. Gamification elements have proven successful in other science, technology, engineering, and mathematics (STEM) classrooms, but had not previously been applied to a chemical engineering laboratory in open literature. The game method was iterated to incorporate elements of game mechanics, narrative, and character progression to further maintain student interest in the class. Similar game-based methods were also used to augment another experiment-based course: a new project-based first year design course. Ultimately, students reacted positively to these changes and participation in optional elements of the laboratory course has increased. To maximize the impact of this work, all experiments and teaching methods are designed to be easily disseminated and customizable to the needs of the instructor, and many experiments that originated as part of this work have been adopted at other institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]