Course-based undergraduate research experiences (CUREs) have been implemented and studied throughout the sciences, with well-documented benefits now clear for both students and faculty. Despite their increasingly widespread application, there remain very few documented implementations within engineering curricula. In the present work, we describe the design, implementation, and evaluation of a CURE module in an upper-level engineering elective, specifically a junior-level fluid dynamics course in mechanical engineering. By coordinating the increased availability of rapid-prototyping equipment with real research needs across campus, student participants were successfully engaged in a semester-long research experience with prolonged impact. In each project, student groups were tasked with designing, fabricating, documenting, and sharing a rapidly-prototyped device that could be used to measure or generate fluid flows. Details of the course motivation, design, learning outcomes, and deliverables are described herein. Quantitative assessment of the course was also conducted, which highlighted improvements in the students' self-perceived efficacy as scientists and engineers after completing the course module. As has been demonstrated in other scientific fields, CURE courses are a potentially powerful mechanism to increase accessibility and diversity in engineering research.