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1. Design and Implementation of Experiential Learning Modules for Structural Analysis

   Derks, Alec C. Carroll ( June 2020 , ASEE Annual Conference proceedings)

   Structural analysis is the foundation of a structural engineer’s education, which generally includes topics ranging from basic statics to solving complex indeterminate structures. Most courses focus on theoretical approaches to solving and understanding problems with a large focus on determining internal forces, external reactions, and displacements. In many cases, courses also include concurrent discussion about deflected shapes and actual behavior compared to theoretical assumptions. Courses may also use pictures, videos, simulations, and small, table-top models to illustrate such behavior. However, students still struggle with understanding structural behavior and the effects of as-built versus theoretical connections. Such differences are difficult to convey simply using photos, videos, simulations, and small, table-top models. Students never have the opportunity to physically feel the differences and experience large-scale models that illustrate such behavior mainly due to cost, fabrication complexity, and material stiffness. The authors from University A and University B designed large-scale, lightweight models for in-class use that allow students to experience structural behavior and feel the differences between various types of as-built connections. This paper provides a detailed overview of the design, fabrication, and implementation of four large-scale experiential learning modules for an undergraduate structural analysis course using lightweight and flexible fiberglass reinforced polymer (FRP) structural shapes. The first module focuses on the behavior of beam-to-column connections compared to theoretical assumptions; the second module focuses on load paths and tributary areas related to a typical floor system; the third module focuses on the deflected shapes of determinate and indeterminate beams; and the fourth module focuses on the behavior of a portal frame subjected to both vertical and horizontal loads with various support configurations. The four modules were used throughout the structural analysis course at University A and University B to illustrate structural behavior concurrent to the presentation of various structural analysis concepts. 

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2. Design and Implementation of Experiential Learning Modules for Reinforced Concrete

   Lovell, Matthew D. ; Carroll, J. Chris ; Kershaw, Kyle ; Derks, Alec C. ( January 2021 , ASEE annual conference exposition)

   null (Ed.)

   Most undergraduate civil engineering programs include an introductory course in reinforced concrete design. The course generally includes an introduction to the fundamentals of reinforced concrete behavior, the design of simple beams and one-way slabs to resist shear and flexure, and the design of short columns. Because of the scale of typical civil engineering structures, students commonly do not get to experience large or full-scale structural behavior as a part of an undergraduate reinforced concrete course. Rather, students typically learn fundamental concepts through theoretical discussions, small demonstrations, or pictures and images. Without the interaction with full-scale structural members, students can struggle to develop a clear understanding of the fundamental behavior of these systems such as the differences in behavior of an over or under-reinforced beam. Additionally, students do not build an appreciation for the variations between as-built versus theoretical designs. Large-scale models can illustrate such behavior and enhance student understanding, but most civil engineering programs lack the physical equipment to perform testing at this scale. The authors from St. Louis University (SLU) and Rose-Hulman Institute of Technology (RHIT) have designed and implemented large-scale tests for in-class use that allow students to experience fundamental reinforced concrete behavior. Students design and test several reinforced concrete members using a modular strong-block testing system. This paper provides a detailed overview of the design, fabrication, and implementation of three large-scale experiential learning modules for an undergraduate reinforced concrete design course. The first module focuses on service load and deflections of a reinforced concrete beam. The first and second modules also focus on flexural failure modes and ductility. The third module focuses on shear design and failure modes. Each module uses a large scale reinforced concrete beam (Flexure specimens: 12 in. x 14 in. x 19 ft, Shear specimens: 12 in. x 14 in. x 10 ft.) that was tested on a modular strong-block testing system. The three modules were used throughout the reinforced concrete design course at SLU and RHIT to illustrate behavior concurrent to the presentation of various reinforced concrete design concepts. 

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3. Design and Implementation of Experiential Learning Modules for Geotechnical Engineering

   Kershaw, Kyle ; Luna, Ronaldo ; Carroll, J. Chris ; Lovell, Matthew D. ( January 2021 , ASEE annual conference exposition)

   null (Ed.)

   Geotechnical engineering undergraduate curriculum typically consist of courses in soil mechanics and foundation design that include a variety of topics that are difficult for students to understand and master. Behavior of the below grade natural and built geomaterials discussed in these courses can be difficult for students to visualize. Typically, the mechanisms of behavior are demonstrated using small-scale laboratory tests, two-dimensional sketches, simple table-top models, or video simulations in the classroom. Students rarely have the opportunity to observe large-scale behavior of foundations in the field or laboratory. The authors from Rose-Hulman Institute of Technology and Saint Louis University designed and implemented a large-scale foundation testing system to address several topics that students tend to struggle with the most, including 1) the difference in strength and service limit states in shallow foundation design, 2) soil-structure interaction associated with lateral behavior of deep foundations, and 3) the influence of near-surface soil on lateral behavior of deep foundations. This paper provides a detailed overview of the design, fabrication, and implementation of two large-scale experiential learning modules for undergraduate courses in soil mechanics and foundation engineering. The first module utilizes shallow foundations in varying configurations to demonstrate the differences in strength and service limit state behavior of shallow foundations. The second module utilizes a relatively flexible pile foundation embedded in sand to demonstrate the lateral behavior of deep foundations. The first module was used in the soil mechanics courses at Rose-Hulman Institute of Technology and Saint Louis University to compare theoretical and observed behavior of shallow foundations. The second module was used in the foundation engineering course at Rose-Hulman Institute of Technology to illustrate the concepts of soil-structure interaction and the influence of near-surface soil on lateral behavior of deep foundations. 

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4. Design and Implementation of Experiential Learning Modules for Steel Design

   Carroll, J. Chris ; Aidoo, John ; Derks, Alec ; Lovell, Matthew D. ; Kershaw, Kyle ( June 2022 , ASEE Annual Conference proceedings)

   Introductory steel design courses focus on the analysis and design of primary members, which typically include tension members and connections, compression members, flexural members, and beam-columns. Introducing structural steel design concepts to students presents its fair share of challenges. First, it is difficult for students to visualize and accurately predict the potential failure modes of a tension member: yielding of the gross section, rupture of the net section, and block shear. Second, it is also difficult for students to visualize the buckling modes of steel columns, which vary with shape and type of bracing. Students particularly struggle with the determination of buckling modes between strong and weak axes based on effective lengths. Third, flexural failure modes of steel beams are very difficult for students to visualize and understand when each mode controls. The failure modes are complex and fall into three categories for compact shapes: yielding of the cross section, inelastic lateral torsional buckling, and elastic lateral torsional buckling, which is dependent on the unbraced length of the compression flange. Non-compact sections also include local buckling of the flange or web, but identifying the relationship between the unbraced length and beam span and how the unbraced length affects the flexural capacity tends to be the most difficult concept for students to grasp. This paper provides a detailed overview of the design, fabrication, and implementation of three large-scale experiential learning modules for an undergraduate steel design course. The first module focuses on the tension connections by providing physical models of various failure types including yielding of the gross section, rupture of the net section, and block shear; the second module focuses on the capacity of columns with different amounts of lateral bracing about the weak axis; and the third module focuses on the flexural strength of a beam with different unbraced lengths to illustrate the difference between lateral torsional buckling and flange local buckling/yielding of the gross section. The three modules were used throughout the steel design course at Saint Louis University and Rose-Hulman Institute of Technology to illustrate the failure mechanisms associated with the design of steel structures. 

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5. Translating and Scaling a Face-to-Face, Video-Based Elementary Science PD Program to an Online Environment

   Kowalski, S. ; Belcastro, A. ; Hvidsten, C. ; Constantine, A. ; Faruqi, F. ; Askinas, K. ; De Vaul, R. ; Roehrig, G. ( April 2021 , Annual Meeting of the NARST International Conference)

   Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice professional development (PD) model. In a cluster randomized trial, we found that the face-to-face model enhanced elementary science teacher knowledge and practice and resulted in important improvements to student science achievement (student treatment effect, d = 0.52; Taylor et al, 2017; Roth et al, 2018). The face-to-face PD model is expensive and difficult to scale. In this paper, we present the results of a two-year design-based research study to translate the face-to-face PD into a facilitated online PD experience. The purpose is to create an effective, flexible, and cost-efficient PD model that will reach a broader audience of teachers. Perspective/Theoretical Framework The face-to-face PD model is grounded in situated cognition and cognitive apprenticeship frameworks. Teachers engage in learning science content and effective science teaching practices in the context in which they will be teaching. There are scaffolded opportunities for teachers to learn from analysis of model videos by experienced teachers, to try teaching model units, to analyze video of their own teaching efforts, and ultimately to develop their own unit, with guidance. The PD model attends to the key features of effective PD as described by Desimone (2009) and others. We adhered closely to the design principles of the face-to-face model as described by Authors, 2019. Methods We followed a design-based research approach (DBR; Cobb et al., 2003; Shavelson et al., 2003) to examine the online program components and how they promoted or interfered with the development of teachers’ knowledge and reflective practice. Of central interest was the examination of mechanisms for facilitating teacher learning (Confrey, 2006). To accomplish this goal, design researchers engaged in iterative cycles of problem analysis, design, implementation, examination, and redesign (Wang & Hannafin, 2005) in phase one of the project before studying its effect. Data Three small pilot groups of teachers engaged in both synchronous and asynchronous components of the larger online course which began implementation with a 10-week summer course that leads into study groups of participants meeting through one academic year. We iteratively designed, tested, and revised 17 modules across three pilot versions. On average, pilot groups completed one module every two weeks. Pilot 1 began the work in May 2019; Pilot 2 began in August 2019, and Pilot 3 began in October 2019. Pilot teachers responded to surveys and took part in interviews related to the PD. The PD facilitators took extensive notes after each iteration. The development team met weekly to discuss revisions. We revised all modules between each pilot group and used what we learned to inform our development of later modules within each pilot. For example, we applied what we learned from testing Module 3 with Pilot 1 to the development of Module 3 for Pilots 2, and also applied what we learned from Module 3 with Pilot 1 to the development of Module 7 for Pilot 1. Results We found that community building required the same incremental trust-building activities that occur in face-to-face PD. Teachers began with low-risk activities and gradually engaged in activities that required greater vulnerability (sharing a video of themselves teaching a model unit for analysis and critique by the group). We also identified how to contextualize technical tools with instructional prompts to allow teachers to productively interact with one another about science ideas asynchronously. As part of that effort, we crafted crux questions to surface teachers’ confusions or challenges related to content or pedagogy. We called them crux questions because they revealed teachers’ uncertainty and deepened learning during the discussion. Facilitators leveraged asynchronous responses to crux questions in the synchronous sessions to push teacher thinking further than would have otherwise been possible in a 2-hour synchronous video-conference. Significance Supporting teachers with effective, flexible, and cost-efficient PD is difficult under the best of circumstances. In the era of covid-19, online PD has taken on new urgency. NARST members will gain insight into the translation of an effective face-to-face PD model to an online environment. 

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