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1. Modular Lattice Bridges Inspired by Système Eiffel

   Martins, Henrique M; Thrall, Ashley P (August 2024, International Association for Shells and Spatial Structures)

   Block, Philippe; Boller, Giulia; DeWolf, Catherine; Pauli, Jacqueline; Kaufmann, Walter (Ed.)

   This paper presents the development and numerical investigation of a novel form for resilient lattice bridges inspired by the Système Eiffel. While Gustave Eiffel is known for his major works of structural art (e.g., Maria Pia Bridge), he was also a pioneer in modular and rapidly erectable bridges that were used worldwide. His Système Eiffel consists of triangular modules, with each module being made up of angle sections. These are joined to one another in an alternating fashion, with adjacent modules rotated 180 degrees. The same module could achieve a variety of spans (6-21 m), and deeper versions were used for longer spans (up to 30.8 m). Inspired by Eiffel, but factoring in today’s economic and labor market, this research has developed a novel approach to modular lattice bridges. Specifically, this research harnesses Eiffel’s approach of rotating adjacent modules, but instead focuses on the connector as the module that joins standard sections. Importantly, the lattice-type layout provides the structure with system redundancy, meaning that the fracture of one member does not cause collapse. This paper presents the numerical investigation of these modular lattice bridges through finite element analyses, considering behavior under dead and live load, global stability, and performance when subjected to member loss. 

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2. Behavior of incrementally launched modular steel truss bridges

   https://doi.org/10.1016/j.engstruct.2024.119509  

   Martins, Henrique M; Thrall, Ashley P; Byers, David D; Zoli, Theodore P (March 2025, Engineering Structures)

   This paper presents a numerical investigation of the behavior of steel bridges composed of modular joints during erection by incremental launching. The modular joint is a nodal connector made up of flat and cold bent steel plates that are joined to standard wide-flange members to form a truss-type bridge. Members and modular joints have flanges and webs that are connected independently by bolted splices, resulting in moment-resisting connections. This capability of the nodal connectors to transmit flexure enables a truss-type system to be incrementally launched and provides enhanced resiliency through system redundancy (i.e., the structure can tolerate the loss of a diagonal member). This paper specifically investigates logistics related to this kit-of-parts approach, focusing on transportation to site, “shaking out” of the steel components for erection, and erecting components while minimizing the need for high-capacity cranes. A high-fidelity, three-dimensional Finite Element (FE) model using shell elements that incorporates staged construction is used to understand the behavior of a 119-m (390-ft) two-lane vehicular bridge during incremental launching and in service. The focus is on evaluating the global behavior of the system and local behavior of the modular joints and the members. Results demonstrate the erection advantages of this novel modular approach. The detailed FE modeling approach is compared with a design-level model using frame elements, culminating in guidelines for design and analysis. 

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3. Work in Progress: Development of a Bootcamp for Freshman Student Success During COVID-19 Transition

   https://doi.org/10.18260/1-2--48348  

   Vargas_Hernandez, Noe; Fuentes, Arturo; Ortega, Javier; Benitez, Laura; Orozco-Leonhardt, Edna (June 2024, ASEE Conferences)

   Assessment results show that passing rates in introductory courses and retention rates of first year students in the College of Engineering and Computer Science at The University of X, a predominantly Hispanic Serving Institution (HSI), significantly dropped with the onset of COVID-19. These results and trends highlight the academic preparation of incoming students, particularly the new cohort of underrepresented Hispanic students from underserved and challenged communities in the region, who may not have the necessary skills (e.g., adaptability, persistence, and performance) for the rigor of engineering education. To address this challenge, an onboarding “boostcamp” was created for incoming and transfer students to bridge the transition from secondary education to higher education. The boostcamp primes students to overcome academic deficiencies, develop a critical skills portfolio, learn problem-solving techniques, build a sustainable community of mentoring support with faculty and students, and gain a template to sustain academic and professional success during their undergraduate education. The paper presents the boostcamp's design process steps, including curricular analysis, identification of areas for improvement, skills inventory, and blueprinting, as well as its initial implementation in the mechanical engineering program. The boostcamp was organized over a week and featured hands-on engineering activities, faculty and student talks, and engineering lab tours. It was based on a design thinking approach and structured around Challenge-based Instruction, innovation, design, and mentoring. Daily activities focused on promoting critical thinking, assertiveness in the face of adversity, informed decision-making, and task prioritization. Results indicate that the boostcamp increased student confidence and established a valuable network system among participants. Future work will focus on expanding the boostcamp to include students from other engineering and computer science departments and developing a template for other institutions with similar challenges. 

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4. Machine learning for human design: Sketch interface for structural morphology ideation using neural networks

   Ong, B.; Danhaive, R.; Mueller, C. (January 2021, Proceedings of the International Association for Shell and Spatial Structures (IASS) Symposium 2020/2021)

   null (Ed.)

   Formal computational approaches in the realm of engineering and architecture, such as parametric modelling and optimization, are increasingly powerful, allowing for systematic and rigorous design processes. However, these methods often bring a steep learning curve, require previous expertise, or are unintuitive and unnatural to human design. On the other hand, analog design methods such as hand sketching are commonly used by architects and engineers alike, and constitute quick, easy, and almost primal modes of generating and transferring design concepts, which in turn facilitates the sharing of ideas and feedback. In the advent of increasing computational power and developments in data analysis, deep learning, and other emerging technologies, there is a potential to bridge the gap between these seemingly divergent processes to develop new hybrid approaches to design. Such methods can provide designers with new opportunities to harness the systematic and data-driven power of computation and performance analysis while maintaining a more creative and intuitive design interface. This paper presents a new method for interpreting human designs in sketch format and predicting their structural performance using recent advances in deep learning. The paper also demonstrates how this new technique can be used in design workflows including performance-based guidance and interpolations between concepts. 

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5. Factors Precluding the Adoption of a Pedagogical Innovation: An Engineering Case Study Showcasing the Implementation of Freeform*

   Rodriguez-Mejia, Fredy; Berger, Edward; Rhoads, Jeffrey; Ferri, Al (September 2024, International Journal of Engineering Education)

   Pedagogical innovation efforts in engineering education and other STEM fields highlight some of the inherent challenges and opportunities in the process of strengthening undergraduate education. While interactive pedagogical approaches involving peer teamwork and a mix of in-person and online resources have strengthened the quality of teaching/learning, few studies provide a close-up examination of how faculty members navigate the implementation of new learning systems developed in other institutional settings. In this paper we examine factors contributing to the lack of sustained adoption of an engineering learning system called Freeform in a new academic context. We found that while students lauded the learning system’s potential for deep learning practices, the lead instructor encountered several challenges in its implementation which precluded him from adopting the system in the long term. While the lead instructor recognized the pedagogical value of Freeform in helping students engage deeply with engineering concepts, he found its implementation to differ too greatly from his traditional teaching trajectory in addition to increasing his preparation workload and having other logistical barriers. Ultimately, Freeform was not compatible with the specific institutional culture of the engineering department where the study took place. We offer some potential solutions to ameliorate issues of compatibility when attempting to diffuse and implement pedagogical systems in different institutional contexts. 

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