Search for: All records

Fiber-reinforced concrete (FRC) can have improved durability and tensile properties, potentially enabling the more efficient use of concrete and lowering greenhouse gas (GHG) emissions. Yet, systematic quantifications of the environmental impacts of FRC, particularly when paired with changes to mechanical properties and the implications for material longevity, are limited. Herein, an assessment following the life-cycle assessment methodology for four common FRCs was performed, namely, those reinforced with polyvinyl alcohol (PVA), steel (ST), polypropylene (PP), and polyethylene terephthalate (PET). The analysis was bound to a cradle-to-gate scope, and solely virgin fiber material production was considered for the environmental impacts. Coupled changes in compressive and tensile strength, environmental impacts, and the role of material longevity and cost relative to unreinforced concrete were examined. Findings from this work show that, similar to unreinforced concrete, cement remains a key source of GHG emissions in FRC production. However, in FRCs fibers can drive additional emissions by up to 55%. Notably, PVA and ST led to the highest impacts and costs, which were minimal for inclusions of PP and PET. Yet ST contributed to the greatest benefits in flexural and compressive strengths. When the effects of longevity were integrated, FRC with PP reinforcement could offer desired emissions reductions with minimal increase in use period and cost, but the other fiber reinforcements considered may need to offer longer service life extension to reduce emissions compared with conventional concrete. These results indicate that FRC can enhance mechanical performance, but fiber type selections should be informed by the design life to achieve actual GHG emissions reductions. 

Methods to sequester and store atmospheric CO2 are critical to combat climate change. Alkaline-rich bioashes are potential carbon fixing materials. This work investigates potential co-benefits from mineralizing carbon in biomass ashes and partially replacing high embodied greenhouse gas (GHG) Portland cement (PC) in cement-based materials with these ashes. Specifically, rice hull ash (RHA), wheat straw ash (WSA), and sugarcane bagasse ash (SBA) were treated to mineralize carbon, and their experimental carbon content was compared to modeled potential carbonation. To understand changes in the cement-based storage materials, mortars made with CO2-treated WSA and RHA were experimentally compared to PC-only mortars and mortars made with ashes without prior CO2 treatment. Life cycle assessment methodology was applied to understand potential reductions in GHG emissions. The modeled carbonation was ∼18 g-CO2/kg-RHA and ∼180 g-CO2/kg-WSA. Ashes oxidized at 500 °C had the largest measured carbon content (5.4 g-carbon/kg-RHA and 35.3 g-carbon/kg-WSA). This carbon appeared to be predominantly residual from the biomass. Isothermal calorimetry showed RHA-PC pastes had similar heat of hydration to PC-pastes, while WSA-PC pastes exhibited an early (at ∼1.5 min) endothermic dip. Mortars with 5 % and 15 % RHA replacement had 1–12 % higher compressive strength at 28 days than PC-only mortars, and milled WSA mortars with 5 % replacement had 3 % higher strength. A loss in strength was noted for the milled 15 % WSA, the CO2-treated 5 %, and the 15 % WSA mortars. Modeled reductions in GHG emissions from CO2-treated ashes were, however, marginal (<1 %) relative to the untreated ashes. 

The Skillful Learning Institute is preparing a virtual short course experience for engineering educators to expand the explicit engagement of engineering students in their metacognitive development, which is currently lacking. Participants will develop a unique metacognitive activity for their context. The ultimate goal is to enhance the education of engineers through explicit metacognitive training, and we focus on instructors for their enduring and multiplicative impact on current and future engineering students, and secondary impacts on their colleagues. We have designed the short course as a series of three two-hour synchronous virtual workshops over a six-week period in the summer. The experience is designed to build instructors’ capacities to teach metacognition and to continue to use and develop engaging metacognitive activities. By eliminating the time and cost of travel, this project will enable populations that might otherwise be limited in attendance such as professional-track faculty, teaching focused faculty, community college faculty, adjunct faculty. 

Population growth and urbanization over the coming decades are anticipated to drive unprecedented demand for infrastructure materials and energy resources. Unfortunately, factors such as the degree of resource consumption, the energy-intensive nature of production, and the chemical-reaction driven emissions make infrastructure materials production industries among the greatest contributors to anthropogenic CO2 emissions. Yet there is an often-overlooked potential environmental benefit to infrastructure materials: most remain in use for decades and their long service lives can facilitate extended storage of carbon. In this perspective, we present an overview of recent technological advancements that can support infrastructure materials acting as a global, distributed carbon sink and discuss areas for further research and development. We present mechanisms to quantify the extent to which the embodied carbon will be removed from the carbon cycle for a long enough period of time to provide carbon sequestration and climate benefit. We conclude that it is possible to unlock the vast potential to engineer a carbon sequestration system that simultaneously meets societal need for expanding infrastructure systems; however, complexities in how these systems are engineered must be systematically and quantitatively incorporated into materials design. 

In this Lessons Learned paper, we describe the implementation of an on-campus workshop focused on supporting faculty as they develop metacognitive interventions for their educational contexts. This on-campus workshop at Duke University included faculty from engineering as well as other faculty from campus and was developed and implemented by members of the Skillful Learning Institute Team. First, we describe the purpose and intent of the workshop by the host institution (Duke University) and the workshop development team (Skillful-Learning Institute Team). We then provide the workshop overview across the two day period, including a description of instruction provided and structured breakout sessions. Next, we provide a lessons learned section from the perspectives of the host institution and the workshop developers. Finally, we offer insights into how those lessons learned are being incorporated into the development of future workshops. By providing the two perspectives, our lessons learned should help those who invite speakers in for faculty development and those who are creating faculty development activities.