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Learning critical concepts that are centered on the analysis, design, and maintenance of transportation infrastructure systems poses a measure of difficulty for undergraduates in engineering. Therefore, hands-on learning pedagogy should be an excellent precursor to increase understanding of these concepts, since the pedagogy incorporates real-life experience in the delivery. This paper describes how a hands-on learning pedagogy called experiment-centric pedagogy (ECP) has been used to teach these concepts to undergraduate students at a historically Black university. The research questions are as follows: (1) How well can ECP improve students’ understanding of concepts essential to the analysis and design of transportation infrastructure systems? (2) How has the ECP facilitated the achievement of the learning objectives of these concepts? and (3) Does an ECP increase the engagement of undergraduate students in their transportation infrastructure engineering learning and lead to measurable lasting gains? To answer these research questions, ECP was implemented and assessed when used to teach the concepts of stress and strain utilized in the analysis of bridges and other transportation infrastructure, sound used in the development and design of noise barriers, moisture content in controlling compaction of highway infrastructure systems, and degradation of infrastructure systems exposed to various environmental settings. Assessment results from 92 undergraduates reveal an increase in students’ motivation and cognitive understanding of the relevant concepts, as well as learning gains and an improved success rate compared to the traditional method of teaching. 

X-ray radiography and computed tomography (CT) reveal hidden subsurface features within fossil specimens embedded in matrix. With X-rays, distinguishing features from the background (i.e., contrast) results from sample density and atomic X-ray attenuation—fundamental properties of the sample. However, even high energy X-rays may poorly resolve hard and soft tissue structures when the matrix has similar density or X-ray attenuation to the fossil. Here, neutron radiography and neutron tomography complement X-ray imaging, as the source of contrast comes instead from how a neutron beam interacts with the sample's atomic nuclei. The contrast is highly nonlinear across the periodic table, and so researchers can see enhanced contrast between adjacent features when X-ray imaging could not. As the signal source is completely different than X-ray imaging, some intuition from X-rays must be discarded. For instance, neutrons quite easily pass through lead, but are blocked by hydrogen. Since neutron imaging is uncommon within paleontology, we introduce this exciting technology at a high level with an emphasis on applications to paleontology. We cover some basic physics underlying neutron imaging, where one can perform such experiments, and sample considerations. The neutron source, concepts of beam flux, and image resolution will also be covered. As neutron imaging typically complements X-ray imaging, we discuss how to digitally combine modalities for segmentation and inference. We present examples of how neutron imaging informed fossil descriptions. This includes the skull of a Paleocene mammal Tetraclaenodon from New Mexico and a variety of Permian vertebrate specimens from Richards Spur, Oklahoma and imaged at the DINGO nuclear imaging facility in Australia. Though neutron sources will always be difficult to access, we aim to assist interested researchers considering this exciting imaging technology for their paleontology research.