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A series of experiments were conducted to quantify the dynamics of a filling box driven by a line plume that spans the full width of the enclosure. Three configurations were tested namely symmetric (centrally located plume), wall-bounded (plume attached to an end wall), and asymmetric. The front movement for the symmetric and wall-bounded configurations was well described by the standard filling box model. The front movement results indicate that the typical value of the entrainment coefficient (α) for an unconfined plume (α=0.16) could be used to accurately predict the front movement for both the centrally located plume and the wall-attached plume. This is in contrast to other studies that suggest that wall-bounded plumes have a significantly lower entrainment coefficient. The standard filling box model broke down for the asymmetric configuration. As the plume was closer to one wall than the other, the plume outflows that spread out and reflected off the end walls returned to the plume at different times. This created a pressure imbalance across the plume that caused the plume to bend sharply toward the nearest wall. Analysis of the plume outflow as a constant flux gravity current showed that the outflow velocity scaled on the cube root of the plume buoyancy flux per unit width f, a result confirmed by further experiments. This result was used to quantify the time at which the plume bends and the standard filling box model breaks down. 

As part of a National Science Foundation-funded initiative to completely transform the civil engineering undergraduate program at Clemson University, a capstone-like course sequence is being incorporated into the curriculum during the sophomore year. Clemson’s NSF Revolutionizing Engineering Departments (RED) program is called the Arch Initiative. Just as springers serve as the foundation stones of an arch, the new courses are called “Springers” because they serve as the foundations of the transformed curriculum. Through a project-based learning approach, Springer courses mimic the senior capstone experience by immersing students in a semester-long practical application of civil engineering, exposing them to concepts and tools in a way that challenges students to develop new knowledge that they will build on and use during their junior and senior years. In the 2019 spring semester, a pilot of the first Springer course introduced students to three civil engineering sub-disciplines: construction management, water resources, and transportation. The remaining sub-disciplines are covered in a follow-on Springer 2 pilot. The purpose of this paper is to describe all aspects of the Springer 1 course, including course content, teaching methods, faculty resources, and the design and results of a Student Assessment of Learning Gains (SALG) survey to assess students’ learning outcomes. The feedback from the SALG indicated positive attitudes towards course activities and content. Challenges for full-scale implementation of the Springer course sequence as a requirement in the transformed curriculum are also discussed.