Integration Of Class And Laboratory In Engineering Technology

This paper examines use of integrated class/lab and assignment of real practical problems in a specialized Engineering Technology program (Structural Analysis and Design). Courses in structural design combine theory, testing and applications. Typically, the problem is presented as a specific application and includes hands-on laboratory testing of structures. All student work is conducted in the laboratory (located in the same room as the classroom). For example, a 3-D computer model of a bridge is created according to specified geometry; then loads are applied to the structure to evaluate its strength. Finally, theoretical results are reviewed using computer results and appropriate modifications are applied to the design. Students also perform extensive tests of concrete mixes every semester, design and build actual beams, columns, or slabs that are tested to failure. Students are also exposed every summer to the latest technologies in total stations, global positioning systems (GPS), and global information systems (GIS). For many years, student data has indicated that retention of students in the Structural Analysis and Design courses has been consistently high (94%+). Analysis of student exit interview results indicate that integration of class/labs, extensive use of computers, and assignment of real engineering problems, are the main reasons for student success. Engineering Technology Bachelor of Science Program This program covers the design of structures, bridges, buildings, towers, and offshore platforms and in general what is called civil structures. However, the program is not civil engineering because that field is considered broader. All aspects related to structural design are part of the program, including soil mechanics, foundation design, and GIS-GPS surveying. The Technology Accreditation Commission of the Associated Board for Engineering and Technology (TAC/ABET) accredits the program. Figure 1 shows the program curriculum. All courses in structural design combine theory, testing and applications. Typically, the problem is presented as a specific application. For example, in the design of a bridge, a 3-D computer model of the bridge is created according to specified geometry; then loads are applied to the * Accreditation Commission of the Accreditation Board for Engineering and Technology, 11 Market Place, Suite 1050, Baltimore, MD 21202-4012, telephone (410) 347-7700 P ge 848.1 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education structure to evaluate its strength. Finally, theoretical results are reviewed using computer results and appropriate modifications are applied to the design. Students start by taking an intensive course in applications of computers to engineering. In this course they learn how to use the computer to solve engineering problems. The course involves a project selected by the student, combining computer languages, databases, data acquisition, and spreadsheets. Computer modeling is an integral part of the program. Students start with a visualization course and two courses in computer-aided design, followed by a course in 3-D modeling. These courses include the most common CADD software packages: MicroStation, AutoCAD, and 3D Studio. The latest version of software is always used in these courses. There are two courses in structural analysis, the first one deals with application of finite element theory to beams and frames. Students write their own computer programs and validate the results, measuring loads and deflections in actual structures. The second course, Finite Element Analysis, utilizes ANSYS, the best-known "industrial-strength" FEA program for the analysis of members, connections and other structural details ROBOT is also used for finite element analysis of shells and plates. The course includes linear and nonlinear behavior. Field measurement of vibration of bridges and other structures are also performed in structural courses. Once students realize that structures vibrate, they are exposed to computer programs that predict the frequency of vibration and present the theoretical basis for dynamic analysis of structures. Design of steel structures is based on the ultimate design approach known as LRFD (Load and Resistance Factor Design) common in American engineering practice. This course uses the manual of the American Institute of Steel Construction as a textbook, and extensive examples are presented to illustrate practical design applications. There are three courses in concrete structures: Modern Concrete Technology presents the principles, practice and testing of high performance and lightweight concrete. Students perform extensive tests of mixes every semester. Reinforced Concrete Design is a course where students design and build actual beams, columns and slabs that are tested to failure. The principles of reinforced concrete design are presented based on the results of these tests. Self-compacting concrete is one of the newest technologies developed in Japan to reduce the labor cost of cast in place concrete. The design involves careful selection of the mix proportions and requires additives such as superplastisizers. The water-cement ratio has to be controlled with great precision to obtain the required results. In the fall of 2001 students and faculty of the structural program designed and built a self-compacting concrete beam.