Classroom assessment techniques : a handbook for collegeteachers / Thomas A. Angelo, K. Patricia Cross

An improved description of the exponential Xu and Needleman cohesive zone law for mixed-mode decohesion

Despite substantial evidence that writing can be an effective tool to promote student learning and engagement, writing-to-learn (WTL) practices are still not widely implemented in science, technology, engineering, and mathematics (STEM) disciplines, particularly at research universities. Two major deterrents to progress are the lack of a community of science faculty committed to undertaking and applying the necessary pedagogical research, and the absence of a conceptual framework to systematically guide study designs and integrate findings. To address these issues, we undertook an initiative, supported by the National Science Foundation and sponsored by the Reinvention Center, to build a community of WTL/STEM educators who would undertake a heuristic review of the literature and formulate a conceptual framework. In addition to generating a searchable database of empirically validated and promising WTL practices, our work lays the foundation for multiuniversity empirical studies of the effectiveness of WTL practices in advancing student learning and engagement.

https://www.iup.edu/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=180682&libID=180699

Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach

Coupled cohesive zone models for mixed-mode fracture: A comparative study

This paper examines the evidence for the one-way shear model developed for the fib Model Code for Concrete Structures 2010 and provides examples of its application. For the design and analysis for shear, for members with and without shear reinforcement, the fib Model Code 2010 procedures have been developed from physical-mechanical models that are based on observed behaviour at the meso-scale level; they represent a significant advance over previous standardized empirical methods. In addition, an approach referred to as “level of approximation” (LoA) is incorporated where advanced models are simplified in a consistent and conservative way such that the designer can select the effort needed to justify their design. To illustrate the practical use of the models and the LoA approach, two examples are presented. The first is a deck slab of a cut-and-cover tunnel where design and possible refinements are discussed for a given configuration. The second is a prestressed concrete bridge girder, which is considered for the cases of design and for the analysis of an existing structure.

Background to the fib Model Code 2010 shear provisions – part I: beams and slabs

This study explores the use of writing as a tool for metacognition in the engineering classroom. We used the “explain-a-problem” type of assignment in the Engineering Statics course for four terms. The objectives associated with the assignments were grouped under student self-assessment, student communication, and administration. Performance on each of four grading criteria for each assignment was tracked throughout the terms. The data indicate that explain-a-problem does help students achieve the self-assessment and communication objectives, although the impact on overall course performance was not as significant as hoped. The assignment evolved to the point that the administrative objectives were also met.

Using Writing Assignments to Improve Self-Assessment and Communication Skills in an Engineering Statics Course

In order to ensure adequate safety margins, the size effect for designing reinforced concrete beams against shear failure must be incorporated into American Concrete Institute (ACI) code provisions. A purely empirical approach is impossible because the available test data, mostly obtained on small beams, need to be extrapolated to much larger beams for which tests are scant or nonexistent. This paper summarizes arguments for an improved code formulation, and reviews verification by a database compiled by Joint ACI-ASCE Committee 445 which shows that the current code is unconservative for large beams. Currently, concrete design experts are debating which of several alternative formulas for size effect provides the safest extrapolation for very large beams.

James Hanson

Papers

Using Writing Assignments to Improve Self-Assessment and Communication Skills in an Engineering Statics Course

Justification of ACI 446 Proposal for Updating ACI Code Provisions for Shear Design of Reinforced Concrete Beams

Three-dimensional influence coefficient method for cohesive crack simulations

Erratum: "Justification of ACI 446 code provisions for shear design of reinforced concrete beams" (ACI Structural Journal (2007) vol. 104 (5))

The Rose-Hulman Institute of Technology Leadership Advancement Program: Preparing Engineering, Math, and Science Students for Leadership Success