Shokouhian, M., & Head, M. H. (2017, April), Experiential Learning for Teaching Structural Analysis to Non-Engineering Students  Paper presented at 2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland. 10.18260/1-2--29256

\bibitem{asee_peer_29256}
  Shokouhian, M., \& Head, M. H. (2017, April), \emph{Experiential Learning for Teaching Structural Analysis to Non-Engineering Students}
  Paper presented at 2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland.
  10.18260/1-2--29256

Mehdi Shokouhian and Monique H. Head.  "Experiential Learning for Teaching Structural Analysis to Non-Engineering Students".  2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland, 2017, April.  ASEE Conferences, 2017.  https://strategy.asee.org/29256 Internet.  14 May, 2024

\bibitem{asee_peer_29256}
  Mehdi Shokouhian and Monique H. Head.
  "Experiential Learning for Teaching Structural Analysis to Non-Engineering Students".
  \emph{2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland, 2017, April}.
  ASEE Conferences, 2017.
  https://strategy.asee.org/29256 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_29256
author = "Mehdi Shokouhian and Monique H. Head"
title = "Experiential Learning for Teaching Structural Analysis to Non-Engineering Students"
booktitle = "2017 ASEE Mid Atlantic Section Spring Conference"
year = "2017"
month = "April"
address = "Morgan State University, Baltimore, Maryland"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/29256}
number = {10.18260/1-2--29256}
}

TY  - CPAPER
AB  - Learning structural analysis, which is a fundamental topic for core subjects like statics, has been always a challenge for non-civil engineering students who must take statics as a mandatory course. Recent experience teaching this subject also to architecture students with limited mathematics and physics background makes learning statics very arduous for these students. To overcome these challenges, providing experiential learning experiences was sought to teach both non-civil engineering majors as well as architecture students through teaching the theory, testing in the lab, and computer simulation. Visually oriented introduction to structural theory enhances understanding of concept and fundamental of structural analysis, which is not always an effortless task even for civil engineering students. Laboratory tests help students to effectively absorb engineering courses such as statics and strength of materials. Exposing students to laboratory tests, besteads them to better visualize the connection between theoretical concepts and the experimental nature of real building structures and materials. Implementing structural modeling software is also another value that can improve students’ understanding of structural analysis, particularly architecture students who have better understanding of three-dimensional visualization. Moreover, having a basic knowledge of a structural analysis software, that is compatible with Building Information Modeling (BIM) products, makes it easier and more efficient to develop design process. In this study, an undergraduate non-civil engineering class was selected as case study and the new method was implemented to evaluate the students’ learning. Results of formative assessment show tremendous enhancement of students’ performance in their homework and exams.
AU  - Mehdi Shokouhian
AU  - Monique H. Head
CY  - Morgan State University, Baltimore, Maryland
DA  - 2017/04/07
PB  - ASEE Conferences
TI  - Experiential Learning for Teaching Structural Analysis to Non-Engineering Students
UR  - https://strategy.asee.org/29256
DO  - 10.18260/1-2--29256
ER  -