Findings from Workshops on Case Studies in the Civil Engineering and Engineering Mechanics Curriculu - PowerPoint PPT Presentation

Title: Findings from Workshops on Case Studies in the Civil Engineering and Engineering Mechanics Curriculu


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Findings from Workshops on Case Studies in the
Civil Engineering and Engineering Mechanics
Curriculum
Norb Delatte
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Collaborators and Workshop Presenters

• Norb Delatte and Paul Bosela, CSU
• Kevin Rens, UCD
• Ken Carper, WSU
• Kevin Sutterer, RHIT
• Oswald Rendon-Herrero, MSU

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Why Study Failures?

• Offer students insights into technical, ethical,
  and professional issues
• Lessons learned from failures have changed
  engineering practice
• Place design and analysis procedures in
  historical context
• Reinforce awareness of need for lifelong learning

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ASCE TCFE Education Committee Surveys

• Students should be informed about failures
• No room for new course integrate into existing
  courses
• Faculty need case study materials

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ABET and the BOK

• 11 ABET outcomes (A K)
• 15 Body of Knowledge (BOK) outcomes first 11
  are the same as ABET

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Engineering Design ABET

• Process of devising a system, component or
  process to meet desired needs
• Decision-making process basic sciences,
  mathematics, and the engineering sciences
  convert resources optimally to meet these stated
  needs.

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Delattes Simplified Definition

• Engineering design
• Anticipate everything that can possibly go wrong
• Make sure it doesnt happen
• Engineers balance safety and economy

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ABET Criterion 3

• Professional and ethical responsibility (3f)
• Impact of engineering solutions in a global and
  societal context (3h)
• Life-long learning (3i)
• Knowledge of contemporary issues (3j)

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ABET Criteria 3(c) and 4

• Design within realistic constraints economic
  environmental social political ethical health
  and safety manufacturability and sustainability
  
• Professional component
• major design experience based on the knowledge
  and skills acquired

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ABET Program Criteria Civil

• understanding of professional practice issues
  such as procurement of work bidding versus
  quality based selection processes
• how the design professionals and the construction
  professions interact to construct a project
• the importance of professional licensure and
  continuing education and/or other professional
  practice issues.

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BOK Outcomes 12 15

• Ability to apply knowledge in specialized area
  related to civil engineering
• Understanding project management, construction,
  and asset management
• Understanding business, public policy and
  administration fundamentals
• Understanding role of leader

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Approaches to Incorporation

• Stand-alone forensics or failure courses
• Capstone design projects
• Integration into existing curriculum easier for
  most programs

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Some Cases Developed So Far

• Hyatt Regency
• Tacoma Narrows
• Hartford Civic Center
• LAmbiance Plaza
• Quebec Bridge
• Ronan Point
• Willow Island cooling tower

• 2000 Commonwealth Ave.
• Teton Dam
• Schoharie Creek Bridge
• Citicorp
• Others

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Case Study Elements

• Design and construction
• Collapse
• Cause(s) of failure
• Legal repercussions

• Technical aspects
• Professional and procedural aspects
• Ethical aspects
• Educational aspects

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Faculty Case Study Workshops

• UAB, Birmingham, Alabama, July 12, 2003 funded
  by NSF
• CSU, Cleveland, Ohio, 2004, 2005, 2006 funded
  by ASCE
• Approximately 24 faculty per workshop

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Next Workshop Blatant Commercial Plug 1

• Hosted by University of Colorado Denver
• Friday July 20, 2005
• See me or Kevin Rens after presentation

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Workshop Agenda

• Background and Sources
• Introduction, Use of Case Studies
• Forensic Engineering and Failure Analysis Courses
• Panel Discussion 1 Teaching Forensic Engineering
  and Failure Analysis Courses
• Engineering Mechanics

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Workshop Agenda

• Structural Engineering
• Other Civil Engineering Courses
• Panel Discussion 2 Integrating Case Studies
  into Existing Courses
• Ethics, Professional Issues, and Capstone Design
• Workshop Evaluation

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Workshop Agenda Changes

• Addition of panel discussion sessions (2004)
• Outside panelists from TCFE
• Addition of assessment block (2006)

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Workshop Binder with Papers and Presentations
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Presentations at Workshop

• Hyatt Regency
• Hartford Civic Center
• Teton Dam
• Willow Island Cooling Tower
• LAmbiance Plaza

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Teton Dam
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Summary of Panel Conclusions

• Design followed established USBR practices, but
  not adapted to site
• Volcanic rocks at site highly permeable, jointed
• Fill soil wind deposited clayey silts, ML,
  highly erodible
• Grout curtain well constructed, but gaps under
  cap not properly sealed
• Dam geometry favored arching, development of
  cracks

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Pipe Formation
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Piping Under Key Trench
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Ronan Point
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Collapse

• Collapsed in 2 phases
• Collapse sheared off living room section of the
  apartments
• 4 fatalities/17 injuries

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Causes of Failure

• Substandard brass nut-fractured
• Relatively small explosion -less that 10 lbs. psi
• Tests show that walls could be laterally
  displaced at 2.8 psi
• Lack of structural redundancy

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Joint Details
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Teaching Points

• Design for redundancy
• Expect unexpected loads
• Changes to codes to incorporate robustness
• Importance of quality control and inspection
• Effect of public policy issues on engineering
  decisions

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The LAmbiance Plaza Collapse
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Structure at Time of Collapse
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Discussing the LAmbiance Plaza Case
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Lifting Assembly LAmbiance Plaza
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Legal Repercussions

• Six separate theories (at least) proposed
• All theories plausible, but what triggered
  collapse?
• Two-judge panel mediated settlement to close case
• 20 or more parties found guilty of widespread
  negligence, carelessness, sloppy practices, and
  complacency.
• 41 million settlement fund

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Technical Aspects

• During all stages of construction, ensure lateral
  stability of structure
• Check punching shear, connection redundancies
• Provide sway bracing during lifting operations
  (required by not used at LAmbiance Plaza)

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Professional and Procedural Aspects

• Responsibility fragmented among many
  subcontractors, design deficiencies not detected
• Need standardized procedures for lift-slab
  construction
• Licensed engineer should be present during
  construction

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Summary of LAmbiance Case

• Final determination of collapse mechanism not
  made, but theories published
• Connecticut now requires peer review of
  complicated projects
• Collapse severely reduced the use of the
  lift-slab technique

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Integration of a case study across the curriculum
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Case Example Hyatt Regency

• Statics free body diagram
• Structural Analysis load paths
• Design of Steel Structures connections
• Ethics, Professional Issues, and Capstone Design
  responsibility, actions of Missouri board and
  ASCE

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Linking a course, course topics, and cases

• Example Design of Reinforced Concrete Structures

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Sample Course Page
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Punching Shear Failures

• 2000 Commonwealth Avenue, Boston, Massachusetts
  January 25, 1971, 4 killed
• Skyline Plaza, Baileys Crossroads, Virginia
  March 2, 1973, 14 killed
• Harbour Cay Condominium, Cocoa Beach, Florida
  March 27, 1981, 11 killed

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2000 Commonwealth Avenue
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Lessons Learned

• Technical issues
• Changes to codes, ordinances, procedures (e.g.
  peer review)
• Procedure coordination, communication,
  contracts
• Responsibility and the human element the
  engineers involved
• Need for failure literacy

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The Human Element

• Theodore Cooper
• William LeMessurier
• Jack Gillum
• LAmbiance Plaza
• Order of the Engineer

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Assessment

• Probably the toughest issue
• Anecdotal evidence so far faculty workshop
  participants report enhanced interest and deeper
  learning
• Need to develop sound assessment plan

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Why is Assessment Important?

• What are we trying to accomplish with case
  studies?
• Are we accomplishing it (in a measurable
  fashion)?
• Are we improving student learning (see ABET and
  BOK, above)?
• Can we do this at a reasonable cost/benefit ratio
  for faculty?

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Assessment Collaborating Faculty

• Cleveland State University College of Education
  and Human Resources
• Rosemary Sutton
• Joshua Bagakas
• William Beasley

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Assessment Plan

• Student achievement, faculty experiences
• Surveys
• Focus groups

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Pilot Test Spring 2007

• ESC 211 Strength of Materials Delatte (Civil
  and Mechanical Engineering Sophomores and
  Juniors)
• CVE 403 Construction Planning and Estimating
  Bosela (Civil Engineering Seniors)
• Focus groups and student surveys

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ESC 211 Cases

• Quebec Bridge collapse
• Allowable stresses
• Deformations
• Buckling
• Point Pleasant bridge collapse
• Stress concentrations, fatigue
• Pittsburg convention center collapse

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CVE 403 Cases

• Montreal Olympics Complex
• Hyatt Regency Walkway
• L'Ambiance Plaza
• Quebec Bridge
• Introductory lectures, technical papers

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Student Survey Results

• Scale 1 (strongly disagree) to 5 (strongly
  agree)
• Apply knowledge of math, science, and engineering
  4.33 (ESC 211), 4.0 (CVE 403)
• Identify, formulate, solve engineering problems
  3.78 (ESC 211), 4.25 (CVE 403)

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Student Survey Results

• Professional and ethical responsibility 4.33
  (ESC 211), 4.75 (CVE 403)
• Global and societal context 4.22 (ESC 211),
  3.75 (CVE 403)
• Life-long learning 3.67 (ESC 211), 4.25 (CVE
  403)
• Contemporary issues 4.0 (ESC 211), 4.0 (CVE 403)

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Student Survey Results

• Contributed to interest in course material ESC
  211 4.33 (highest), CVE 403 3.88 (2nd highest)
• Contributed to understanding of course material
  ESC 211 4.0 (3rd highest), CVE 403 4.0 (highest)

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Student Focus Group Comments

• Students remembered a lot about the case studies,
  names, dates, and technical details abut the
  failures
• Made information relevant, linked theory to
  practice
• Helped build engineering identity, historical
  understanding (ESC 211)

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Student Focus Group Comments

• Importance of teamwork and communication (CVE
  403)
• Suggestions
• More cases, including smaller cases (vignettes?)
• More interaction and discussion
• Use of video resources

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Summary and Conclusions

• Integration of failure case studies in curriculum
• Supports ABET and BOK outcomes
• Builds student interest in course material
• Enhances student understanding of course material
• Anecdotal evidence from previous workshop
  participants, pilot study data

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Future Work

• Year 1 of 3 year project
• Broader implementation of surveys and focus
  groups
• Faculty focus groups workshop participants,
  etc.
• Continue annual workshop series (ASCE support)

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Acknowledgements

• Assessing the Impact of Case Studies on Civil
  Engineering and Engineering Mechanics Curriculum,
  125,000, National Science Foundation project
  number DUE 0536666, 1 July 2006 30 June 2009.

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Acknowledgements

• Developing Case Studies in Failures and Ethics
  for Engineering Educators, 74,999, National
  Science Foundation project number DUE 0127419, 1
  March 2002 29 February 2004.
• ASCE TCFE Education Committee
• UAB REU Site in Structural Engineering, EEC
  9820484

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Student Authors

• Published in ASCE journals or forensics congress
  proceedings
• Rachel Martin, Washington U. St. Louis
• Suzanne King, Roger Williams University
• Cynthia Pearson, Chris Storey, Stacey Solava, UAB
• Constantine Kontos and Dan Miller, CSU

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New ASCE Press Book Blatant Commercial Plug 2

• Title Case Studies in Civil Engineering and
  Engineering Mechanics
• Manuscript due to ASCE Press in August
• Based on Workshop notebook, published cases

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Acknowledgements
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Join ASCE TCFE Education Committee Blatant
Commercial Plug 3

• Always looking for new members
• TCFE EXCOM meeting tomorrow morning, 8 a.m.
  noon, 306 AB room
• TCFE Education Committee meeting tomorrow
  afternoon, 1 6 p.m., Room 303

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Thank you questions and comments?