Active project-based learning in structural analysis: Field inspection of a steel truss bridge

Abstract

The undergraduate civil engineering program at our University offers a project-based curriculum. Students have opportunities to engage in projects that develop their understanding of civil engineering practice. Projects are chosen in support of active student engagement, where the role of students is as learners, observers, assistants and practitioners. For example, in a junior level structural analysis course, students worked in teams to perform a physical field inspection of a steel truss bridge. The physical inspection required students to wear special climbing equipment in order to climb the structure. The top chord members of the trusses and the connections were examined hands-on by the students to located and document areas of deterioration. After completing the inspection, the students were required to analyze the trusses based on the inspection findings. The focus of this paper is to present the results and work performed by the students as well as how the project was integrated into the course from a pedagogical viewpoint. The project included a hands-on inspection of a steel truss bridge and an analysis of the trusses of the structure based on the inspection results. This approach to active project-based learning offers a unique hands-on experience that engineering students typically appreciate. © American Society for Engineering Education, 2007.