Crespo Sánchez, S. E., & Rodriguez-Paz, M. X., & Hernandez Carrasco, L. (2022, August), A Challenge-based Teaching model for Structural Analysis Courses with Strategic Industry Partners  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41348

\bibitem{asee_peer_41348}
  Crespo Sánchez, S. E., \& Rodriguez-Paz, M. X., \& Hernandez Carrasco, L. (2022, August), \emph{A Challenge-based Teaching model for Structural Analysis Courses with Strategic Industry Partners}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41348

Saúl Enrique  Crespo Sánchez, Miguel X. Rodriguez-Paz, and Luis Hernandez Carrasco.  "A Challenge-based Teaching model for Structural Analysis Courses with Strategic Industry Partners".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41348 Internet.  24 Apr, 2024

\bibitem{asee_peer_41348}
  Saúl Enrique  Crespo Sánchez, Miguel X. Rodriguez-Paz, and Luis Hernandez Carrasco.
  "A Challenge-based Teaching model for Structural Analysis Courses with Strategic Industry Partners".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41348 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_41348
author = "Saúl Enrique  Crespo Sánchez, Miguel X. Rodriguez-Paz, and Luis Hernandez Carrasco"
title = "A Challenge-based Teaching model for Structural Analysis Courses with Strategic Industry Partners"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41348}
number = {10.18260/1-2--41348}
}

TY  - CPAPER
AB  - In this paper we present a challenge based teaching model for Structural Analysis courses within the framework of our education model, namely (blinded for review) in which some courses are taught with the participation of an industry partner. The content of this course is usually complex and some principles and concepts are difficult for students to associate with a real life application. Contents include Energy Methods, Stiffness and Flexibilities Methods and an Introduction to the Finite Element Method. The main component of the model is the solution of a challenge for which, students work in teams. The challenge presented to students at the beginning of an intense five week period consisted on the design of the structure of an industrial warehouse in a given location.  Students have to present a solution applying the concepts seen in the course as well as the local building code requirements. The course is taught by two or three professors and the participation of people from a chosen industry partner, that for the case of this course, it is a professional and chartered structural engineering firm. For the solution of the challenge, the participation of such an industry partner was crucial, as they provided information, advice and recommendations to students in several meetings throughout the five week period. The results included in this paper are from two different implementations of the model in two different campuses of our university system. Two different industry partners participated, one for each location and the challenge was similar in both cases. Some results on student satisfaction and the type of activities that they enjoyed the most are also presented. This work can be used to design new courses related to Structural Analysis that can benefit from the participation of industry partners, as we consider that this type of model can close the gap between those theoretical courses and the design courses that are further ahead in the curricula of Civil Engineering students. 
AU  - Saúl Enrique  Crespo Sánchez
AU  - Miguel X. Rodriguez-Paz
AU  - Luis Hernandez Carrasco
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - A Challenge-based Teaching model for Structural Analysis Courses with Strategic Industry Partners
UR  - https://peer.asee.org/41348
DO  - 10.18260/1-2--41348
ER  -