Embracing the Past: Using Historical Structures to Teach Engineering Fundamentals

Robert J. Dermody

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Instructional Innovations and Global Issues in Architectural Engineering Education
Tagged Division: Architectural
Page Count: 9
Page Numbers: 25.519.1 - 25.519.9
DOI: 10.18260/1-2--21277
Permanent URL: https://peer.asee.org/21277
Download Count: 502

Paper Authors

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Robert J. Dermody A.I.A. Roger Williams University

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Robert J. Dermody is an Associate Professor in the School of Architecture, Art, and Historic Preservation at Roger Williams University in Bristol, R.I. His background bridges the realms of architecture and engineering. He earned a bachelor's degree in civil engineering from the University of Massachusetts, Amherst, and a master's of architecture degree with a concentration in structures from the University of Illinois, Urbana-Champaign. Dermody teaches both studios and lecture courses focusing on architectural structures and is a licensed architect in Massachusetts.

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Abstract

Don’t Forget the Past, Using History to Teach EngineeringThe legacy of the great structures of the 19th century, and the engineers who designed them, areimportant and fruitful topics for engineering education in the 21st century. By considering thesocial, political and economic context in which the seminal structures of the industrial revolutionwere constructed, students will simultaneously be exposed to important themes in thehumanities, social sciences, as well as practical engineering examples. In particular, these iconicstructures are ideal examples to use to engage students in a rich discussion of the fundamentalprinciples of statics, and strength of materials.As Pier Luigi Nevi notes, prior to middle of the 19th century, designers typically followed“simple static schemes”, since they were unable to use calculations to verify designs. It is justthese types of statically logical structures, such as the Eiffel Tower or the Brooklyn Bridge, thatlend themselves to lessons on form-finding, statics, and equilibrium. Issues of stress, stability,and loads can also be discussed using bridges and early three-hinged arches. The developmentof steel and concrete as building materials resulted in structures that achieved strength andstability through means other than primarily relying on mass. This expands the quantity and typeof structures available to study to include tensile systems. Furthermore, the development ofthese new materials is naturally intertwined with social, political and economic changes of theireras.It is equally important to study the designers of influential structures. Many of them left behindcritical writings on engineering theory and design, a tradition which continues to this day. Bydrawing connections between eminent engineers of the past and some of today’s practitioners,students can understand the role history plays in the evolution of buildings.This paper will explore the rich and fertile role historical works of structural engineering, andtheir designers, have to play in 21st century engineering education. Examples of lecture topics,classroom exercises and learning outcomes will be discussed. Strategies for, and benefits of,incorporating significant structures in engineering courses outlines will be demonstrated.

Citation
Format

Dermody, R. J. (2012, June), Embracing the Past: Using Historical Structures to Teach Engineering Fundamentals Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21277

TY - CPAPER
AB - Don’t Forget the Past, Using History to Teach EngineeringThe legacy of the great structures of the 19th century, and the engineers who designed them, areimportant and fruitful topics for engineering education in the 21st century. By considering thesocial, political and economic context in which the seminal structures of the industrial revolutionwere constructed, students will simultaneously be exposed to important themes in thehumanities, social sciences, as well as practical engineering examples. In particular, these iconicstructures are ideal examples to use to engage students in a rich discussion of the fundamentalprinciples of statics, and strength of materials.As Pier Luigi Nevi notes, prior to middle of the 19th century, designers typically followed“simple static schemes”, since they were unable to use calculations to verify designs. It is justthese types of statically logical structures, such as the Eiffel Tower or the Brooklyn Bridge, thatlend themselves to lessons on form-finding, statics, and equilibrium. Issues of stress, stability,and loads can also be discussed using bridges and early three-hinged arches. The developmentof steel and concrete as building materials resulted in structures that achieved strength andstability through means other than primarily relying on mass. This expands the quantity and typeof structures available to study to include tensile systems. Furthermore, the development ofthese new materials is naturally intertwined with social, political and economic changes of theireras.It is equally important to study the designers of influential structures. Many of them left behindcritical writings on engineering theory and design, a tradition which continues to this day. Bydrawing connections between eminent engineers of the past and some of today’s practitioners,students can understand the role history plays in the evolution of buildings.This paper will explore the rich and fertile role historical works of structural engineering, andtheir designers, have to play in 21st century engineering education. Examples of lecture topics,classroom exercises and learning outcomes will be discussed. Strategies for, and benefits of,incorporating significant structures in engineering courses outlines will be demonstrated.
AU - Robert J. Dermody A.I.A.
CY - San Antonio, Texas
DA - 2012/06/10
PB - ASEE Conferences
TI - Embracing the Past: Using Historical Structures to Teach Engineering Fundamentals
UR - https://peer.asee.org/21277
DO - 10.18260/1-2--21277
ER -