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Using Case Studies and Educational Technology to Teach Structural Analysis and Design to Construction Engineering and Management Undergraduates

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2020 ASEE Virtual Annual Conference Content Access


Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Making it Sticky: Ways to Reinforce Prerequisite Knowledge

Tagged Division

Civil Engineering

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Paper Authors


Monique H. Head University of Delaware Orcid 16x16

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Dr. Monique Head is an Associate Professor in the Department of Civil Engineering and Environmental Engineering at the University of Delaware located in Newark, DE. She earned her bachelor and master of civil engineering degrees from the University of Delaware in 2000 and 2002, respectively, and her doctorate in structural engineering from the Georgia Institute of Technology in May 2007. Her research and teaching interests include experimental testing, detailed analytical modeling using state-of-the-art software to study the responses of bridges, structural dynamics, bridge engineering, performance-based bridge design using AFRP composite materials, reinforced concrete design, seismic retrofitting of bridges, and engineering education. Dr. Head is a member of several national professional organizations, and enjoys facilitating engineering outreach activities for K-12 students to stimulate an excitement for science, technology, engineering and mathematics (STEM).

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Allen A. Jayne P.E. University of Delaware

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Allen Jayne is an assistant professor in the Department of Civil and Environmental Engineering at the University of Delaware. He possesses 28 years of consulting experience in the area of building structural design. In 2016 he was the recipient of the University of Delaware Excellence in Teaching Award.

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Kevin R Guidry University of Delaware

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Kevin R. Guidry is the Associate Director for Educational Assessment at the University of Delaware Center for Teaching and Assessment of Learning. He works with faculty on exploring new pedagogies and improving existing teaching practices to enhance student learning. Guidry specializes in assessment of student learning and survey methodology having worked on teaching, learning, and assessment research and practice at levels ranging from individual courses to projects spanning hundreds of colleges and universities.

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During the Fall 2019 semester, 19 construction engineering and management undergraduate students were enrolled in one four-credit course that combined structural analysis and design, which has typically been taught as two separate courses for civil engineering students. To engage the students and increase subject mastery, case studies and MasteringEngineering™ are used. The main objective of this study is to examine relationships of student learning when analyzing and calculating design loads on structural members using the ASCE standard Minimum Design Loads and Associated Criteria for Buildings and Other Structures (ASCE/SEI 7-16). Students worked in groups of 3-4 during a 50-minute in-class design lab to determine the design load acting on structures, where many of the case studies consisted of structural failures due to excessive loads or under-designed members that may have resulted in structural collapse. Online interactive educational technology, which provided video tutorials, were also integrated into our learning management system (LMS) for supplemental instruction outside the classroom. In this study, the case studies appeared to help reinforce basic concepts for determining loads on structural members while also helping to motivate learning. Based on analytics from the LMS, students who viewed the course content more frequently earned either an A or B in the class, suggesting a link between increased student preparedness and performance.

Head, M. H., & Jayne, A. A., & Guidry, K. R. (2020, June), Using Case Studies and Educational Technology to Teach Structural Analysis and Design to Construction Engineering and Management Undergraduates Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35453

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