published_or_final_version / Civil and Structural Engineering / Doctoral / Doctor of Philosophy

published_or_final_version / Civil and Structural Engineering / Doctoral / Doctor of Philosophy

published_or_final_version / Civil Engineering / Doctoral / Doctor of Philosophy

published_or_final_version / Civil Engineering / Doctoral / Doctor of Philosophy

published_or_final_version / Civil Engineering / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Mechanical Engineering / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Civil Engineering / Doctoral / Doctor of Philosophy

published_or_final_version / Mechanical Engineering / Doctoral / Doctor of Philosophy

Recent efforts in engineering education research have set in motion reform advocating more active learning in the classroom. Active learning centers on the student and consists of pedagogical approaches to address the broad spectrum of educational backgrounds and demographics. In order to further the research focused on active learning products, appropriate and innovative assessment methods must be developed. For this thesis, innovative active learning modules are the focus of the analysis. In total, 12 Finite Element tutorials are designed and assessed using both statistical analysis and confidence interval correlations. Fundamental and informative assessment strategies have been developed to iteratively improve active learning approaches. Results of this process show that the finite element tutorials lead to enhanced student learning that can span across student demographics. Certain cases do exist where unique learning styles or personality types respond more positively to this pedagogical technique than others. Global outcomes are presented to assess these tutorials cumulatively, as active learning products. Finally, the assessment methodology is redesigned into a useful toolkit for educators to follow in furthering efforts of integrating active learning into any engineering classroom. / text

Three-dimensional acoustic propagation in shallow water waveguides is studied using the longitudinally invariant finite element method. This technique is appropriate for environments with lateral variations that occur in only one dimension. In this method, a transform is applied to the three-dimensional Helmholtz equation to remove the range-independent dimension. The finite element method is employed to solve the transformed Helmholtz equation for each out-of-plane wavenumber. Finally, the inverse transform is used to transform the pressure field back to three-dimensional spatial coordinates. Due to the oscillatory nature of the inverse transform, two integration techniques are developed. The first is a Riemann sum combined with a wavenumber sampling method that efficiently captures the essential components of the integrand. The other is a modified adaptive Clenshaw-Curtis quadrature. Three-dimensional transmission loss is computed for a Pekeris waveguide, underwater wedge, and Gaussian canyon. For each waveguide, the two integration schemes are compared in terms of accuracy and efficiency. / text