Engineering design motivations : a qualitative and quantitative analysis of university students

What motivates students to perform and pursue engineering design tasks? This study examines this question by way of three Learning Through Service (LTS) programs: 1) an on-going longitudinal study examining the impacts of service on engineering students, 2) an on-going analysis of an international senior design capstone program, and 3) an on-going evaluation of an international graduate-level research program. The evaluation of these programs incorporates both qualitative and quantitative methods, utilizing surveys, questionnaires, and interviews, which help to provide insight on what motivates students to do engineering design work. The quantitative methods were utilized in analyzing various instruments including: a Readiness assessment inventory, Intercultural Development Inventory, Sustainable Engineering through Service Learning survey, the Impacts of Service on Engineering Students’ survey, Motivational narratives, as well as some analysis for interview text. The results of these instruments help to provide some much needed insight on how prepared students are to participate in engineering programs. Additional qualitative methods include: Word clouds, Motivational narratives, as well as interview analysis. This thesis focused on how these instruments help to determine what motivates engineering students to pursue engineering design tasks. These instruments aim to collect some more in-depth information than the quantitative instruments will allow. Preliminary results suggest that of the 120 interviews analyzed Interest/Enjoyment, Application of knowledge and skills, as well as gaining knowledge are key motivating factors regardless of gender or academic level. Together these findings begin to shed light on what motivates students to perform engineering design tasks, which can be applied for better recruitment and retention in university programs.

Comparative study of anchorage strengths of epoxy coated hooked bars

Hooked reinforcing bars (rebar) are used frequently to carry the tension forces developed in beams and transferred to columns. Research into epoxy coated hooked bars has only been minimally performed and no research has been carried out incorporating the coating process found in ASTM A934. This research program compares hooked rebar that are uncoated, coated by ASTM A775, and coated by ASTM A934. In total, forty-two full size beam-column specimens were created, instrumented and tested to failure. The program was carried out in three phases. The first phase was used to refine the test setup and procedures. Phase two explored the spacing of column ties within the joint region. Phase three explored the three coating types found above. Each specimen included two hooked rebar which were loaded and measured independently for relative rebar slip. The load and displacement of the hooked rebar were analyzed, focusing on behavior at the levels of 30 ksi, 42 ksi and 60 ksi of rebar stress. Statistical and general comparisons were made using the coating types, tie spacing, and rebar stress level. Many of the parameters composing the rebar and concrete were also tested to characterize the components and specimens. All rebar tested met ASTM standards for tensile strength, but the newer ASTM A934 method seemed to produce slightly lower yield strengths. The A934 method also produced coating thicknesses that were very inconsistent and were higher than ASTM maximum limits in many locations. Continuity of coating surfaces was found to be less than 100% for both A775 and A934 rebar, but for different reasons. The many comparisons made did not always produce clear conclusions. The data suggests that the ACI Code (318-05) parameter of 1.2 for including epoxy coating on hooked rebar may need to be raised, possibly to 2.5, but more testing needs to be performed before such a large value change is set forth. This is particularly important as variables were identified which may have a larger influence on rebar capacity than the Development Length, of which the current 1.2 factor modifies. Many suggestions for future work are included throughout the thesis to help guide other researchers in carrying out successful and productive programs which will further the highly understudied topic of hooked rebar.