Variational approach to probabilistic finite elements

Probabilistic finite element method (PFEM), synthesizing the power of finite element methods with second-moment techniques, are formulated for various classes of problems in structural and solid mechanics. Time-invariant random materials, geometric properties, and loads are incorporated in terms of their fundamental statistics viz. second-moments. Analogous to the discretization of the displacement field in finite element methods, the random fields are also discretized. Preserving the conceptual simplicity, the response moments are calculated with minimal computations. By incorporating certain computational techniques, these methods are shown to be capable of handling large systems with many sources of uncertainties. By construction, these methods are applicable when the scale of randomness is not very large and when the probabilistic density functions have decaying tails. The accuracy and efficiency of these methods, along with their limitations, are demonstrated by various applications. Results obtained are compared with those of Monte Carlo simulation and it is shown that good accuracy can be obtained for both linear and nonlinear problems. The methods are amenable to implementation in deterministic FEM based computer codes

An Analytic Network Process (ANP) Approach to the Project Portfolio Management for Organizational Sustainability

As a preliminary research of development of a comprehensive management tool for organizational sustainability, this paper discusses the difficulty of achieving organizational sustainability in today’s complex business environment. It explains why Analytic Network Process (ANP), a general form of Analytic Hierarchy Process (AHP), is an appropriate approach to the project portfolio management for success in organizational sustainability. It proposes a generic ANP model via the Triple Bottom Line (TBL) framework for the evaluation and prioritization of projects based on their potential contribution to an organization’s sustainability initiative. The paper then demonstrates the model through an illustrative problem

Listening and Negotiation

Negotiation is an important skill for faculty at all stages of their career, but one that research suggests is often uncomfortable for women faculty to employ. This paper focuses on the topic of negotiation, with an emphasis on providing practical ideas and strategies relevant to academic professionals at both entry-level and mid-career who find that they need to negotiate a career opportunity. The paper will review negotiation basics, as well as discuss what can be negotiated, how one might proceed to discuss these, and how listening is critical to negotiation. By viewing negotiation as a wise agreement 1 that seeks to meet the needs of both parties to the extent possible, this paper presents several common cases or scenarios that illustrate the importance of understanding the elements involved both from the faculty member’s perspective as well as from the perspective of their department head, dean or provost

Development of the Global Engineering Programming Model: A Participatory, Mixed-Methods Approach

Over the past few decades, higher education institutions have emphasized global education as a core aspect of their strategic goals, yet a gap exists in implementation at the school level, particularly in engineering. As engineering schools invest in internationalizing their programs, research is needed regarding key strategic areas and their relationship to sustained programming efforts. This study uses a participatory, integrative mixed-methods approach to develop an operational framework for global strategies, policies, and programs. A thematic, qualitative analysis of semi-structured interviews followed by a group concept mapping activity was conducted with directors of study abroad and vice provosts of global education from nine universities regarding their global programming strategies, intended outcomes, and organizational resources. The results of this research provide both implicit and explicit engineering school-wide global programming strategies, their sustainable development, and future program evaluation plans

Probalistic Finite Elements (PFEM) structural dynamics and fracture mechanics

The purpose of this work is to develop computationally efficient methodologies for assessing the effects of randomness in loads, material properties, and other aspects of a problem by a finite element analysis. The resulting group of methods is called probabilistic finite elements (PFEM). The overall objective of this work is to develop methodologies whereby the lifetime of a component can be predicted, accounting for the variability in the material and geometry of the component, the loads, and other aspects of the environment; and the range of response expected in a particular scenario can be presented to the analyst in addition to the response itself. Emphasis has been placed on methods which are not statistical in character; that is, they do not involve Monte Carlo simulations. The reason for this choice of direction is that Monte Carlo simulations of complex nonlinear response require a tremendous amount of computation. The focus of efforts so far has been on nonlinear structural dynamics. However, in the continuation of this project, emphasis will be shifted to probabilistic fracture mechanics so that the effect of randomness in crack geometry and material properties can be studied interactively with the effect of random load and environment

Variational approach to probabilistic finite elements

Probabilistic finite element methods (PFEM), synthesizing the power of finite element methods with second-moment techniques, are formulated for various classes of problems in structural and solid mechanics. Time-invariant random materials, geometric properties and loads are incorporated in terms of their fundamental statistics viz. second-moments. Analogous to the discretization of the displacement field in finite element methods, the random fields are also discretized. Preserving the conceptual simplicity, the response moments are calculated with minimal computations. By incorporating certain computational techniques, these methods are shown to be capable of handling large systems with many sources of uncertainties. By construction, these methods are applicable when the scale of randomness is not very large and when the probabilistic density functions have decaying tails. The accuracy and efficiency of these methods, along with their limitations, are demonstrated by various applications. Results obtained are compared with those of Monte Carlo simulation and it is shown that good accuracy can be obtained for both linear and nonlinear problems. The methods are amenable to implementation in deterministic FEM based computer codes

A portal of educational resources: providing evidence for matching pedagogy with technology

The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge) are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end) and a portal (front-end) of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’) and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology) supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection), teachers (looking for inspiration in their daily jobs) and decision makers (making decisions about the introduction of technology into schools)

Board # 137 : Assessing the Spectrum of International Undergraduate Engineering Educational Experiences: A Cross Institutional Survey

International experiences are viewed as important components of undergraduate engineering education. Yet little has been done to define global preparedness, specify alternatives for achieving it, or determine to what degree being globally prepared is the result of personal attributes, prior experiences (including pre-college), or specific educational experiences. A collaboration of investigators from four universities (Pittsburgh, Southern California, Lehigh, and Clemson) are investigating how the broad spectrum of international experiences both in and outside of formal curricula impact engineering students’ global preparedness. Now in its fifth year, we have conducted three primary studies. The first was an extensive Delphi survey with subject matter experts. The second consisted of a quantitative and qualitative analysis of students at our four institutions. The third is a much larger survey of engineering students at 15 representative universities across the U.S. This paper focuses on the results of this third study. At each campus we obtained stratified random samples of freshmen and seniors; in the case of seniors we subdivided the sample into two cohorts – those that had an international experience while an undergraduate student and those that had not participated in an international activity. All students completed a carefully tested instrument that captured their demographics, experiences and a measure of their global preparedness. To determine the latter, we utilized the nationally normed Global Perspective Inventory developed by Braskamp and colleagues. This has enabled us to identify changes in global awareness, knowledge and thinking over the course of the students’ transition from incoming freshman to graduating senior. We report what we have learned from this extensive sample of over 2,500 students. The results of this third study and the two earlier linked studies have resulted in guidelines for engineering administrators and faculty interested in preparing students for the global economy. Similar to our earlier papers, we provide an overview of the updated results of this NSF funded research initiative that has investigated how the various internationally focused learning experiences within engineering (both curricular and co-curricular) impact students’ global preparedness

Probabilistic finite elements for fracture and fatigue analysis

The fusion of the probabilistic finite element method (PFEM) and reliability analysis for probabilistic fracture mechanics (PFM) is presented. A comprehensive method for determining the probability of fatigue failure for curved crack growth was developed. The criterion for failure or performance function is stated as: the fatigue life of a component must exceed the service life of the component; otherwise failure will occur. An enriched element that has the near-crack-tip singular strain field embedded in the element is used to formulate the equilibrium equation and solve for the stress intensity factors at the crack-tip. Performance and accuracy of the method is demonstrated on a classical mode 1 fatigue problem

Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities

Improving Student Attainment of ABET Outcomes Using Model- Eliciting Activities (MEAs)Model-Eliciting Activities (MEAs) are a proven educational methodology for presentingcomplex, realistic, open-ended problems to students. However, the methodology can also beused for classroom assessment. MEAs were originally developed by mathematics educationresearchers but have recently seen increased use in engineering curricula. These posed, realisticscenarios require the student team to provide a generalizable model as a solution. While researchhas demonstrated that they improve student problem solving and modeling skills as well asincrease their understanding of course concepts, we have identified additional benefits of wellconstructed MEAs in the engineering classroom. In particular, they can be used to improvestudents’ knowledge and understanding of important professional skills including professionaland ethical responsibility, understanding the impact of engineering solutions in a global andsocietal context, communication, as well as teamwork. Several experiments were conducted inindustrial engineering courses in which students in sections using MEAs were compared toparallel sections in which MEAs were not used. A series of assessments were performedincluding pre and post concept tests and student course evaluations. Analysis was also doneusing student reflections recorded after completing MEAs. Students’ in sections of the coursesthat used MEAs rated their knowledge and understanding of these professional skills higher thanstudents in sections that did not use the MEAs. We suggest that engineering should seriouslyconsider using MEAs as a tool to improve both student learning and the attainment of a numberof ABET outcomes as well as a means for assessing that attainment. This should proveespecially helpful in those areas where previous assessments may have shown weaknesses orinadequate attainment