This paper presents an overview of the theory behind flexural strength of reinforced concrete beams and design for different failure modes according to ACI 318-19. Focus is given to concepts that are appropriate for an undergraduate reinforced concrete course. The technical content critical to this topic is summarized and pedagogical techniques for presenting this content effectively are described. Examples of applying these pedagogical techniques in the classroom are provided with estimates of required preparation and classroom time. These examples include several models and illustrations that can be used in the classroom and a sample large-scale laboratory exercise illustrating the different possible flexural failure modes. Finally, lessons learned from the authors over many years of instruction at multiple institutions are provided regarding techniques that have worked well when teaching this topic in a typical undergraduate reinforced concrete course.

This paper presents an overview of shear analysis and design based on the ACI 318-19 Building Code Requirements for Structural Concrete as it relates to an introductory reinforced concrete course. The important content related to this topic is summarized and several effective active learning strategies and pedagogical resources are presented to augment and enhance student learning for this challenging topic. The description of each active learning activity also includes a discussion of the underlying pedagogical theory, an estimate of preparation and implementation time, and recommendations for implementation. The paper also highlights lessons learned from the authors based on observations from several years of instruction.

This paper presents pedagogical techniques used to teach detailing of reinforced concrete structures. Detailing includes the ACI 318 code specifications for reinforcement placement and layout in a structural component. Students sometimes view this topic as a set of rules and standards; however, students must also understand the reasons these specifications exist. Therefore, the authors include a variety of methods to address both how to apply detailing and why detailing matters. These methods allow students to make critical assessments and experience higher-order learning. The authors utilize a variety of active and student-centered learning methods to teach the topics of detailing. The specific approaches discussed within this paper include skeleton-style notes, case studies, field work, experiential learning opportunities, projects, and the inverted classroom. This paper presents the pedagogical significance of each method, provides examples of implementing each method, and includes lessons learned by the authors based on their own implementation of these methods in the classroom.

Post-earthquake evidence shows that shear failure in non-ductile detailed columns is a major source of structural collapse and earthquake deaths. Nonlinear continuum finite element (FE) models were constructed and calibrated to experimental tests for nine columns sustaining shear and axial degradation during cyclic loading. The primary objective of this study was to develop FE guidelines for simulating the lateral cyclic behavior of concrete columns sustaining shear degradation and axial collapse, such that wider parametric studies can be conducted numerically to improve the accuracy of assessment methodologies for such critical columns. Selected columns covered a practical range of axial loads, shear stresses, transverse reinforcement ratios, longitudinal reinforcement ratios, and shear span to depth ratios. The crack width, the damage in concrete and reinforcement, the drift at axial and lateral collapse, and the shear capacity of columns are compared with experimental results and standards equations from ASCE 41-17 and the ACI 318-19. It is observed that material model parameters recommended in this study are delivering relatively high accuracy for columns with span-to-depth ratios above 2 up to the axial collapse, and for columns with span-to-depth ratios below 1 up to the lateral failure.

In design, the sectional depth of reinforced concrete spread footings is usually governed by design code provisions for punching shear, which are derived primarily from experiments on slab-column connections. Previous experiments have shown that the punching behavior of concentrically loaded spread footings differs from that of slab-column connections. This paper describes punching of a concentrically loaded spread footing by combining conventional strut and tie modeling with the concept of an arch strip, part of the Strip Model. By itself, the Strip Model describes the behavior of slab-column connections under a variety of loading conditions. For spread footings, Strip Model concepts need to be combined with conventional strut and tie modeling to adequately describe load transfer in a concentrically loaded spread footing. Two methods are explored, each producing closed-form expressions for the footing capacity that agree well with experimental results (112 tests from the literature). The analyses make it possible to estimate the fraction of footing load that is carried by conventional strut and tie behavior. The experimental results are also compared to punching shear capacities in accordance with ACI 318-19. The Strip Model produces results with roughly the same average test-to-predicted ratio (in the order of 1.3) as ACI 318-19 but with a lower coefficient of variation (10.3% compared to 15.8%). This work shows how a lower-bound plasticity-based model can be used for the practical case of determining the capacity of reinforced concrete spread footings failing in punching shear.