Title:
Experiences in Teaching Advanced Rheology of Concrete
Author(s):
Dimitri Feys, Sriramya Duddukuri Nair, Kamal H. Khayat, Viktor Mechtcherine
Publication:
Symposium Paper
Volume:
367
Issue:
Appears on pages(s):
56-69
Keywords:
Concrete, rheology, yield stress, viscosity, measurements, flipped classroom, project-based learning
DOI:
10.14359/51750592
Date:
3/1/2026
Abstract:
This paper presents an overview of recent experiences in instructing the topic of rheology of concrete, mostly towards graduate students. At first, an overview is given of definitions in rheology, applicable rheological models, which parameters affect the properties, measurement tools and methods, and the applicability of rheology in practical situations. This is followed by a discussion on the potential contents of a concrete rheology course and the expectations towards the students, depending on the amount of time dedicated to the topic. Examples are given of courses where rheology is a specific topic in a broader course context, and other examples when rheology of concrete is a stand-alone course. Assessments vary from traditional examinations, literature review assignments, and project work. Some innovative teaching techniques include flipping the classroom, which is especially useful in case of distance / remote learning sections, hands-on project work, and oral examinations. As this subject matter is outside the traditional training of civil engineers and civil engineering students, the complexity of the topic requires a good foundational knowledge from the instructor, especially to handle questions from the students.
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