Title:
Pedagogical Techniques used to Teach Detailing of Reinforced Concrete Structures
Author(s):
Kacie C. D’Alessandro, Matthew K. Swenty, Eric S. Musselman
Publication:
Symposium Paper
Volume:
359
Issue:
Appears on pages(s):
90-108
Keywords:
active learning, detailing, experiential learning, inductive teaching, inverted classroom, project-based learning, reinforcement, spacing
DOI:
10.14359/51740292
Date:
11/1/2023
Abstract:
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.
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