2025 ASEE Annual Conference & Exposition

The Digital Transformation of Structural Analysis Courses: Implemented Changes in Recent Years

Presented at Architectural Engineering Division (ARCHE) Technical Session 2

This paper presents the various models implemented in Structural Analysis courses at our university (name withheld) over the past eight years, encompassing a total of 300 students. Structural Analysis courses are known to be challenging for Civil Engineering and Architecture students, and in recent years, due to global disruptions such as the COVID-19 pandemic, the way these courses are taught has changed significantly compared to nearly a decade ago. Initially, a model was introduced that involved using a YouTube channel as a repository for lecture materials presented by professors. Additional changes included using diverse learning spaces on campus for class sessions, including a room we designated as the Innovate Room.

With the onset of the pandemic, all courses transitioned to an online format, utilizing digital communication platforms like Zoom. This sudden shift accelerated the digital transformation of both the course content and the learning dynamics between students and professors. The model was adapted for online learning while maintaining a student-centered approach. Once students returned to campus, the model evolved further, incorporating hybrid learning sessions and asynchronous materials to complement the course structure. Over the past three years (or six semesters), these courses have been aligned with our university’s new educational model (name withheld), which is a competency-based, student-centered approach. Within this framework, a challenge-based methodology was introduced, coupled with modifications to the existing hybrid model.

This paper highlights the results from the past fifteen semesters, during which a continuous digital transformation of traditional Structural Mechanics courses has been applied. The findings demonstrate steady improvements in student satisfaction and pass rates. The paper also explores the types of activities students preferred during these terms, along with their perceptions of how Artificial Intelligence tools could be integrated into future iterations of the course model. Moreover, a discussion is provided on students’ views regarding the future of universities and academic courses in a post-pandemic world.

We present these results to illustrate how a highly theoretical course, such as Structural Analysis, can greatly benefit from the integration of digital transformation elements. The evidence suggests that these changes have had a positive impact not only on the course’s learning outcomes but also on student motivation. Furthermore, we believe that the lessons learned from these adaptations could be applied to other courses and undergraduate programs, particularly those where student engagement is low, and where a course redesign might yield similar positive outcomes.

Authors

Prof. Miguel X. Rodriguez-Paz http://orcid.org/0000-0002-9975-9847 Tecnologico de Monterrey (ITESM) [biography]

Prof. RodrÃguez-Paz got his B.Sc. In Civil Engineering from Tecnologico de Oaxaca in 1993. He studied a M.Sc. In Structural Engineering at Tecnologico de Monterrey and got his Ph.D. from the University of Wales at Swansea in 2003 where he did research on
Mr. Jorge A. Gonzalez-Mendivil Tecnológico de Monterrey [biography]

Master in Sciences with an speciality in Quality Systems and Industrial and Systems Engineer by ITESM in Mexico, twenty years of experience in engineering education, several projects in innovation of engineering education such as the use of 3D virtual amb
Prof. Israel Zamora-Hernandez http://orcid.org/0000-0002-3978-4637 [biography]

Israel Zamora-Hernández has a B.Sc. in Electronic Engineering from the Autonomous University of Puebla, Mexico. He has a M.Sc. in Digital Systems from Tecnologico de Monterrey, currently collaborating with this university since 2004 holding different positions and responsibilities, among which stand out; the creation of the electronics laboratories in 2005, assuming the direction of the Electronic Engineering and Communications degree in 2006, the creation of the networks laboratory in 2007, the creation of the media center laboratories in 2008, assuming In the same year the position of director of academic programs, which included the career directorates, the admissions directorate and the marketing directorate of the Campus. His work especializes in attracting new students to STEM programs at University level. In 2017, he took the position of career director of Engineering in Innovation and Development and in 2019, the Industrial and Systems Engineering direction was added. Based on this trajectory, an educational channel was created in which academic topics, vocational guidance, and university promotion, among others, upload. He is currently part of a group of research professors in educational innovation, allowing him to publish in SCOPUS conferences.
Dr. Gibrán Sayeg-Sánchez Tecnologico de Monterrey (ITESM) [biography]

Dr. Gibrán Sayeg-Sánchez is professor – consultant in the Science Department in Tecnologico de Monterrey, Puebla campus. He studied a PhD in Financial Science in EGADE Business School (2016), a MSc in Industrial Engineering in Tecnologico de Monterrey (2011), and a BEng in Industrial and Systems Engineering in Tecnologico de Monterrey (2006). Dr. Sayeg-Sánchez has more than 11 years of experience in teaching statistics, mathematics, and operations research; and more than 13 years of experience in Operational Excellence consulting. His current research interests are focused in educational innovation and educational technologies.
Ing. Luis Horacio Hernandez Carrasco P.E. Tecnologico de Monterrey (ITESM) [biography]

Civil Engineer
Master degree in Structural Engineering
Master in Business Administration
Full time professor at (Tec de Monterrey) ITESM
Professional Registered Engineer in Structural Design
Prof. Martha Elena Nunez Tecnologico de Monterrey (ITESM) [biography]

Professor since 2013 at Tecnologico de Monterrey, where currently she is the Dean of the Architecture Department. PhD at Birmingham city University, UK (September 2016 â€“ July 2020). She holds two Master Degrees: Industrial Design and Construction Manage
Graciela Donaxii Rodriguez Paz Tecnologico de Monterrey (ITESM)

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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