2026 ASEE Annual Conference & Exposition

This study presents a project-based learning (PBL) framework that integrates Kolb’s Experiential Learning Cycle and a Students-as-Partners (SaP) approach to improve student understanding of structural dynamics and seismic resilience. The initiative was implemented through undergraduate and graduate research courses, engaging students through design, experimentation, reflection, and collaboration. The primary educational objectives were to improve student understanding of dynamic response, damping behavior, and seismic excitation, while developing experimental reasoning, computational analysis, and teamwork skills aligned with the engineering curriculum.
The work initiates with the co-development of a custom shake table intended to facilitate controlled base excitation, restricting motion to a single reciprocating degree of freedom. Two initial designs for the shake table’s dynamic mechanism (wedge/ball bearing and cylinder-piston functions) were considered and evaluated to achieve efficient operation within limited laboratory space, accommodating various building model sizes. The experimental setup integrates a newly acquired shake table with a data acquisition system comprising a waveform generator, accelerometers, and vibrometers for real-time response monitoring. Acceleration and displacement responses were recorded and analyzed to support interpretation of structural behavior. Two primary composite building prototypes, one with 3D-printed polymeric floors and another with plywood decks, both framed with steel members, were developed to represent mid-rise structures.
The entire process involves initial analysis of a moment-resistant model lacking fluid viscous dampers (using support brackets) and a subsequent phase incorporating fluid viscous dampers positioned diagonally between floors to improve lateral stability and energy dissipation. Through iterative testing, supported by finite element analysis and MATLAB-based simulations, students connected theoretical vibration models with empirical data, engaging in experiential learning and reflection consistent with Kolb’s model. Preliminary observations and student reflections indicated increased engagement and improved ability to relate analytical predictions to measured structural response.
Key to seismic testing is the refinement and application of scaling equations for frequency range and acceleration to accurately translate laboratory data to real structural conditions. Vibration tests are performed on both the undamped and damped models to evaluate the influence of the fluid viscous dampers on frequency response, amplitude reduction, and mode shape variation. The collaborative PBL setting fostered peer learning, problem-solving, and shared ownership of results, reinforcing SaP principles in engineering education. Implementation challenges, including varying levels of student familiarity with computational tools and hands-on experimental techniques, were addressed through parallel task allocation and iterative instruction. This educational experiment not only deepened conceptual understanding of dynamic structural behavior but also showed the instructional value of experiential design projects in connecting theory with practice in engineering education.