2026 ASEE Annual Conference & Exposition

This paper presents a hands-on design-learning initiative that integrates composite retrofitting into undergraduate structural engineering education. The project aimed to strengthen students’ understanding of design decision-making, material behavior, and real-world structural performance through direct engagement with fiber-reinforced polymers (FRPs). Two cohorts of undergraduate students participated in the activity, where they designed and fabricated composite systems using the hand lay-up process. In the first phase, students retrofitted scaled timber beams with glass fiber-reinforced polymer (GFRP) sheets, comparing partial wrapping at the mid-span to full-length wrapping strengthening configurations. A second group applied similar GFRP wrapping strategies to concrete cylinders under compression loading as well as gaining experience in concrete mix design, specimen preparation, curing, and subsequent composite application. Each team was responsible for designing the wrapping configuration, preparing and applying the epoxy-hardener system, and testing the specimens using a Universal Testing Machine (UTM) to evaluate flexural or compressive strength. The activity encouraged students to compare their design choices, partial versus full wrapping, and analyze performance trade-offs based on experimental results. The students also learned the challenges of delamination due to improper application of the epoxy with the GFRP. Post-activity surveys revealed significant gains in students’ confidence with structural design, materials selection, retrofitting strategies, and safety-conscious lab practices. This paper discusses how integrating composite retrofitting into design education cultivates hands-on problem solving, critical reflection, and appreciation of modern materials in structural engineering. By embedding composite fabrication and testing within a design education framework, this activity bridges the gap between theory and practice. It demonstrates how experiential, project-based learning can deepen students’ conceptual understanding of structural design while cultivating essential engineering design skills and professional competencies.