Bryce Neuman | Technical University of Munich (original) (raw)
Papers by Bryce Neuman
Bridges that are classified as fracture critical by AASHTO require more frequent inspections than... more Bridges that are classified as fracture critical by AASHTO require more frequent inspections than other types of bridges, resulting in greater costs for their maintenance. Several historical events have shown, however, that severe damage can occur to a bridge without necessarily resulting in its collapse. A primary objective of this research project was to characterize the redundancy that exists in twin steel box-girder bridges, which are widely used in Texas and are classified as fracture critical. The main goal of the research was to develop guidelines for modeling a bridge's behavior in the event that a fracture of a critical tension flange takes place. The research carried out under this project included laboratory testing, experimental evaluation of a full-scale box-girder bridge, and detailed structural analyses. Data gathered from the experimental testing program were used to validate nonlinear finite element models as well as simplified engineering models. Based on the results of this research, engineers now have guidelines for modeling the response of twin steel box-girder bridges following the fracture of one of its girders. 17. Key Words Bridges, fracture critical, design guidelines, finite element analysis. 18. Distribution Statement No restrictions. This document is available to the public through the National Technical Information Service, Springfield, Virginia 22161; www.ntis.gov. 19. Security Classif. (of report) Unclassified 20. Security Classif.
9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Conference (REES AAEE 2021), 2022
The Engineering for People Design Challenge is an innovative programme coordinated by Engineers W... more The Engineering for People Design Challenge is an innovative programme coordinated by Engineers Without Borders UK and Engineers Without Borders South Africa with the aim of developing globally responsible engineering graduates. The programme prompts students to develop engineering solutions to social problems within a broadly framed real-world context. The programme is squarely focused on the student experience, and research is steadily accumulating to support student-related outcomes. Much less is known about the professional engineers who volunteer their time to review the reports, including what they contribute to the framing of global responsibility and how their volunteer experience constitutes a learning exercise not dissimilar from the students. GOAL This study seeks to broaden the understanding of how globally responsible engineering is defined, promoted, and practiced in a programme such as the design challenge. Volunteer reviewers are regarded as relevant experts, and their feedback shapes those framings and the student experience. This study also seeks to connect those contributions to aspects of conventional engineering practice and investigate the way in which volunteer reviewing is a learning experience. METHODOLOGY This mixed methods study includes a qualitative data analysis of documents produced for and within the design challenge, select interviews, and a participatory ethnography. The document analysis centred on reviewer feedback on student designs, their applications and reflections directly to Engineers Without Borders UK. In this paper the reviewer experience is described through documentation of the reviewer process, recorded experiences of the reviewer's contribution to the design challenge, and through the author's first-hand account as an active participant. ACTUAL OUTCOMES This study produced an extensive catalogue of the different ways volunteer reviewers interpret the meaning and encourage the practice of global responsibility. Patterns showing the focus or omissions within the reviewer feedback are parallel to the differences between conventional engineering practice and the ideal of global responsibility that the design challenge seeks to promote. Finally, the design challenge emerges as an educational and practical exercise for the reviewers, strengthening their globally responsible engineering orientation and skills, just as it is intended for student participants. CONCLUSIONS In the Engineering for People Design Challenge, the nuances and imperatives of global responsibility are collaboratively constructed between Engineers Without Borders UK, university students, their faculty, and professional engineers. In this unique configuration, conventional practices and forwardlooking ideals, for both globally responsible engineering and engineering education more generally, are negotiated in real time. This research can also be considered a preliminary case study for new ways to deliver lifelong learning, given the potential outcomes for many professionals volunteering their time on a scalable educational initiative.
9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Conference (REES AAEE 2021)
Bridges that are classified as fracture critical by AASHTO require more frequent inspections than... more Bridges that are classified as fracture critical by AASHTO require more frequent inspections than other types of bridges, resulting in greater costs for their maintenance. Several historical events have shown, however, that severe damage can occur to a bridge without necessarily resulting in its collapse. A primary objective of this research project was to characterize the redundancy that exists in twin steel box-girder bridges, which are widely used in Texas and are classified as fracture critical. The main goal of the research was to develop guidelines for modeling a bridge’s behavior in the event that a fracture of a critical tension flange takes place. The research carried out under this project included laboratory testing, experimental evaluation of a full-scale box-girder bridge, and detailed structural analyses. Data gathered from the experimental testing program were used to validate nonlinear finite element models as well as simplified engineering models. Based on the resul...
Bridges that are classified as fracture critical by AASHTO require more frequent inspections than... more Bridges that are classified as fracture critical by AASHTO require more frequent inspections than other types of bridges, resulting in greater costs for their maintenance. Several historical events have shown, however, that severe damage can occur to a bridge without necessarily resulting in its collapse. A primary objective of this research project was to characterize the redundancy that exists in twin steel box-girder bridges, which are widely used in Texas and are classified as fracture critical. The main goal of the research was to develop guidelines for modeling a bridge's behavior in the event that a fracture of a critical tension flange takes place. The research carried out under this project included laboratory testing, experimental evaluation of a full-scale box-girder bridge, and detailed structural analyses. Data gathered from the experimental testing program were used to validate nonlinear finite element models as well as simplified engineering models. Based on the results of this research, engineers now have guidelines for modeling the response of twin steel box-girder bridges following the fracture of one of its girders. 17. Key Words Bridges, fracture critical, design guidelines, finite element analysis. 18. Distribution Statement No restrictions. This document is available to the public through the National Technical Information Service, Springfield, Virginia 22161; www.ntis.gov. 19. Security Classif. (of report) Unclassified 20. Security Classif.
9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Conference (REES AAEE 2021), 2022
The Engineering for People Design Challenge is an innovative programme coordinated by Engineers W... more The Engineering for People Design Challenge is an innovative programme coordinated by Engineers Without Borders UK and Engineers Without Borders South Africa with the aim of developing globally responsible engineering graduates. The programme prompts students to develop engineering solutions to social problems within a broadly framed real-world context. The programme is squarely focused on the student experience, and research is steadily accumulating to support student-related outcomes. Much less is known about the professional engineers who volunteer their time to review the reports, including what they contribute to the framing of global responsibility and how their volunteer experience constitutes a learning exercise not dissimilar from the students. GOAL This study seeks to broaden the understanding of how globally responsible engineering is defined, promoted, and practiced in a programme such as the design challenge. Volunteer reviewers are regarded as relevant experts, and their feedback shapes those framings and the student experience. This study also seeks to connect those contributions to aspects of conventional engineering practice and investigate the way in which volunteer reviewing is a learning experience. METHODOLOGY This mixed methods study includes a qualitative data analysis of documents produced for and within the design challenge, select interviews, and a participatory ethnography. The document analysis centred on reviewer feedback on student designs, their applications and reflections directly to Engineers Without Borders UK. In this paper the reviewer experience is described through documentation of the reviewer process, recorded experiences of the reviewer's contribution to the design challenge, and through the author's first-hand account as an active participant. ACTUAL OUTCOMES This study produced an extensive catalogue of the different ways volunteer reviewers interpret the meaning and encourage the practice of global responsibility. Patterns showing the focus or omissions within the reviewer feedback are parallel to the differences between conventional engineering practice and the ideal of global responsibility that the design challenge seeks to promote. Finally, the design challenge emerges as an educational and practical exercise for the reviewers, strengthening their globally responsible engineering orientation and skills, just as it is intended for student participants. CONCLUSIONS In the Engineering for People Design Challenge, the nuances and imperatives of global responsibility are collaboratively constructed between Engineers Without Borders UK, university students, their faculty, and professional engineers. In this unique configuration, conventional practices and forwardlooking ideals, for both globally responsible engineering and engineering education more generally, are negotiated in real time. This research can also be considered a preliminary case study for new ways to deliver lifelong learning, given the potential outcomes for many professionals volunteering their time on a scalable educational initiative.
9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Conference (REES AAEE 2021)
Bridges that are classified as fracture critical by AASHTO require more frequent inspections than... more Bridges that are classified as fracture critical by AASHTO require more frequent inspections than other types of bridges, resulting in greater costs for their maintenance. Several historical events have shown, however, that severe damage can occur to a bridge without necessarily resulting in its collapse. A primary objective of this research project was to characterize the redundancy that exists in twin steel box-girder bridges, which are widely used in Texas and are classified as fracture critical. The main goal of the research was to develop guidelines for modeling a bridge’s behavior in the event that a fracture of a critical tension flange takes place. The research carried out under this project included laboratory testing, experimental evaluation of a full-scale box-girder bridge, and detailed structural analyses. Data gathered from the experimental testing program were used to validate nonlinear finite element models as well as simplified engineering models. Based on the resul...