News & Notes

TEACHING

is an Art and a Science

HOW CO-TEACHING AIMS TO IMPROVE AND ALIGN STUDENT LEARNING OUTCOMES.

Francois Jacobs and the University of Wyoming College of Engineering and Applied Science Department of Civil and Architectural Engineering and Construction Management are building a pipeline across Wyoming—a co-teaching pipeline.

This co-teaching pipeline between UW, Casper College and Pathway Innovation Center high school has allowed instructors from different campuses as well as industry practitioners to team up and coordinate their curriculum for CM 2300: Construction Safety to ensure students receive a quality education, even during a global pandemic.

“The Construction Management (CM) Program at the University of Wyoming is steering this initiative, allowing

Casper College and the Pathway Innovation Center to align their curricula to mimic,” says Francois Jacobs, a UW associate professor in civil and architectural engineering and construction management. “Planning in support of this initiative has taken more than a year to schedule courses on the same days and time slots across different campus settings. Each campus has its own instructor of record, who are listed as co-instructors on the course syllabus.”

According to Jacobs, education-to-work transitions can be a difficult time for students to navigate, often because of the differences in expectations between the two domains.

“The main factor causing this disconnect is that academic faculties and industry practitioners differ in their perceptions of the characteristics of a learning environment that leads students to be successful in their future careers,” says Jacobs. “This inspired the UW Construction Management Program to adopt a Teaching with Industry (TWI) methodology where industry practitioners play a fundamental role in the design and delivery of construction course content taught in the program.”

In the TWI model, the original curriculum and assessment methods are not significantly altered with the inclusion of industry practitioners as co-instructors. Rather, the intent of this model is to have the original curriculum interpreted by the industry practitioners in ways they feel would be like the industry perspectives which they represent and give voice.

Although deliverables and material content can be requested from the instructor of record, it is the entire responsibility of the industry practitioners to conduct the class as they see fit.

“Despite the lack of experience in educational teaching, students generally enjoy classes taught by industry practitioners, since many real-life examples and insights about the practice of professions are discussed,” says Jacobs. “By having a close interaction with the students, our industry partners can also benefit with their recruitment of our students to their companies.”

The CM 2300: Construction Safety course is mandatory for all CM students to take in order to graduate. The course introduces students to the importance on safety in the construction sector, teaches students how to write a safety plan and provide students with the opportunity to obtain their OSHA 30-hour certificate, which has become a requirement for construction workers in the industry.

With a total of five industry practitioners, with representation at the state level, such as Meredith Towle,

Guest instructor Jesse Henderson with Black Hills Energy instructing

across three campus platforms. PHOTO COURTESY OF FRANCOIS JACOBS

HOW IT WORKS

• Course content (textbook chapters) were divided equally among the three instructors. • Instructors rotate on the teaching of the content (chapters 123, 456, etc.). • Students across all campuses take the same exams. • Students across all campuses write a safety plan. • Students across all campuses sit for their OSHA 30-hour certificate. • Students across all campuses obtained the same student learning outcomes. • Students at high school can transfer their high school credit to community college and students at community college to UW (articulation flow).

The co-teaching and TWI models take advantage of the combined benefits of three components: participation of co-instructors, industry practitioners and videoconference technology in order to provide a better teaching and learning experience to all the entities.

With this combination, in-class activities that stimulate students’ underdeveloped soft skills can be conducted efficiently.

This is what it looks like during a teaching session—Object 1 is teaching from a different campus.

“The students’ multiple ages and levels of prior experience have led to questions in our combined classroom that no single classroom could generate,” says Jason Eggemeyer, engineering technology and design instructor for Casper College. “This combined classroom has a much broader perspective than my one classroom could ever have.”

HOW IT BENEFITS STUDENTS

“Students enjoy the diversity of co-teaching with the TWI method, because it allows them to experience different instructors and industry practitioner perspectives all in one course setting,” says Jacobs. “In addition, students like the idea that they will obtain the same student learning outcomes, their OSHA 30-hour certificate, whether they are obtaining it through UW, Casper College or Pathway Innovation Center.”

HOW THE TEACHERS BENEFIT

“Co-teaching with the TWI method has pushed faculty outside their comfort zone in adapting to a different teaching platform,” says Jacobs. “But the experience has also provided faculty with networking and collaboration opportunities that did not exist before.”

Since this teaching mythology has demonstrated a positive experience for instructors, industry practitioners and the students, Jacobs and his team hope to repeat this in the future, with the possible addition of additional campuses.

“Co-teaching has allowed my team and I to fulfill our mission of educating all students for tomorrow’s challenges and has given us a chance to close any learning gaps students may face,” says Jacobs.

the state of Wyoming’s occupational epidemiologist, to industry practitioner Jesse Henderson, Black Hills Energy damage prevention coordinator, utilizing the co-teaching style, which pairs two or more instructors for one course, allows the sharing of the responsibility of delivering instruction, lesson planning and reflection.

“The collaboration with UW and the Pathway Innovation Center has opened my classroom up to excellent guest speakers from the construction industry,” says Jason Eggemeyer, engineering technology and design instructor for Casper College. “The resources Francois Jacobs and Rob Hill bring to the table, especially the industry experts they know, have exponentially increased the shared knowledge my students receive.”

The integration of co-teaching and industry practitioners in academia can be supported by videoconferencing technologies especially now, as in-person meetings have been restricted during the COVID-19 pandemic.

According to Jacobs, the use of videoconferencing allows the industry practitioners to conduct classes remotely, as they are still responsible to their employers for their daily on-site work tasks.

“Although this may have been viewed as an inconvenience in the past, remote communication systems are now one of the most reliable technologies in the world and have made remote interaction almost as if in-person,” says Jacobs. “On top of that, we can utilize software such as Zoom, Skype and Microsoft Teams, which not only enhance the audio and visual quality of the learning experience, but also have user-friendly platforms. Thus, remote classrooms have become commonplace.”

Interdisciplinary Research Grows Roots

Laboratory for low-carbon energy and environmental sustainability creates framework for collaboration.

UW’s College of Engineering and Applied Science Department of Civil and Architectural Engineering and Construction Management’s LowCarbon Energy and Environmental Sustainability Lab is fostering multidisciplinary collaborations to address critical challenges concerning our energy supply and use, climate and the environment.

Carbon capture and storage is regarded as a key technology that can deeply reduce carbon dioxide emissions from fossil fuel power and industrial processes. Wyoming, the nation’s No. 1 coal producer, is a leader in advancing technological and policy changes for carbon capture and storage.

“Our group aims to develop a worldclass laboratory for low-carbon energy and environmental sustainability that promotes a long-term vision for the role of both technology and policy to cope with complex energy, environmental, and natural resource challenges,” says Haibo Zhai, the Roy and Caryl Cline Chair of Engineering, Environment and Natural Resources and an associate professor in UW’s Department of Civil and Architectural Engineering and Construction Management. “This laboratory adds to UW a new dimension of interdisciplinary systems research on environmental science, technology and policy, energy infrastructure and climate change mitigation.”

Established in August 2020, the laboratory aims to develop a worldclass research and education program that promotes sustainable energy transitions in the Wyoming and the nation.

“Our research involves a combination of computational modeling and analysis for energy and environmental systems with engineering economics, risk analysis and policy analysis in support of both technological and policy developments,” Zhai says. “To advance interdisciplinary research on energy transitions, our laboratory has established close collaborations with researchers from leading institutions including Carnegie Mellon University, Princeton University and the U.S. Department of Energy’s National Energy Technology Laboratory and National Renewable Energy Laboratory.”

Researchers in the lab are exploring new and improved solutions to meet future energy needs in the context of sustainability.

For instance, the laboratory has collaborated with faculty, staff and students from the College of Engineering and Applied Science, where it has sponsored two Ph.D. students, three postdoctoral researchers and one undergraduate student on a range of cutting-edge research topics related to energy transitions; UW School of Energy Resources (SER), and the Haub School of Environment and Natural Resources on energy-related research. In particular, the laboratory has collaborated with SER colleagues on a policy project that investigates the feasibility of deploying carbon capture and storage to meet the State of Wyoming’s Reliable and Dispatchable Low-carbon Energy Standards.

“Our laboratory will help students not only understand and master technical materials, but also acquire critical thinking and problem-solving skills that are essential as they confront various critical issues and challenges,” Zhai says. “To promote the students’ learning and growth toward excellence, we always encourage them to explore the broad implications of what they learn in order to reach a high cognitive level.”

Zhai’s hope over the next several years is to see the laboratory expand research areas to cover a broader spectrum of cutting-edge topics related

Associate Professor Haibo Zhai, the Roy & Caryl Cline Chair of Engineering, Environment and Natural Resources, works with graduate students Wanying Wu and Zitao Wu.

Wanying Wu in Haibo Zhai’s Low-Carbon Energy and Environmental Sustainability Lab.

to transitioning to a carbon-neutral energy future, such as deep carbon capture and storage, carbon dioxide utilization, bioenergy with carbon capture and storage, direct air capture and hydrogen production, as well as reuse of nontraditional water sources for power plant cooling in support of energy transitions.

“The laboratory will strive for academic leadership in advancing low-, zero- and negative-emission energy or environmental technologies and support policy development on climate change mitigation and environmental sustainability,” Zhai says.

To learn more about the Department of Civil and Architectural Engineering and Construction Management’s LowCarbon Energy and Environmental Sustainability Lab, contact Haibo Zhai at hzhai@uwyo.edu.

A Structural Legacy

UW College of Engineering and Applied Science Alumni Architects Design Engineering Education and Research Building.

If you have ever been on campus at the University of Wyoming, chances are you have stopped in to the Engineering Education and Research Building (EERB), one of the most advanced and collaborative engineering learning facilities in the nation, designed to promote engineering education, workforce training and research relevant to the economic interest of Wyoming. Did you know that the building was created by an interdisciplinary team comprised of College of Engineering and Applied Science alumni?

“Not only was the EERB project intended to be iconic from the north side of UW’s campus but working on the very college most of our staff members were educated from was of particular interest for our company,” says Patrick McManus, engineer-of-record and principal in charge for the EERB project at Martin/Martin Wyoming (MMWYO), a structural and civil engineering design solutions firm headquartered in Cheyenne, Wyo., and College of Engineering and Applied Science alumnus (B.S. architectural engineering ’99, M.S. civil engineering ’00, and Ph.D. civil engineering ’10.)

Completed in 2019, the approximately 110,000-squarefoot state-of-the-art engineering facility fosters innovation and collaboration among students and faculty and was the most ambitious construction project in the university’s history at $105 million. The building, a key part of the Tier-1 Engineering Initiative, was made possible by generous private donations and a significant investment by the Wyoming Legislature.

“The four-story EERB features 150 educational spaces, including reconfigurable labs, innovative and collaboration areas, meeting rooms, offices and classrooms,” says Jera Likely MMWYO design engineer and CEAS alumna (BS architectural engineering ’10, M.S. civil engineering ’12). “The center of the building opens to the four-story atrium connecting the two entrance vestibules at the north and south of the building and boasts both decorative and functional cable supported walkways, intricate feature stairs and atrium style seating.”

The building’s design and function promote higher engineering education, expand on interdisciplinary methods for teaching, elevate student learning, provide one-of-akind training opportunities and support research key to the growth of the state of Wyoming.

“The driving goal of the EERB project was to elevate the UW College of Engineering and Applied Science to a top-ranked educational facility,” says Corrine Kerr, ZGF Architects lead designer and project manager and College of

Engineering and Applied Science alumna (B.S. architectural engineering ’83). “By funding education projects, and particularly this project, the state sends the message that they value research and education for their residents and the community at large. The goal of the project was to build a facility that would attract talented educators, researchers and students by providing a high-quality environment that facilitated a holistic approach to learning and teaching, with an emphasis on cross-discipline collaboration and innovation.”

Students, faculty, staff and user groups participated in discussions to determine the overall project’s vision, goals, and needs.

“Being able to leave our mark on campus, especially our college’s program, is what motivated us as a team,” says Tyler Robison, MMWYO design engineer and College of Engineering and Applied Science alumnus (B.S. architectural engineering ’09, M.S. civil engineering ’10). “Knowing that our efforts would help solidify not only the Department of Civil and Architectural Engineering and Construction Management programs but all programs within the college for future generations of teaching and research, was very exciting.”

Within the EERB’s atrium alone, there are several architectural and structural features that make the EERB one-of-a-kind.

To the north and south of the atrium are two multi-story, cable supported bridges that connect each of the wings of the building spanning approximately 50 feet. The cables were strategically located for both construction and aesthetic purposes, requiring careful sequencing and tensioning during construction to ensure each supported floor came out level in the final condition.

The stairs to the northwest of the atrium complement the bridges with a series of tensioned cable strands. While it appears the cables are supporting the stairs, they are supported by moment connections at the landings.

According to Likely, the EERB is also unique because it was built with the future in mind.

“As one would expect, the needs and function of a research building must be adaptable to the unknowns of future research space, teaching tools and equipment,” says Likely. “All levels of the structure and individual spaces were designed for various loading requirements, changes in configuration, stringent vibration requirements for sensitive equipment and with as few limitations as possible.”

The EERB project created some nostalgia for alumni reflecting on their educational experience at the College of Engineering and Applied Science and how it prepared them for this engineering opportunity.

“Some of the most significant experiences I enjoyed in college were the opportunity for hands-on work in the structures lab, to work alongside my peers and professors to solve real problems, and to prepare full building designs,” says Likely. “My education provided me with a deeper understanding of the design codes, how to apply the behavior of materials to out of the box type problems, and how to integrate structure with other disciplines. The EERB building is complex, and the design of the structure did not simply come with a how-to manual. These experiences and the type of learning received while at UW prepared me to not only understand the structure, but how the building would come together with the other trades from the start of design through the end of construction.”

According to McManus, MMWYO—an affiliate of Martin/Martin Inc., the largest structural and civil engineering firm in the mountain region, with a reputation for tackling significant and complex structures across the nation—has a long history of hiring UW College of Engineering and Applied Science graduates.

“While the EERB may pale in physical size to an arena

ALL PHOTOS BY MATTHEW IDLER PHOTOGRAPHY

A Structural Legacy

or high-rise building, the structural challenges on the project were every bit as great,” says McManus. “It was a great pleasure to work with an overall team committed to the success of UW that both challenged us as structural engineers and afforded the flexibility and support for us to innovate creative solutions.”

According to Cameron Wright, College of Engineering and Applied Science dean, the Engineering Education and Research Building is an investment in Wyoming.

“We very much appreciate that the companies who worked on the EERB project value our College of Engineering and Applied Science graduates so highly,” says Wright. “The building is a reflection of Wyoming’s distinguished spirit of collaboration among industry and our university, as it connects theory and practice, it is a hub for sharing experiences, knowledge and wisdom.”

According to Likely, the EERB is a testament to the level of education and learning that come from the College of Engineering and Applied Science.

“At MMWYO we are fortunate to be a part of a number of projects at UW. The EERB, however, is certainly one of the most significant because all of our structural engineers are alumni of the College of Engineering and Applied Science,” says Likely. “I personally consider the EERB as one of the most significant accomplishments of my career, not only because of my involvement in design, but also because it will forever be a place that inspires students and opens doors for future leaders in Wyoming. bit.ly/eerb_overview

It is a landmark building that we are all very proud of.”

Gary Puls TIG Welding 6061 Aluminum

UW Engineering Shop Re-brands To Welcome All.

The University of Wyoming College of Engineering and Applied Science Engineering Shop, formerly known as the Machine Shop, is reshaping public perceptions by emphasizing its creative aspects and world-improving impact.

“As our shop has grown over the years, it’s become more multidisciplinary. We aren’t in a position to just be machinists working from a single blueprint anymore, which is part of what initiated our re-branding,” Spencer Miller, Engineering Shop manager says. “We address our customers’ needs from a functional, user-friendly and aesthetically pleasing standpoint to ensure they receive the highest quality solutions we can offer. We build systems and parts that must meet mechanical, electrical and other system controls constraints, while working in a quick and efficient manner.”

The Engineering Shop is designed to provide convenient, flexible and cost-effective manufacturing and prototyping services to UW students, faculty, staff and the community. The shop’s master technicians can use anything from rough sketches to formal engineering drawings to create products from aluminum, stainless steel, copper, plastics and other exotic materials. Staff in the shop work with multiple types of software and hardware including SolidWorks, Fusion360, LabVIEW, Arduino, Raspberry Pi, and graphic design software.

Originally established in 1924, the Engineering Shop is located in the Legacy Engineering Building Room L65 and was one of several “trades” shops at the time on campus.

“At that time, the goal of the shops on campus was to assist research faculty, support university operations and partake in vocational instruction of students in the trades, through apprenticeship programs. As time passed, the multiple shops across engineering and across campus have combined down to just us, now in the Engineering Shop,” Miller says. “As we’ve combined and grown, we work in various technical areas covering multiple engineering disciplines and “We’re here to help serve the mission of the university, so you can find us working one-onone with students reviewing their projects and providing value-added technical input to develop the applied engineering skills that employers in industry are looking for. Our Engineering Shop not only falls in line with the workforce needs of the state—it also aligns with our research, industry and community partners.” — Spencer Miller

interfacing with folks from nearly every college at UW and within the community.”

With growing demand in the manufacturing sector for skilled workers in Wyoming, the Engineering Shop is hoping that through its applied training within the shop, it is helping to prepare graduates to meet the economic demand that exists in the community and throughout the state.

“Our main goals are to support undergraduate and graduate students, researchers, faculty, staff and the community by providing them a background in a wide set of skills, so they are more prepared for industry demands,” Miller says. “We pride ourselves on teaching individuals how their designs can be conceived, Computer Aided Design (CAD) 3-D modeled, created and then tested. To be a successful engineer in industry, you must be multi-faceted. You have to think on your feet, bring different people’s skill sets together and be willing to see things from someone else’s perspective in order to successfully complete a project. So we try to bring some

of that insight to students as they’re working through the shop and collaborating with groups of their peers.”

Equipped with mills, lathes, OMAX waterjets, vertical and horizontal band saws, tungsten inert gas (TIG) and metal inert gas (MIG) welding equipment and a suite of electronics equipment and programs, the Engineering Shop enhances the quality of teaching and research by giving students experiential learning opportunities in mechanical and electrical fabrication, programming and testing.

Many of the College of Engineering and Applied Science’s undergraduate and graduate programs have curricula elements aligned to allow students to put theoretical concepts into action in the Engineering Shop.

“The Engineering Shop allows individuals to continue building on these experiences and apply what they are learning in their degree coursework and research in meaningful ways,” Miller says.

As the Engineering Shop looks to the future, Miller says the shop will continue to advance its offerings and work to expand its partnerships with industry.

“We look forward to improving our relationships with our internal and external partners and getting our name out there as a great technical resource to be utilized across campus and beyond. We’re excited to help prepare graduates for working in local Wyoming industries,” says Miller.

The Engineering Shop has varying cost levels for users, ranging from machine time to a flat labor rate, plus thencurrent material prices. Rates are adjusted periodically to reflect rising inflation costs. Interested in learning more about the Engineering Shop, past projects and its services and rates, visit www.uwyo.edu/ceas/shop.

Top: Quinton Royle-Grimes and Taylor Leivestad discussing design changes to WyoMoto’s competition hybrid racecar. Middle: Brad Orr troubleshooting a LabVIEW controls system for a research group. Bottom: Spencer Miller measuring WyoMoto’s chain guard and comparing to 3D CAD model.