Wei-Wen Yu

Roger A. LaBoube

Helen Chen

Provides the latest AISI North American specifications for cold-formed steel design Hailed by professionals around the world as the definitive text on the design of cold-formed steel, this book provides descriptions of the construction and structural behavior of cold-formed steel members and connections from both theoretical and experimental points of view. Updated to reflect the 2016 AISI North American specification and 2015 North American framing standards, this all-new fifth edition offers readers a better understanding of the analysis and design of the thin-walled, cold-formed steel structures that have been widely used in building construction and other areas in recent years. Cold-Formed Steel Design, 5th Edition has been revised and reorganized to incorporate the Direct Strength Method. It discusses the reasons and justification for the various design provisions of the North American specification and framing design standards. It provides chapter coverage of: the types of steels and their most important mechanical properties; the fundamentals of buckling modes; commonly used terms; the design of flexural members, compression members and closed cylindrical tubes, and of beam–columns using ASD, LRFD, and LSD methods; shear diaphragms and shell roof structures; standard corrugated sheets; and more. Updated to the 2016 North American (AISI S100) design specification and 2015 North American (AISI S240) design standard Offers thorough coverage of ASD, LRFD, LSD, and DSM design methods Integrates DSM in the main body of design provisions Features a new section on Power-Actuated Fastener (PAF) Connections Provides new examples and explanations of design provisions Cold-Formed Steel Design, 5th Edition is not only instructive for students, but can serve as a major source of reference for structural engineers, researchers, architects, and construction managers.

Cold-Formed Steel Design

Ozgur Eris

Krista Donaldson

Debbie Chachra

Gary Lichtenstein

Sheri Sheppard

George Toye

The Academic Pathways Study (APS) of the NSF-funded Center for the Advancement of Engineering Education (CAEE) is a cross-university study that systematically examines how engineering students navigate their education, and how engineering skills and identity develop during their undergraduate careers. The APS has utilized a variety of methods including surveys, structured interviews, ethnographic methods, engineering design tasks, and academic transcripts to gain a broader and richer picture of students' undergraduate engineering experiences. Of this portfolio of methods, a key component has been the survey, and through the collective work of the APS, two instruments have emerged--the Persistence In Engineering (PIE) survey and the Academic Pathways of People Learning Engineering Survey (APPLES). Building upon the PIE survey and the findings from the other APS methods, APPLES was designed to look at academic and professional persistence in two different cross-sectional populations of American undergraduate engineering students. The main objective of APPLES was to corroborate earlier findings from the APS on a larger scale and in particular, to explore the generalizability of findings from the PIE survey to engineering students at a greater number of American higher education institutions. Although results of these analyses are ongoing, the integration of findings from both quantitative and qualitative APS methods represents a valuable contribution and a useful model for future research.

The Evolution of a Survey Instrument to Explore Engineering Student Pathways. Research Brief

From PIE to APPLES

Deborah Kilgore

Heidi Loshbaugh

Janice McCain

For undergraduate engineering students, development of an engineering identity is an important outcome of their education as they progress towards their professional selves. This process is reflected in engineering colleges' frequent practice of referring to engineering students as "engineers" (even in the earliest days following matriculation) in contrast to students in other disciplines. Results of this study showed that there was little difference in the degree of identification as an engineer between men and women, at least in the first- and sophomore year. The development of an engineering identity is strongly fostered by the culture of the engineering school and is considered to be an essential part of the educational progress of students towards a professional engineering identity. However, data presented in this paper suggest that the interaction of gender with the development of engineering identity is complex and multilayered, requiring: (1) a consideration of how men and women develop an understanding of what constitutes an engineering identity; and (2) an understanding of how students of both genders develop their own identities and how this relates to engineering identity.

Gender and Identity Formation of Engineering Students. Research Brief

Being and Becoming

Designing Happiness

Helen Chen

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