A new approach to teaching and learning structural analysis After the 911 incident, many structural educators became aware of the importance of inculcating in their students a clear understanding of local and global structural behaviour to develop basic knowledge about the progressive collapse of structures. The authors of this paper have addressed the issue by training students through u0027virtualu0027 experiments in a selflearning environment with the help of a newly developed software application, iSA (Instant Structural Analysis). One of the outstanding features of this application is that it allows students to instantly observe the changes in structural behaviour that are induced by changes in loading conditions, structural geometry, support conditions and member properties. This paper not only discusses the need to modify traditional teaching methods in the education of the new generation of structural engineers, but also presents some of the features of iSA that serve as handy tools in the teaching and learning of structural analysis.

Examples of Applying ResearchBased Learning Principles to the Redesign of an Environmental Geotechnics Course This paper offers detailed examples of how researchbased learning principles can be translated into the instructional decisions involved in designing an engineering course. The redesign of the specific course on environmental geotechnics was prompted by transforming a lecturebased course to an online version. The implemented changes are compatible with research findings on learning, which are distilled in the literature in the form of the learning principles reviewed herein. For presentation purposes, the changes are grouped in two main categories: logistical changes, i.e. modifications mainly imposed by the constraints of online study, and pedagogical changes, i.e. changes not related to the learning medium. Examples of implemented modifications are given in the body of the paper and in the Supplement. In most cases, the initial motivation for a change was not to achieve compatibility with results of research on learning. Rather, the intended overarching aim was to make transparent the major decisions involved in course design. As far as the paper is concerned, its ultimate goal is to engage engineering instructors in contributing to communal teaching resources. Its immediate goal is to make explicit the relationship between good instructional practices and the research evidence that supports them through a variety of examples. In the process of so doing, the paper identified the research need to record how domain experts understand foundational domain concepts in a way suitable for use in instruction.