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Park's compressive membrane theory has been used for many years to predict the capacity of' laterally edge restrained reinforced concrete (LERRC) thin slabs. This note examines his compressive membrane theory and presents a methodology which proved to be successful in predicting, in a different manner, the capacity of LERRC thin and thick slabs. The suggested methodology employs the point of peak thrust, rather than a midspan deflection estimate, to select the peak compressive membrane load capacity for LERRC one-way slabs. Comparison of averaged values of normalized load capacities ([W.sub.theory]/[W.sup.test]) selected using the experimentally measured peak capacity deflection (i.e., [W.sub.theory]/[W.sub.test]=0.91) or the calculated peak thrust (i.e., [W.sub.theory]/[W.sub.test]=0.85) at peak compressive membrane capacity showed that using the peak thrust to select the load capacity was almost as good as using the experimentally measured deflections, especially for thick slabs used in protective construction. The calculation of generated thrust is already inherent within Park's compressive membrane theory, whereas additional testing is required to accurately predict the midspan deflection at peak compressive membrane load capacity for an acceptable range of span-to-thickness ratios. The limited experimental data set for LERRC one-way slabs ranged from a span-to-thickness ratio of 2.7 to 28.3. DOI: 10.106 l/(ASCE)0733-9445(2008) 134:5(854) CE Database subject headings: Concrete slabs; Compression; Lateral loads: Deflection; Membranes.

Adoption of ASCE's Policy Statement 465 and subsequent discussion of the what, how. and who of teaching the body of knowledge (BOK) that will be required for professional civil engineering practice has heightened the need for continued improvement in civil engineering education. ASCE has explicitly said the role of educators and practitioners in teaching the body of knowledge is critical and has listed faculty-related success factors for teaching the BOK. A key success factor is statement 465's call for faculty and practitioners to properly prepare to 'effectively engage students in the learning process.' This paper considers this challenge and discusses an instructor training program that effectively prepares faculty and practitioners to actively engage students in the learning process an envisioned by Policy Statement 465. We will show quantifiable evidence of the positive results gained by using this instructor training program through student and instructor feedback. Additionally, alternative shorter courses based on this program of preparation are highlighted that may be attended by the faculty of multiple engineering programs and by practitioners. CE Database subject headings: Teaching methods: Engineering education: Training: Learning.

This article assesses the effectivity of teaching using a civil engineering program currently in use at the U.S. Military Academy, as of January 2006. A critically important factor in student learning and motivation is classroom teaching. To their best advantage, good teachers must use their own personality traits and natural abilities. Some argue that standardized assessment is therefore impossible. Despite differences in personalities and specific techniques, certain elements are universal to good teaching, including knowledge, enthusiasm, rapport and organization.

Discusses effectives teaching skills with the Excellence in Civil Engineering Education Teaching Model. Clarity of presentation; Frequent assessment of student learning; Appropriate use of technology.

Presents a general model for instructional design, developed as an integral component of the American Society of Civil Engineers Excellence in Civil Engineering Education Teaching Workshops. Discussion on providing orientation; Explanation on providing learning objectives; Strategies for stimulating critical thinking.

Deals with the value of effective questioning. Significance of problem solving; Presentation of unfamiliar concepts and introduction of new terminology; Art of creating drama in the engineering classroom.

Presents techniques in organizing and delivering chalkboard-based instruction in engineering education. Significance of having learning objectives in organizing a class; Ways in which board notes facilitate planning and implementation of classroom instruction; Factors that must be considered when writing on the board.