BUS.P.16
2018/2019
Version 1.1
Approved
Oct 30, 2019.
Version 1.2
Revised
Oct 26, 2020.
THE UNIVERSITY OF THE WEST INDIESDRAFT
PROPOSAL FOR NEW/REVISED UNDERGRADUATE COURSE
[(See Key definitions at Appendix I)]
Campus and Faculty: St. Augustine, Faculty of Engineering
School, Department, or Centre: Department of Civil and Environmental Engineering
Course Code and Title: CVNG 3002 Structural Analysis
Semester and Level: Semester 1, Level 3
Pre -requisites: CVNG 2006-Structural Design 1, CVNG 2001 Structural Mechanics
Co-requisites: None
Anti-requisites: None
Course Type: Core
Credits: 3
Course Staff
Position/Role
E-mail
Office Office Hours
Dr. Jovanca Smith Lecturer/First
jovanca.smith@sta.uwi.edu Rm 123
Examiner
Dr. Festus
Second Examiner Festus.Olutoge@sta.uwi.edu
Olutoge
Projected Enrolment
Full-Time Students
Year 1
Year 2
Year 3
60
Tue: 11 am-12pm
Thr: 11 am – 12 pm
Other Year(s)
Part-Time Students
1
Projected Start Date:
Semester 1 AY2025/26

Mode of Delivery: Face-to-Face ❑
Blended ❑
Online ❑
1. Course Description
Structural analysis deals with classical methods of analysis used to generate the
reactions in members when subjected to external forces. The course focuses primarily
on indeterminate systems. Plane systems with both lateral and gravity loads are
covered. Students are also introduced to the finite-element technique.
The teaching and learning strategies for this course will encompass lectures, a finiteelement assignment and buckling laboratory exercise on structural behaviour. The
assessment components for the course will comprise an in course examination, a
laboratory assignment, and a final examination.
2. Rationale
Structural engineering is a major branch of civil engineering and all students
studying the field must have a sound foundation in structures. The structures thread
runs throughout the civil engineering degree programme. This course builds on the
knowledge of the Mechanics of Solids gained at level one and the Structural
Mechanics and Design covered in Level 2. It provides students with the necessary
learning for progression to higher-level structural engineering courses.
3. Course Aims/Goals
The overall aim of this course is to introduce students to the classical principles of
structural analysis and develop their understanding of: (1) the behavior of
structural elements subjected to applied external forces, and (2) various techniques
for analyzing indeterminate problems involving frames (including asymmetrical
systems), arches, and other plane systems.
4. Course Learning Outcomes (Enter 5 to 8 learning outcomes as per the UWI
requirement)
On successful completion of the course, students will be able to:
1. Determine structural indeterminacy and degrees of freedom of rigid frame
systems (C1**, C2, C4).
2. Analyze determinate and indeterminate structures using symmetry and
approximate methods (C1, C2, C4).
3. Analyze determinate and indeterminate frames using displacement (stiffness)
methods (C1, C2, C4).
4. Analyze arches and suspended cables (C1, C2, C4).
5. Apply finite element applications to analyze structures (C1, C2, C4).
6. Analyze plate structures (C1, C2, C4).
2
7. Apply laboratory skills to identify unknown materials through their critical
buckling load (C9, C11, C12, C13).
8. Perform successfully in a group (C16).
** Refers to the Learning Outcomes in the Joint Board of Moderators of the UK guidelines for accredited B.Sc.
(Honours) civil engineering programme (https://jbm.org.uk/media/hdojdcyf/guidelines-for-developing-degreeprogrammes_ahep4.pdf)
5. Course Content
Week 1 –
Introduction and Review
Indeterminate Structures
Week 2 –
Symmetry and Anti-symmetry
Approximate Analysis
Week 3 –
Approximate Analysis
Week 4 –
Cables and Arches
Week 5, 6, 7 –
Review
Slope Deflection
Week 8,9 –
Moment Distribution
Week 10,11 –
Finite Element Analysis
Week 12 –
Plate Theory
Week 13 –
Revision
3
6. Teaching Methods
Method
Description
In Class Lecture The class lectures are student centered powerpoint and video
presentations adopting a Socratic approach to learning with many
questions directed from teacher to student, student to teacher, and
student to student.
Tutorials
After a student participates in a lecture or online session for a topic, a
tutorial assignment is provided. Various methods are used: quizzes,
online teaching, games, etc
Labs
Student conduct hands on experiment on structural analysis topics
7. Contact and credits hours: Example - Lecture, Tutorial, Labs, other:
To take into account the study week
Type
Duration
(Number of weeks)
Contact Hours
Credit Hours
Lecture
8.66
26
2.17
Tutorial
3
9
0.75
Labs
0.33
3
0.08
12
38
3
Other (e.g.)
Total:
8. Course Assessments Description
The course contains both formative and summative assessment types. The formative
assessments consist of classroom assessment techniques and tutorial review questions.
The summative assessment techniques include a mid-term examination, a lab
assignment and a final examination. Peer evaluations will be utilized for group
assessments.
4
9. Course Assessment Type and Course Learning Outcome Matrix
Assessment
#
Assessment
Item
Learning
Outcomes
(see section 4)
Weight
%
1
In course exam
1-2
20%
2
3
Final Exam
Lab
3-6
7-8
70 %
10%
Description
Computational Questions
Written
Written 3-hour test with
computational questions under
University exam conditions
Lab experiment with lab report
5
10. Attributes of the Ideal UWI Graduate
Please tick the ones that apply to this course:

❑
A critical and creative thinker

❑
An effective communicator with good interpersonal skills
❑

IT-skilled and information literate

❑
Innovative and entrepreneurial
❑

Globally aware and well-grounded in his/her regional identity

❑
Socially, culturally and environmentally responsible
❑

Guided by strong ethical values
11. Readings/Learning Resources (Online and Print)
Required/Essential
Hibbeler, R., C., 2017. Structural Analysis. 10th Ed. Pearson Prentice Hall.
Recommended
Kassimali, A., 2019. Structural Analysis. 6th Ed. Cengage Learning
Other: (Special Equipment/Tools)
Lecturer notes and podcasts
12. Staffing Requirements. Give an indication of the staffing needs for the delivery of the course.
1 Lecturer
6
13. Projected additional Cost (if any) for Proposed Undergraduate Course
PROJECTED EXPENDITURE FOR PROPOSED UNDERGRADUATE COURSE
This is an existing course and so will use the established budget for previous
deliveries.
14. Regional Collaboration/ Consultation
[Summarise responses from colleagues at Cave Hill, Five Islands Campus, Mona, St. Augustine,
Open Campus here and explain how the feedback was taken into account.].
NB. The policy of BUS is that if no responses are received within six (6) weeks, the course
may be sent forward for approval.
15. All relevant BUS Policies are available at: http://uwi.edu/undergraduatestudies/default.aspx
Have you taken these policies into account in the design of this Course?
Yes ❑ No ❑
7
Academic Staff Member / Contact Person Responsible/Coordinator
Name:
Telephone:
Email:
Campus/Faculty/Department:
Date of Recommendation by Faculty Board:
Signature: Dean_________________________________________________
Signature: Department Head__________________________________
Checked and endorsed by:
❑
Campus Bursary
❑ CETL
❑ Library
❑
Bookshop
❑ Faculties on other Campuses
❑
OOL
❑ Other __________________
NB. Attach supporting documents as appendix e.g. CETL. Library, online checklist
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APPROVAL PROCESS
Response from AQAC:
❑
Approved
❑ Approved after completion of specified
minor amendment(s)
❑ To resubmit with specified changes
❑ Not Approved
Signature: AQAC Chair _________________________
Date Ratified by Academic Board_______________________
Signature: Campus Registrar ___________________________
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APPENDIX I
1. Key Definitions:
Face-to-Face Course: A course in which teaching and learning takes place predominantly in a
physical space where instructors and students or learners meet in-person. A face-to-face course is
based on course contact hours standards.
Online Course: A course which has been intentionally designed so that all instruction takes
place using technology and there are no requirements for face-to-face class meetings. An online
course can be delivered synchronously, asynchronously or both.
Synchronous delivery: Teaching and learning which occurs when instructors and
students/learners meet online at the same time.
Asynchronous delivery: Teaching and learning which occurs when instructors and
students/learners interact with each other and the course material at different times.
Blended course: A course which has been designed to intentionally replace some of the face
teaching and learning which takes place in a physical space with teaching and learning in the
online environment. In order to qualify as a blended course, at least 1 credit hour (12 contact
hours of face-to-face teaching or equivalent) must be replaced with teaching and learning in the
online environment.
Online programme: A programme which consists of all online courses.
Blended programme: A programme which consists of any combination of two or more types of
courses. This combination might be:
●
●
●
●
face-to-face and blended courses
face-to-face and online courses
blended and online courses
face-to-face, blended and online courses.
Emergency Remote Teaching: A temporary shift of instructional delivery to an alternate
delivery mode due to crisis circumstances 1 (Hodges, Moore, Lockee, Trust & Bond, 2020).
1 Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020, March 27). The Difference Between Emergency
Remote Teaching and Online Learning. EDUCAUSE REVIEW. https://er.educause.edu/articles/2020/3/thedifference-between-emergency-remote-teaching-and-online-learning
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