Role
Lecturer in Civil and Structural Engineering within the School of Marine Science and Engineering.
Mike joined the academic staff in January 2011, as a part-time lecturer in reinforced concrete design. In September 2011 his role was extended to teach across a range of engineering disciplines.
Mike’s primary areas of interest are structural design and analysis. He is passionate about engineering and feels strongly that it is the responsibility of industry professionals to educate the next generation of engineers.
Part of his role will be to demonstrate, to his students, that regardless of the complexity of a structure the engineering solution has to be based on simple engineering concepts. Additionally he is keen to encourage a holistic approach to design by teaching conceptual design, encouraging the students to look at the whole structure, not being limited by the perceived restrictions that design codes and other influences place on them, to work outside the boundaries aiming to produce a form that achieves its function and considers the associated economic and environmental impact.
Encouraging an understanding of the basic behaviour of structures will underpin all Mike’s teaching.
Qualifications & background
Qualifications
BEng(Hons) Civil and Coastal Engineering, University of Plymouth, 2000
Background
Prior to undertaking his first degree, Mike spent 15 years as a welder and fabricator, latterly as director of a fabrication company that specialised in the fabrication of industrial and agricultural buildings.
Since graduating in 2000 Mike has worked as a Senior Software Engineer for the Steel Construction Institute (SCI) and for a local consultancy as a Project Engineer. Having been elected a Member of the Institution of Structural Engineers in October 2003 Mike went on, in April 2004, to start his own engineering consultancy.
Professional membership
MIStruct. Member of The Institution of Structural Engineers
CEng. Chartered Engineer
Teaching interests
Mike’s teaching interests can be split into two main areas: -
Fundamentals of structural behaviour, analysis and design.
These principles form the key to the students understanding of structural behaviour and provide a sound basis on which they will build their professional careers.
Understanding a structure’s behaviour does not come from blindly relying on the computer to produce a design. The behaviour of a structure has to be at the core of our teaching. It is important that a graduate be able to predict the deflected shape of a frame, without initially relying on modern software to circumvent that basic structural understanding.
Effective use of computer technology in both professional practice and education.
Computers have their place within the engineering industry. Mike is a staunch advocate for their use, as in the correct hands they push the boundaries of our understanding and challenge our perceptions of the norm.
The basic principles of structural behaviour can present a series of difficult concepts for students to understand. Mike is keen to explore the use of technology in current teaching practices; see his research interest page.
Research interests
Although not currently engaged in any formal research Mike is keen to explore the current use of technology in the teaching of both the behaviour of structures and general structural analysis and design.
The understanding of structural behaviour is all about being able to predict the way in which a structural element responds to any applied loads and forces. The engineer has to be able to visualise the response of the structure and understand the behaviour, before conducting a formal design.
Currently there appears to be little in the way of software applications that will enable a student to experiment with different analysis problems and graphically see the result. The development of a system to enable the student to interact with a structural problem, via their smart phone, tablet PC, laptop or desktop PC would give the student the opportunity to: -
- Define a two or three dimensional structural scenario.
- Interact with the structure to modify the loading patterns, support conditions, geometry etc.
- Visualise the result (deflected shape, deformation) in real time.
- Interrogate the shear force and bending moment diagrams etc.
The result of this would be to enhance the students learning experience, and give them the tools to develop a clearer understanding of structural behaviour and response.
