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Summary: In an attempt to promote the use of precast segmental bridge columns in regions of moderate to high seismicity, sliding planar joints have been adopted to relieve the adverse effects of seismic action. However, despite the ability to survive an earthquake, the sliding segments often result in noticeable residual relative movements afterwards, which require costly repairs. To better understand the kinetic and self‐centering performance of sliding segments with W‐shaped gently keyed interface, the concept of sliding hysteresis center curve is put forward. A bidirectional asymmetrical pure sliding model is explored for better control of the self‐centering ability, where the downslope slip caused by the energy at the post‐peak stage of an earthquake may benefit the self‐centering performance of asymmetrical sliding systems. A series of parametric studies using real earthquake records are then conducted to evaluate the effects of inclination θ and coefficient of friction μ at the interface on the dynamic response. It is found that the seismic excitations, especially the post‐peak cycles, have profound influence on the residual displacement of an asymmetrical sliding system. With proper design, a W‐shaped gently keyed sliding system can provide superior self‐centering performance without affecting its seismic isolation ability during the peak stages of earthquakes. [ABSTRACT FROM AUTHOR]

This study aimed to provide evidence-based conclusions from students concerning a capstone-design course in a civil engineering programme in Hong Kong. The evidence was generated by designing a student-experience questionnaire. The questionnaire instrument was assessed for internal consistency in four scales (curriculum and structure changes; design and problem solving; personal and transferable skills; and Industrial-Links and Real-Life Authentic Academic Knowledge). The internal structure of each scale was also examined separately. Overall, the findings suggest that this internal structure is uni-dimensional in nature and has good internal consistency. Our quantitative and qualitative data have provided support on the student learning experience in the reformed capstone-design: how students were able to develop depth and breadth in engineering knowledge and skills that were previously not covered by teachers in conventional taught courses to enhance student learning. Rationale and changes of the curriculum were documented to contribute to the building of an authentic capstone-design curriculum. [ABSTRACT FROM AUTHOR]