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Shape memory polymers (SMPs) are an emerging class of active polymers that may be used for a range of reconfigurable structures. In this study, the thermomechanical and shape memory behavior of a thermosetting SMP was investigated using large‐scale compressive tests and small‐scale indentation tests. Results show that the SMP exhibits different deformation modes and mechanical properties in compression than in tension. In glassy state, the SMP displays significant plastic deformation and has a much higher modulus and yield strength in comparison to those obtained in tension. In rubbery state, the SMP behaves like a hyperelastic material and again has a much higher modulus than that obtained in tension. The SMPs were further conditioned separately in simulated service environments relevant to Air Force missions, namely, (1) exposure to UV radiation, (2) immersion in jet‐oil, and (3) immersion in water. The thermomechanical and shape recovery properties of the original and conditioned SMPs were examined under compression. Results show that all the conditioned SMPs exhibit a decrease in Tg as compared to the original SMP. Environmental conditionings generally result in higher moduli and yield strength of the SMPs in the glassy state but lower modulus in the rubbery state. In particular, the UV exposure and water immersion, also weaken the shape recovery abilities of the SMPs. © 2012 Wiley Periodicals, Inc. J. Appl. Polym. Sci., 2013

The paper is an Evidence-Based Practice Paper that presents the justification and challenges of a group of instructors in a mechanical and civil engineering program at the University of Evansville, located in Evansville, IN. During a multi-year study in undergraduate engineering courses, the effectiveness of daily homework assignments is investigated and a comparison of an alternative "quiz only" approach is made for undergraduate basic mechanics and pre-engineering classes including statics and dynamics. Results of a course offering a hybrid quiz and homework approach are then explored.Effective teachers continue to search for evidence that the topics they teach are being easily received and clearly processed by their students. In recent years, as student behaviors have changed and access to information has become more mainstream, teachers are faced with new challenges to classical learning techniques. Educators at engineering universities across the United States have employed a variety of different ideas related to homework and quizzes in their attempts to improve student learning. A specific comparison of cohort groups that have progressed through basic engineering classes such as statics and dynamics into upper-level major specific classes such as soil mechanics are also presented. Several cohorts starting as freshmen in statics and progressing through upper-level design classes provide a broad overview of the impact of this teaching pedagogy.Comparisons and correlations for each of these approaches are made to their corresponding inclass exams. Potential improvements as well as current limitations to this study are then revealed.