The powerful genetic algorithm optimization technique is augmented with an innovative "domain-trimming" modification. The resulting adaptive, high-performance technique is called Genetic Algorithm with Domain-Trimming (GADT). As a proof of concept, the GADT is applied to a widely used benchmark problem. The 10-dimensional truss optimization benchmark problem has well documented global and local minima. The GADT is shown to outperform several published solutions. Subsequently, the GADT is deployed onto three-dimensional structural design optimization for offshore wind turbine supporting structures. The design problem involves complex least-weight topology as well as member size optimizations. The GADT is applied to two popular design alternatives: tripod and quadropod jackets. The two versions of the optimization problem are nonlinearly constrained where the objective function is the material weight of the supporting truss. The considered design variables are the truss members end node coordinates, as well as the cross-sectional areas of the truss members, whereas the constraints are the maximum stresses in members and the maximum displacements of the nodes. These constraints are managed via dynamically modified, nonstationary penalty functions. The structures are subject to gravity, wind, wave, and earthquake loading conditions. The results show that the GADT method is superior in finding best discovered optimal solutions.

PurposeThis study analyzes the effect of the techniques of active teaching and learning as a way of delivery on the outcomes of quality learning. Focusing on the courses of architectural science taught in a nontraditional method using various active learning strategies, the study takes the case study of the course Building Illumination and Acoustics (BIA) delivered in the academic year 2019–2020 at the University of Sharjah (UoS)'s Architectural Engineering Department (AED).Design/methodology/approachUtilizing both quantitative and qualitative research approaches, the study applied a case study and survey as methods. A questionnaire was designed and performed to assess the level of students' satisfaction with the implemented active teaching method.FindingsThe vibrant learning setting made the students actively engaged and more motivated and enthusiastic. The active learning practices used, including employing senses as in sight and hearing, reasoning rationally and intuitively, reflecting and acting, working steadily and in fits and starts, creating mathematical models, visualizing and memorizing and drawing analogies, were efficient in boosting their ability to comprehend theoretical concepts more effectively. The delivery style effectively enhances quality learning when various active techniques are used pedagogically beyond being merely a utilitarian instrument to prepare novice students of architectural engineering to fulfill practical challenges.Research limitations/implicationsThis article focuses specifically on a theoretical, scientific non-studio course in a particular program of architectural engineering in a particular semester before the dramatic changes in styles of teaching delivery that happened due to the COVID-19 pandemic. Future research could further highlight its results by comparing them to statistical evidence of the development of the course, especially for the duration of online teaching during the pandemic and the hybrid teaching period after it.Originality/valueThis article contributes to the development of teaching and learning of architectural engineering in the local Emirati context by putting original theories of teaching into practice. This paper further contributes to the field of architectural pedagogy in terms of the effect of active learning in the architecture field in the non-studio courses in higher education in the United Arab Emirates.

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