Although conventional structural analysis software is widely used by practicing engineers, its pedagogical value for students is limited, especially in design applications. Nevertheless, there is an established value in students exploring engineering problems through computational means. This paper presents alternative computational techniques and tools that are effective improvements upon structural analysis software in the university classroom. The first set focuses on graphic statics. The second involves interactive evolutionary optimization. The paper provides feedback about their effective implementation in classrooms and demonstrates how the new tools can continue to be used by students beyond the classroom, to expand explorative opportunities for conceptual structural design in practice.
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