VTechWorks
VTechWorks provides global access to Virginia Tech scholarship, including journal articles, books, theses, dissertations, conference papers, slide presentations, technical reports, working papers, administrative documents, videos, images, and more by faculty, students, and staff. Faculty can deposit items to VTechWorks from Elements, including journal articles covered by the University open access policy. Email vtechworks@vt.edu for help.
Open Access Policy
Virginia Tech's open access policy enables researchers to deposit the accepted version of scholarly articles with no embargo.
Theses and Dissertations
Virginia Tech was first in the world to require ETDs in 1997, and continues to add scans of older theses and dissertations.
Open Textbooks
More than 50 freely available and openly licensed textbooks are among our most downloaded items.
Communities in VTechWorks
Select a community to browse its collections.
Recent Submissions
Long lives, short futures: Freshwater turtle and tortoise imports to the United States highlight global trade and conservation challenges
Jones, Max D.; Almeida, Ryan J.; Boratto, Rachel; Talley, Brooke L.; Buchanan, Scott W.; Sevin, Jennifer; Karraker, Nancy E.; Hunter, Elizabeth A. (Elsevier, 2026-06)
Global trade of freshwater turtles and tortoises presents substantial conservation, biosecurity, and regulatory challenges, particularly for long-lived species that are already highly imperiled. While the United States has historically played a key role in supplying the international chelonian trade, investigations into its role as an importer remain limited. We used import data from the U.S. Fish and Wildlife Service Law Enforcement Management Information System (LEMIS) between 2000 and 2022 to evaluate the trade of freshwater turtles and tortoises. Over 2.5 million individuals were imported into the United States during this period, comprising 172 species that are likely imported for the pet trade, food, and traditional medicine markets. Reported annual imports for freshwater turtles increased until approximately 2013 and decreased thereafter, whereas reported annual imports for tortoises have remained relatively constant. Two species, Chinese softshell turtles (Pelodiscus sinensis) and Horsfield's tortoises (Testudo horsfieldii) represent 62.9% of all imports. Imported species were largely classified as Vulnerable, Endangered, or Critically Endangered by the IUCN Red List, yet the conservation status of a concerning number of species (n = 45; 26.2%) has not been evaluated. Many imports appear to be sourced from wild populations (28.3% of freshwater turtles, 71.3% of tortoises); however, captive-sourced imports increased significantly over time across both groups. Import volumes raise concerns regarding the sustainability of freshwater turtle and tortoise trade, the potential for invasive species establishment, and disease spread. Our results highlight the need for updated IUCN assessments, verification of trade records, and strengthening of biosecurity screening at U.S. ports of entry.
Keeping drinking water safe and economically sustainable
Schmitt, Ketra A.; Calder, Ryan S. D. (2011-01)
Coastal Farmers’ and Agricultural Landowners’ Perceptions of Marsh Migration and Emerging Socio-Ecological Vulnerabilities Related to Sea-Level Rise
Smith, Margaret D.; Dayer, Ashley A.; Beall, Justin M.; Hunter, Elizabeth A. (Wiley, 2026-05)
Sea-level rise (SLR) has the potential to profoundly impact coastal ecosystems and human communities. SLR will cause marshes to erode on their seaward edge, but marsh migration onto uplands may allow for their persistence and continued provision of ecosystem services. Low elevation agricultural land may be well-suited for marsh migration; however, SLR and associated marsh migration on agricultural land could negatively impact farmers and landowners, underscoring the value of exploring both social and ecological dimensions of marsh migration. We conducted semi-structured interviews (n = 12) with coastal farmers and agricultural landowners on the Eastern Shore of Virginia, USA to understand their experiences with and perceptions of impacts of marsh migration on their agricultural lands and in their community. While interviewees acknowledged some benefits of marsh migration, the preservation of farmland was preferred over allowing marsh migration. Participants also shared their views on some of the social consequences of SLR and marsh migration such as impacts to their livelihoods, damage to infrastructure in their communities, and the impact of regulatory boundaries related to wetlands. However, most saw these as distant issues. We outline additional socio-cultural factors interviewees noted, such as intergenerational ties to the community and desires to see open space conserved, that could influence efforts to promote marsh migration. In revealing current challenges and opportunities facing coastal farmers and agricultural landowners due to SLR, these findings can inform coastal adaptation planning efforts that simultaneously consider ecological and social impacts of marsh migration.
Systematic Analysis of Current Curricular Experiences and Proposed Learning Outcomes for Finite Element Analysis Education in Undergraduate Mechanical Engineering
Gregg, Katherine (Virginia Tech, 2026-05-13)
As simulation and computational tools continue to advance, engineers are expected to use these tools to inform design decisions. Computer-aided engineering (CAE) tools enable engineers to robustly design and test solutions without physically constructing prototypes. Furthermore, computer-aided simulation allows for robust, complimentary validation of mechanical products along with traditional methods. Thus, there is significant demand for engineers who have the knowledge and skills to effectively use CAE tools.
The Finite Element Method is a numerical method of solving differential equations to represent the mechanical response of physical systems. Since its introduction in the 1950s, interest in Finite Element Analysis (FEA) research and technology has steadily increased. Post-secondary education has educated engineers on FEA with two primary approaches: 1) training students to operate Finite Element Analysis software and 2) providing theoretical instruction on the mathematical fundamentals of the Finite Element Method (FEM). Higher education institutions have largely taught FEA through specialized, upper-level courses. However, today’s engineering graduates are expected to have a familiarity and competence with FEA tools regardless of the specific job or sector they pursue. Integration of FEA competencies throughout the mechanical engineering curriculum is necessary to prepare students for success in industry.
Despite the need to integrate FEA content throughout the curriculum, extant research has not investigated the current experiences or future curricular needs of mechanical engineering students. While other researchers have assessed the impact of FEA modules on individual courses, few studies have examined students’ FEA experiences throughout the curriculum. Furthermore, a systematic, educational research-informed approach is needed to identify the goals of FEA instruction for undergraduate mechanical engineering students. This study analyzed the integration of FEA education within the mechanical engineering curriculum at Virginia Tech, a large, public university in the US. The analysis included a quantitative survey of upper-level student experiences with CAE, qualitative analysis of the FEA learning environment, and proposed learning outcomes for fundamental knowledge of FEA in ME. The institutional context of this study serves as a representative case for similar large, ABET accredited mechanical engineering programs in the US and contributes new survey instruments, qualitative and quantitative data, and curriculum design tools to the ongoing conversation of FEA education.
Preparing problem solvers: Scaffolding research skill development for honors students
Lewis, Nikki (2026-05-20)
A summary of a four-course quantitative and qualitative research practices series will be shared as a case study presentation. Key points include an outline of the courses and learning objectives, explanation of the personas associated with completing various combinations of the courses, learning assessment outcomes, and ongoing updates to the courses using student feedback and class observations. The presentation will highlight the value added to professional development of undergraduate students seeking experiential learning opportunities and are interested in pursuing careers that require critical thinking, problem solving, and empirical decision-making. Outcomes suggest the courses fill a knowledge gap for undergraduates.