Implementation of active learning method in transportation engineering seminar course: Case study at San Diego State University

Abstract

The challenges of retiring workforce, attracting new students, and high educational requirements for dealing with transportation systems complexities have been highlighted in the past decades. In response, transportation engineering (TE) education has been developing both curricula and teaching practices. However, the need for further development and implementation of active leaning techniques remains, especially with regard to specific learning context of the graduate level education. The meaningful implementation of known active learning techniques can make effective use of opportunities arising from information-communication technologies. In particular, this research focuses on development of writing-based in-class activity in a seminar graduate course at San Diego State University. The research builds upon the theoretical framework of learning in engineering education, emphasizing the learner-centered methods. Implementation of in-class activity explains the writing tool deployed and the details of the learning context. Evaluation methodology includes mid- and end-term student survey as well as assessment rubric. Overall, results indicate that this innovation is instrumental in evaluating students' learning in the class, and in helping them with development of motivation and metacognition practices. Concluding implications provide lessons for further implementation and development of active-learning techniques in TE and engineering graduate education in general.