Process for Improving Design of Transportation Curriculum Materials with Examples

Abstract

Student-centered learning is presented as an alternative to the traditional lecture-based approach commonly used in transportation engineering education. Student-centered learning includes an array of pedagogical approaches, such as active learning, cooperative learning, problem-based learning, guided discovery, applied critical thinking, and open-ended labs, each promoting deeper levels of understanding. Two methods of curriculum development that support student-centered learning are presented. Three examples of transportation curricula based on these two methods are offered: the Highway Capacity Manual Applications Guide, mobile signal timing training, and the Transportation Education Development Pilot Project Arterial Traffic Signal Operations course. Each example is evaluated according to criteria that support the curriculum development methods. Conclusions from this evaluation and suggested future research directions are presented.