Transportation Engineering Course Research Articles

Effectiveness of in-class excel-based active learning activities for transportation engineering courses

Recently, transportation engineering industry members showed concern that students lacked the skills to solve real-world engineering problems using spreadsheet data analysis. In response to the circumstances shown by industry members, this study investigated how to engage students in a better way by incorporating spreadsheet analysis during class and helping them learn the course topics. Helping students link theoretical knowledge to real-world problems can be a challenge. In this effort, in-class activities and worksheets were redesigned to integrate with Excel to solve example problems using built-in tools, including cell references, equations, data analysis tool pack, solver tool, conditional formatting, charts, etc. The effectiveness of this technique was investigated using students’ evaluations of the course, enrollment data, and students’ comments. Based on the data of those criteria, it is evident that spreadsheet activities may increase student learning.

Administering Homework Self-Grading for an Engineering Course

Homework problem sets allow a student to measure personal understanding and enable an instructor to evaluate individual student and overall class performance. For this study, students were asked to self-grade their homework assignments for a junior-level Fundamentals of Transportation Engineering course. Although self-grading studies have been previously performed, this technique has not been fully examined for an engineering course. The main objectives of this study were to evaluate homework self-grading performance and accuracy by engineering students and to describe how these self-grading aspects evolved during the semester as students became more familiar with this grading approach. The study concluded that while some students benefited from and embraced the opportunity to personally review their homework assignments, other students did not perceive the intended benefits of this process.

The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

ABSTRACTThis paper describes an intervention to enhance students’ learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students’ learning outcomes. To evaluate and compare students’ learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students’ learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process

The flipped-classroom approach has gained increasing popularity and interest in engineering education. The purpose of this study was to investigate (a) student perspectives on the flipped-classroom approach in a transportation-engineering course and (b) how students used the in-class time dedicated to collaborative problem solving. To this end, the study adopted a mixed-methods approach. Quantitative data included an end-of-semester survey and student course grades. Qualitative data included information from focus-group interviews with students and video recordings that demonstrated selected groups’ problem-solving processes. The results indicated that students found their flipped-classroom experience to be generally positive. Students were shown to engage in five types of behaviors during collaborative problem solving: problem analysis or understanding, individually working on problems, comparing individual work, interacting with peers, and interacting with the instructor.

Use of the TRB Research Needs Statements Database in an Introductory Transportation Course

The literature recognizes that the initial stages of a research project, including identifying and selecting a research topic, are the most challenging steps of project development for college students in the United States. Nevertheless, very limited literature exists on topic identification and selection, especially for undergraduate studies. TRB has built and maintains an extensive research needs statements (RNS) database. There is great potential for using this database as a tool to assist undergraduate and graduate students in transportation-related disciplines in selecting a research topic. This paper presents a case for using the RNS database for topic identification and selection in an introductory transportation engineering course for undergraduates at Purdue University in West Lafayette, Indiana. The students used the RNS database for the term design project. Data were collected through a survey distributed at the end of the course that aimed to solicit students’ feedback on their experiences using the database. The responses to the survey, along with other relevant information, were analyzed to explore the benefits of using the RNS database in a course. The findings of this study suggest that the students had a positive perception of the database. Both the instructor and the students found many benefits of using the database for finding topics for term projects. This paper provides recommendations based on the students’ feedback, the instructor’s experience, and the study findings. These recommendations should be considered by instructors who decide to use the RNS database for educational purposes, as well as by TRB staff tasked with maintaining the database.

Improving Students' Learning Outcomes by Solving Open-Ended Problem in Highway Laboratory:Work in Progress

The field of pavement design is dynamic due to the changes in increasing traffic and environmental conditions. The flexible pavement design concept has been selected for this study. The Highway laboratory and the Transportation Engineering courses are offered in the same semester. The paper aims at improving the students learning by carrying out an open - ended experiment in Highway Laboratory, a 1 credit mandate course at B. V. Bhommaraddi College of Engineering&Technology, Hubballi. The theoretical concepts are taught in the course 'Transportation Engineering' which is a 4 credit required course for all civil engineering students. This course provides an introduction to the various aspects of highway engineering, were the author focus is on the design of flexible pavement using mechanistic empirical approach. The work presented in this paper tests the students knowledge on the concept of pavement design by giving an online objective test. The students are assessed at two different stages, one being soon after the completion of theoretical concepts and other after the completion of the open - ended experiment. This work in progress study focuses on comparing the students' learning attainment after undergoing lecture based learning and project based learning. It is expected to have an increased attainment in students learning after performing the open - ended experiment.

Assessing the Effects of Implementing an Online Student-Response System in a Transportation Engineering Course

AbstractOnline student-response systems utilize the Internet connectivity of the smart devices owned by university students to enable the instructor to post different types of questions that can be instantly answered by students using their smart devices. This paper provides a quantitative assessment of the effects of using online student-response systems for training and monitoring the academic performance of students taking a high-level engineering technical course. By using the system for training, the instructor was able to receive real-time feedback from students so that the instructor would revisit and clarify the areas that were still unclear to students. The system was also used to provide several in-class quizzes that were used to determine the class participation marks for students. This allowed the instructor to consistently assess all students in the class because all students were required to answer the same questions at the same time. This is unlike traditional pedagogical methods in which c...

Applying Problem-Oriented and Project-Based Learning in a Transportation Engineering Course

AbstractA growing consensus in the literature on how to improve the quality of learning suggests that adaptions to problem-based learning (PBL) methods could firstly improve learning experiences, problem solving, skill acquisition and a reasonable level of skill transfer from a student perspective, and secondly develop better professional competence and preparation in these needed highway capacity analysis skills. This paper describes the educational basis of problem-oriented and project-based learning (POPBL) approaches that have been developed as an integral part of a four-year undergraduate engineering degree program at the University of Delaware and incorporated into the transportation curriculum, using real world cases to teach students how to think like expert practitioners. A seven-phase POPBL conceptual framework and the experiences of employing POPBL are presented to demonstrate how it operates in transportation engineering education.

Assessment of Students’ Preconceptions in an Introductory Transportation Engineering Course: Case Study at Virginia Tech

AbstractIntroductory transportation engineering (TE) courses are crucial for developing students’ interest in TE and for creating a professional knowledge foundation. However, effective learning requires certain conditions. Students’ preconceptions are instrumental to the learning process, and ignoring preconceptions can result in the creation of knowledge gaps and negative effects on learning. The previous research did not focus on students’ preconceptions in the introductory TE courses. Consequently, the purpose of this case study was the assessment of students’ preconceptions in the introductory TE course at Virginia Tech. The research methodology was based on a precourse survey and concept maps, including the development of a transferable coding method. Qualitative data were used to assess how students integrate, organize, and relate concepts using their previous knowledge. Results indicate that variation of students’ preconceptions exists based on their major and year, along with specific positive, n...

Inverted Classroom and Its Influence on Students' Attitudes across Learning Styles

Students learn in different ways, and any mismatch between the learning preference of a student and the teaching style of the instructor could lead to poor performance in the classroom. To improve the education process, instructors may modify their courses, for example, by requiring a group project or changing their teaching methods. These changes can be considered an advantage for some students and a disadvantage for others if these modifications are not compatible with their learning styles. In the literature on learning styles, two models have been commonly identified to describe how students gather and process information during the learning process: experiential learning theory and the visual–auditory–kinesthetic framework. A study at the University of Puerto Rico at Mayagüez involved students enrolled in the introduction to transportation engineering course. The study took place during two academic semesters, and a before-and-after study was performed in which the instructor used the inverted classroom teaching method during the second study period. The purpose of the study was to determine whether this teaching method was appropriate for all students regardless of learning preference. Study results indicated that learning preferences did not influence students' grades but did influence other measures of students' attitudes toward the classroom, such as attendance record. In addition, the inverted classroom concept was neither beneficial nor disadvantageous to the students; the average grade remained the same across both study periods.

Multiagent Route Choice Game for Transportation Engineering

In undergraduate transportation engineering courses, traffic assignment is a difficult concept for instructors to teach and for students to learn because the concept involves advanced mathematical modeling and computations. A multiplayer game, called multiagent route choice, is designed to engage students in making route choices so that they can visualize how traffic gradually reaches a user equilibrium. In addition, the Braess paradox phenomenon, a concept not generally taught in undergraduate transportation courses, is embedded in the game for students to explore. A before-and-after comparison and a case–control study are performed to evaluate the effectiveness of the game as a curriculum tool. The impact of students' learning preferences is also investigated.

Motivating Students to Pursue Transportation Careers

General lack of awareness of the transportation profession and of its diversity of content has been cited as critical issues affecting transportation workforce recruitment. University engineering programs have a crucial role in recruitment and training of the next generation of transportation professionals, but in focusing mostly on automobile travel, undergraduate transportation engineering courses do not properly introduce students to the multimodal, environmental, and public service facets of the profession. Moreover, several surveys have cited that engineering students aspire to careers in which they can make a difference in the world, improve the lives of others, and better the natural environment. Service learning is one way to link course content better with students' motivation to study a subject while introducing non-traditional transportation engineering concepts in an effort to increase students' awareness of the diverse nature of the profession. This paper showcases how a transit feasibility study for Joshua Tree National Park was framed as a service-learning project and documents the lessons learned in facilitating student and community stakeholder involvement. A survey of student job placement after graduation showed that many of the participating students went on to transportation-related careers, as compared with their peers who had not participated. Although this unique service-learning project cannot be replicated exactly, it is a good model for forming future projects that highlight the multifaceted roles of transportation professionals and better leverage students' intrinsic motivation so that they persist through their degree programs to become members of the transportation workforce.

Assessment of Introductory Transportation Engineering Course and General Transportation Engineering Curriculum

Transportation engineering is a critical subdiscipline of the civil engineering profession as indicated by its inclusion on the Fundamentals of Engineering Examination and overlap with other specialty areas of civil engineering and as recognized by TRB, ITE, and ASCE. With increasing transportation workforce needs, low numbers of students entering the pipeline, and limited hours within undergraduate civil engineering programs, it is important to ensure that civil engineering students receive adequate preparation and exposure to career opportunities in the transportation engineering field. Thus, investigations into the status of transportation engineering within civil engineering programs and specifically the introductory transportation engineering course are essential for understanding implications to the profession. Relevant literature and findings from a new survey of civil engineering programs accredited by the Accreditation Board for Engineering and Technology is reviewed; that survey yielded 84 responses. The survey indicates that 88% of responding programs teach an introductory course in transportation engineering, and 79% require it in their undergraduate programs. Significant variation exists in the structure of the introductory course (number of credit hours, laboratory requirements, etc.). Common responses about improvements that could be made include adding laboratories, requiring a second course, and broadening course content. In addition, nearly 15% of instructors teaching the introductory course did not have a primary focus in transportation engineering. This finding should be investigated further, given that the course may be an undergraduate civil engineering student's only exposure to the profession.

Development of Knowledge Tables and Learning Outcomes for an Introductory Course in Transportation Engineering

Many decisions about the content of an introductory transportation engineering course are complicated by a wide range of topics and skills to be presented in a limited amount of time. The information presented in this paper was compiled by a working group of educators who represented universities of varying sizes and geographic areas. This working group was charged with developing core concepts and associated knowledge tables for the introductory transportation course for the following core concept areas: traffic operations, transportation planning, geometric design, transportation finance, transportation economics, traffic safety, and transit and nonmotorized transport. Instructors can weave the knowledge tables together by explaining the ways of being of a transportation professional and the course learning outcomes. A key focus of the working group's efforts was to provide more guidance to instructors on core content versus optional content. The intent of the working group was not to dictate what exactly should be taught in a course. The group therefore created more content than could fit into a typical semester-long course so that instructors would have flexibility. Some content should be viewed as more critical to the transportation profession than other material, and the working group will prioritize it accordingly. The objective of this paper is to demonstrate the work that has been completed and to get feedback from industry partners and other academic professionals about the curriculum. The efforts of the pilot studies over the next year will help determine the amount of time needed to cover the information in the knowledge tables.

Application of Threshold Concepts to Improve a Design-Focused Course in Transportation Engineering

Design is an integral part of engineering courses. To address its associated problems, however, is a challenging task in instruction because of design's open-endedness and complexity. In this study, two theoretical models were implemented in an introductory transportation engineering course to address the challenges associated with design of a highway. First, the theoretical framework proposed by the threshold concepts model was used to identify a candidate concept for the instructional redesign process. Two major characteristics of threshold concepts, integrativity and transformativity, were used to identify horizontal alignment as a candidate concept for the highway design process. Second, concept mapping was done to create operational measures of the integrativity of complex concepts, such as horizontal alignment. These maps and measures led to several changes to the structure of lecture materials and project tasks. Finally, questions for reflective assessment were administered to students after each redesigned instructional task and at the end of the course to find evidence of the potential transformativity of the proposed instructional changes. Implementation of the above-mentioned theoretical framework allowed the instructor who participated in the study to successfully streamline the instructional process and benefitted student perceptions and attitudes about learning highway design.

Traffic Engineering in a Hybrid Format

In the civil engineering curriculum at California Polytechnic State University, San Luis Obispo, the 421 traffic engineering course in civil engineering (CE) is intended to provide students with details of driver behavior, traffic characteristics, and design considerations for addressing traffic problems. In fall 2008, this class was taught in traditional face-to-face lecture format. On the basis of student feedback and success in achieving learning outcomes, it was determined that the course should be more student centered and that there should be a two-way feedback mechanism between students and instructor throughout the quarter. The course was redesigned and taught in the new hybrid format during the fall 2009 and spring 2010 quarters. This paper discusses how lessons learned from hybrid redesign of courses in other fields can be applied to a traffic engineering course. The CE 421 hybrid format involved reduced face-to-face meeting time and included learner-centered, online activities. The material was front-loaded for the students through PowerPoint presentations with narrations so that they could come prepared for the face-to-face lectures. The online activities also included simulation and surveys, which demonstrated the variation in reaction time of drivers, and videos that demonstrated the level-of-service concept and a new type of traffic control for intersections. After these online demonstrations, students were asked to fill out a survey. The results from these surveys were then discussed in class to achieve the underlying learning outcomes. A set of questions is provided as guidance for instructors who may be considering a similar redesign of their transportation engineering courses.

Longitudinal Evaluation of a GIS Laboratory in a Transportation Engineering Course

This paper focuses on the potential impact of student-centered feedback for enhancing the learning experience of civil engineering students that used a geographic information system (GIS) based tutorial in a transportation engineering course. The tutorial was implemented in a laboratory environment developed as a self-guided activity supported by a web-based learning system. The formative research proposed in this study includes a series of four successive implementations of this laboratory. Students’ performance, beliefs, and perceptions were monitored by using a mixed-methods design approach and weaknesses identified from early implementations were addressed before the next implementation of the laboratory activity. The students’ performance was found to improve when the GIS web-based tutorial was complemented with an instructor-driven short introduction that anchored the laboratory activity in traffic safety. In addition, students’ feedback in both quantitative and qualitative format indicated weakness...

Simulating Transportation for Realistic Engineering Education and Training

The practice of transportation engineering and planning has evolved substantially over the past several decades. A new paradigm for transportation engineering education is required to engage students better. Simulation tools have been used by transportation professionals to evaluate and analyze the potential impact of design or control strategy changes. Simulation, which can effectively convey complex transportation concepts, is particularly valuable in transportation education. The use of simulation in transportation education gives students the opportunity to apply different control strategies in a risk-free environment and teaches them transportation engineering methodologies. Despite its advantages, simulation has not been widely adopted in transportation engineering education. Its use in undergraduate transportation courses is sporadic; the reported efforts have been primarily in upper-level technical elective courses. A suite of web-based simulation modules has been developed and incorporated into undergraduate transportation courses at the University of Minnesota. The Simulating Transportation for Realistic Engineering Education and Training (STREET) research project was recently awarded a grant by the National Science Foundation to develop web-based simulation modules, to improve instruction in transportation engineering courses, and to evaluate their effectiveness. The ultimate goal of the STREET project is to become the epicenter for the development of simulation-based teaching materials that provide undergraduates with an interactive learning environment. Given the hands-on aspect of simulation, the hope is that its use will improve student understanding of critical concepts in transportation engineering, and will also enhance student interest in transportation engineering and thereby increase their presence in the field. The intention is to disseminate the results and teaching materials to other colleges so they can integrate these online modules into their curricula.