June 23, 2013
June 23, 2013
June 26, 2013
23.68.1 - 23.68.14
A Model for Collaborative Curriculum Design in Transportation Engineering EducationThe National Transportation Curriculum Project (NTCP) began as an effort by a small group oftransportation engineering educators to continue the momentum generated by the 2009Transportation Education Conference. The 2009 conference focused on how to map the learningdomain for transportation engineering, how to create active learning environments forundergraduate transportation engineering student, and how to develop collaborative tools forsharing transportation engineering curricular materials(http://www.webs1.uidaho.edu/transportation_education_conference-2009/index.htm). TheNTCP has focused on how to improve the typical introductory transportation course taught inmost civil engineering programs and how to effect changes at institutions across the U.S. Usingbackwards course design (beginning with desired outcomes and working “backwards” tolearning objectives and activities), NTCP members have collaboratively developed learningoutcomes and knowledge tables for the introductory transportation course. These products havebeen presented to and discussed by educators and practitioners at meetings of ASEE, the Instituteof Transportation Engineers (ITE), and the Transportation Research Board (TRB) and revised inresponse to this feedback. Figure 1 shows a working version of the NTCP mission.Figure 1. Project model.Most recently, project members convened a Transportation Engineering Educators Workshop,sponsored by the National Science Foundation, at which more than 50 transportation educatorsworked in teams to develop ranking tasks and learning activities based on the NTCP learningoutcomes and knowledge tables. Teams focused on planning, design, operations, and safety anddeveloped networks of educators with similar interests. Figure 2 shows the geographicdistribution of participants. Ongoing assessment of the workshop itself is examining perceptionsof participants with regard to the importance of and willingness to use such activities, as well asthe development of peer networks for developing and sharing resources and the workshop’s rolein the larger collaborative curriculum design effort.Figure 2. Geographic distribution of workshop participants.This paper describes a model for collaborative curriculum design that could be applied to anycivil engineering discipline. The paper begins with a review of the literature on collaborativecurriculum design. This is followed by a description of the goals of the National TransportationCurriculum Project and motivating factors specific to transportation education. Next, the paperexplains how the project has developed collaboratively and presents examples of the products todate. The subsequent section connects the NTCP experiences to the literature and presents amodel for collaborative curriculum design in any discipline. Finally, the paper assesses theresults of the NTCP to date, provides suggestions for others wanting to undertake such an effort,and describes the next steps for the NTCP.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1235896. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.
Sanford Bernhardt, K. L., & Hurwitz, D. S., & Young, R. K., & Turochy, R. E., & Brown, S. A., & Swake, J., & Bill, A. R., & Heaslip, K., & Kyte, M. (2013, June), A Model for Collaborative Curriculum Design in Transportation Engineering Education Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19082
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