July 26, 2021
July 26, 2021
July 19, 2022
COVID-19 has affected all aspects of life including how we travel. As faculty members responsible for teaching infrastructure courses across four universities, the authors collaborated on creating a teaching module addressing this important issue. The module focuses on the impacts of COVID-19 on different transportation systems from various stakeholder perspectives. The module is being implemented in two universities (n= 30) in fall 2020 and will be implemented again at two other schools in spring 2021. This paper presents the results obtained during the first implementation of the COVID-19 teaching module, during the fall semester of 2020, and addresses how instructors can enhance the module for future offerings, while highlighting any pedagogical issues that work and do not work, and how these can lead to improvements in engineering education. The module is composed of two pre-class activities, two in-class activities, a short lecture, and post-class activities. The pre-class activities consist of a concept map and a reflective writing assignment. As part of the reflective writing assignment, students are asked to review and reflect on at least one article and/or a video from a curated list that discusses the impacts of COVID-19 on transportation. Together, the pre-class concept map and reflective writing activities serve as a baseline to assess students’ pre-lecture knowledge. Specifically, students: a) identify impacts on stakeholder groups, b) describe the possible relationships between identified impacts, and c) discuss how these impacts may relate to their life experiences. During the lecture, instructors provide details about how transportation impacts can be evaluated from different stakeholder perspectives. In addition, students work in small groups to a) assess and describe how COVID-19 may impact individual travel when journeying from “Point A” to “Point B” via different transportation modes, and b) compare and contrast COVID-19 impacts under different scenarios. Scenarios discussed include a group of undergraduate students attending a conference, a mother traveling with a toddler and a baby to visit family, and a couple in their 60s traveling to their vacation home. Because the module will be taught at different institutions, instructors should choose destinations and scenarios applicable to their geographical context that will lead to the selection of various transportation modes. Two post-class activities are included as part of the teaching module. In the first, students revise their individual concept maps; and in the second, students complete an impact matrix where they are asked to classify impacts in categories - intended vs. unintended and beneficial vs. adverse. The post-class data allows for the measurement of knowledge gained by students and highlights misconceptions held about how COVID-19 impacts transportation systems and users. This paper offers contributions to our engineering community as it is one of the few studies focusing on lessons learned from the COVID-19 experience, while providing recommendations for how engineering courses can be improved accordingly.
Wilson, C. M. D., & Smith-Colin, J. A., & Salman, B., & Valdes-Vasquez, R. (2021, July), Co-creating a Teaching Module on the Impacts of COVID-19 on Various Transportation Systems and Stakeholders Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36800
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015