Nambisan, S. S., & Richards, J., & Li, W. (2015, June), Transportation System-based Summer Academy for Teachers (RTP, Strand 4)  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24941

\bibitem{asee_peer_24941}
  Nambisan, S. S., \& Richards, J., \& Li, W. (2015, June), \emph{Transportation System-based Summer Academy for Teachers (RTP, Strand 4)}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24941

Shashi S. Nambisan P.E., Jennifer Richards, and Wenshu Li.  "Transportation System-based Summer Academy for Teachers (RTP, Strand 4)".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24941 Internet.  15 Sep, 2024

\bibitem{asee_peer_24941}
  Shashi S. Nambisan P.E., Jennifer Richards, and Wenshu Li.
  "Transportation System-based Summer Academy for Teachers (RTP, Strand 4)".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24941 Internet.  15 Sep, 2024

@INPROCEEDINGS{asee_peer_24941
author = "Shashi S. Nambisan P.E., Jennifer Richards, and Wenshu Li"
title = "Transportation System-based Summer Academy for Teachers (RTP, Strand 4)"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24941}
number = {10.18260/p.24941}
}

TY  - CPAPER
AB  -          Transportation Systems Based Summer Academy for TeachersABSTRACT        This paper summarizes efforts related to and outcomes from the development andimplementation of a 3-day long Transportation systems based summer academy for teachers. Italso includes lessons learned and suggestions for the adoption of this program in other settings.         For the Academy, teachers (participants) attended a 3-day core program which wasdesigned around best practices identified in the literature for teacher professional development.Twenty teachers participated in the academy. They received Professional Development Hourscredit as well as a nominal stipend. The Academy included brief “in-class” overviews oftransportation systems, logistics and supply chain management, and how these related to keySTEM concepts followed by 2 days of “site” visits to a variety of transportation system settings.These were combined with seminar style discussions of how teachers’ experiences on these fieldtrips related to STEM content standards. This case-based approach provides real-world conceptsto formulate lessons and learning experiences for students. The literature documents theimportance of such authentic learning approaches to foster deep learning of concepts andmethods, especially in STEM disciplines.        Based on these experiences, the participants work collaboratively to developtransportation themed instructional units for use in classrooms. They are provided guidance bycurriculum design experts and peer teachers to develop authentic learning experiences thatsupport established curricular skills and standards in STEM disciplines and other subject areas.The participants also were engaged in short work sessions to promote collaboration and inter-disciplinarity of lesson planning. Instruction on curriculum development and mini-lessons oneffective instructional strategies for generating high levels of active student engagement relatedto STEM disciplines were woven throughout the Academy. Participants were asked to use the 5-E inquiry model for developing their lesson plans. The 5-E model divides the learningexperience into five stages: Engage, Explore, Explain, Elaborate, and Evaluate.        Of the 20 original participants, nine were selected as a cohort to develop high-qualitytransportation themed lesson plans for online publication to enable broad distribution globally.This cohort is presently working collaboratively with a transportation engineering professor, acurriculum development professor, and peer mentors to fully develop lessons, field test them intheir classrooms, and to modify them for online publication. The group will reconvene inDecember for a 3 hour session to share implementation experiences, review assessment data, andprovide peer feedback on how to further improve the lesson plans. The presentation at theconference in June 2015 will include results from these efforts as well.        A pre-test and a post-test were administered to the participants in the Academy to assessthe extent of their awareness and knowledge of key concepts about transportation systems. Themaximum possible score was 32 for each test. Responses were received from 19 of the 20participants. The results show that the overall average of the participants increased from 21.3 to29.5 from the pre-test to the post-test reflecting a 39 percent improvement. Further, the resultsshow that the participants’ awareness / knowledge improved by between 9 percent and 61percent across the questions on the test.
AU  - Shashi S. Nambisan P.E.
AU  - Jennifer Richards
AU  - Wenshu Li
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Transportation System-based Summer Academy for Teachers (RTP, Strand 4)
UR  - https://peer.asee.org/24941
DO  - 10.18260/p.24941
ER  -