Attracting the next generation of intelligent transport systems experts

Wagner-Luptacik, Petra; Oberzaucher, Gertraud

doi:10.1109/educon.2012.6201171

Cited by 1 publication

(1 citation statement)

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“…Departments of Transportation, Education, and Labor concluded that "the recruitment and training of new and current workers responsible for the operation, maintenance, and construction of America's transportation infrastructure is critical to maintaining a system that meets our economic and security needs in the 21st century global economy." [1] Similarly, the challenges of retiring workforce, attracting new students, and high educational requirements for dealing with complexities related to transportation systems have been highlighted by several other publications over the past decades [2] [8]. Having in mind this context, the requirements for 21st century transportation engineering (TE) professionals include both breadth of knowledge over several areas as well as in-depth knowledge in a specific area.…”

Section: Introductionmentioning

confidence: 99%

Implementation of active learning method in transportation engineering seminar course: Case study at San Diego State University

Machiani

Mladenović

2018

2018 IEEE Global Engineering Education Conference (EDUCON)

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The challenges of retiring workforce, attracting new students, and high educational requirements for dealing with transportation systems complexities have been highlighted in the past decades. In response, transportation engineering (TE) education has been developing both curricula and teaching practices. However, the need for further development and implementation of active leaning techniques remains, especially with regard to specific learning context of the graduate level education. The meaningful implementation of known active learning techniques can make effective use of opportunities arising from information-communication technologies. In particular, this research focuses on development of writing-based in-class activity in a seminar graduate course at San Diego State University. The research builds upon the theoretical framework of learning in engineering education, emphasizing the learnercentered methods. Implementation of in-class activity explains the writing tool deployed and the details of the learning context. Evaluation methodology includes mid-and end-term student survey as well as assessment rubric. Overall, results indicate that this innovation is instrumental in evaluating students' learning in the class, and in helping them with development of motivation and metacognition practices. Concluding implications provide lessons for further implementation and development of activelearning techniques in TE and engineering graduate education in general.

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Section: Introductionmentioning

confidence: 99%