Influence of Collaborative Curriculum Design on Educational Beliefs, Communities of Practitioners, and Classroom Practice in Transportation Engineering Education Public Deposited

http://ir.library.oregonstate.edu/concern/articles/cz30pv51q

This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by the American Society of Civil Engineers and can be found at:  http://cedb.asce.org/cgi/WWWdisplay.cgi?320340

Descriptions

Attribute NameValues
Creator
Abstract or Summary
  • The development and widespread implementation of best practices in transportation engineering classrooms is important in attracting and retaining the next generation of transportation engineers. Engineering education professionals have uncovered many best practices in the field; however, the process of effectively disseminating and ultimately achieving the widespread adoption of these best practices by others is not yet well understood. Sixty participants, comprising faculty members, Ph.D. students, and public sector employees, attended a Transportation Engineering Education Workshop convened in Seattle, WA to promote the collaborative development and adoption of active learning and conceptual exercises in the introduction to transportation engineering class. Participant assessments were conducted in the form of pre-, post-, and follow-up surveys. Results showed immediately positive shifts in participant beliefs about the importance of active learning and conceptual exercises with declines during the follow-up period, an increased density and connectivity of curriculum development networks, and extensive reports of valuable experiences and influences from the workshop.
Resource Type
DOI
Date Available
Date Issued
Citation
  • Hurwitz, D. S., Swake, J., Brown, S., Young, R., Heaslip, K., Sanford Bernhardt, K. L., & Turochy, R. E. (2014). Influence of Collaborative Curriculum Design on Educational Beliefs, Communities of Practitioners, and Classroom Practice in Transportation Engineering Education. Journal of Professional Issues in Engineering Education & Practice, 140(3), 4013020. doi:10.1061/(ASCE)EI.1943-5541.0000196
Series
Keyword
Rights Statement
Funding Statement (additional comments about funding)
Publisher
Peer Reviewed
Language
Replaces
Additional Information
  • description.provenance : Submitted by Deanne Bruner (deanne.bruner@oregonstate.edu) on 2014-12-29T22:29:16Z No. of bitstreams: 1 HurwitzDavidCivilConstructionEngineeringInfluenceCollaborativeCurriculum.pdf: 539695 bytes, checksum: 5c7af277b88340c3ae5cdee412f4d64b (MD5)
  • description.provenance : Approved for entry into archive by Deanne Bruner(deanne.bruner@oregonstate.edu) on 2014-12-29T22:30:58Z (GMT) No. of bitstreams: 1 HurwitzDavidCivilConstructionEngineeringInfluenceCollaborativeCurriculum.pdf: 539695 bytes, checksum: 5c7af277b88340c3ae5cdee412f4d64b (MD5)
  • description.provenance : Made available in DSpace on 2014-12-29T22:30:58Z (GMT). No. of bitstreams: 1 HurwitzDavidCivilConstructionEngineeringInfluenceCollaborativeCurriculum.pdf: 539695 bytes, checksum: 5c7af277b88340c3ae5cdee412f4d64b (MD5) Previous issue date: 2014-07

Relationships

In Administrative Set:
Last modified: 07/26/2017

Downloadable Content

Download PDF
Citations:

EndNote | Zotero | Mendeley

Items