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

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

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Abstract
  • 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.
  • KEYWORDS: National Transportation Curriculum Project, (NTCP), Adoption of Innovation, Workshops, Conceptual Change, Active Learning, Introduction to Transportation Engineering
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  • 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
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  • 140
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  • 3
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  • This 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 this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. The work of Dr. Hurwitz was also funded by the Oregon Transportation Research and Education Consortium (OTREC) with matching funds from Oregon State University.
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