Community-focused project-based learning in traffic operations Vikash V. Gayah The Pennsylvania State University Keywords: project-based learning; active learning; flipped classroom; transportation engineering; civil engineering;

Why? Problem: – In transportation engineering, civil engineering students familiarity with topic but are rarely exposed to how real traffic problems are solved in transportation engineering courses Solution: – Project-based learning with community partner Objectives: – Better relate material to real-world topics to improve understanding and retention – Expose students to client-consultant relationship – Improve teamwork and collaborative skills – Improve communication and presentation skills

When? Fall 2015: – Pilot through Penn State Sustainable Communities Collaborative and State College Borough Fall 2016: – Unfortunately, not teaching course due to course release (paternity leave) Summer 2017: – Work with State College Borough traffic engineer to identify pressing community issue for course project Fall 2017: – Integrate project into course

Where? Implementation: one course at Penn State – CE 423 Traffic Operations – Senior-level elective course for civil engineering students (students mostly interested in topic) Opportunities for future implementation: – Two other senior-level elective courses at Penn State – Similar course(s) exists within nearly all civil engineering programs across the country

What? Semester-long team-based course project will be drawn directly from pressing community concerns Community partner will serve as a client to: – Present problem and objectives – Provide data – Evaluate outcomes – Provide feedback Video lectures used to “flip” portions of class to devote time for client meetings, data collection and analysis Pilot received positive response: – More thoughtful and insightful project responses – Stronger engagement in laboratory portion of course

Prognosis? Evaluation: – Surveys throughout semester to assess prior knowledge, alignment with course learning objectives, concerns and feedback Scaling: – Repeat in other two senior-level transportation engineering electives – Develop online course repository to share materials and strategies across multiple institutions Challenges and advice requested: – Will require less structured lectures to accommodate free-flowing course project; how to ensure minimum course material taught every semester? – Each semester will be different; how to handle different project every year? – Team-based project; how to ensure all students participate “equally”?