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    <title>Transport Research International Documentation (TRID)</title>
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    <copyright>Copyright © 2026. National Academy of Sciences. All rights reserved.</copyright>
    <docs>http://blogs.law.harvard.edu/tech/rss</docs>
    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
    <webMaster>tris-trb@nas.edu (Bill McLeod)</webMaster>
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      <title>Transport Research International Documentation (TRID)</title>
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      <title>E-Charge: Electrifying Long-Haul Road Freight Transport</title>
      <link>https://trid.trb.org/View/2581594</link>
      <description><![CDATA[E-Charge is a Swedish innovation project gathering fourteen partners representing stakeholders from the industry and academia with the purpose of making an initial system demonstration of battery electric heavy-duty trucks for the long-haul application. The system demonstration to be conducted in E-Charge will be one of the first tests of battery electric trucks for long-haul application on public roads in Europe, utilizing the emerging MCS standard. A first pre-standard edition of MCS (Megawatt Charging System) will be tested within the project, supporting four real logistics flows in southern Sweden during a year’s time. Three MCS-chargers will be installed on public locations supporting prototype vehicles from two different vehicle manufacturers. Five PhD students are participating from four Swedish universities and are set to earn licentiate by the end of the project. The main research goal in E-Charge is to identify essential future research areas for the industry and academia within electrification of heavy-duty trucks. E-Charge is partially funded by the public sector through the Swedish research & innovation program for strategical vehicle research and innovation (FFI).]]></description>
      <pubDate>Mon, 18 May 2026 11:01:18 GMT</pubDate>
      <guid>https://trid.trb.org/View/2581594</guid>
    </item>
    <item>
      <title>On Tackling Skill Shortage in the Rail Sector: The STAFFER ERASMUS+ project</title>
      <link>https://trid.trb.org/View/2580061</link>
      <description><![CDATA[The rail sector is experiencing an aging workforce that is approaching a well-deserved retirement, while rail enterprises, in many European Member States, are reporting difficulties to find railway engineers. Educational and training pathways are essential to prepare students, transitioning employees and current rail professionals for fulfilling and impactful careers in the sector for the coming decades. The EU project STAFFER, “Skill Training Alliance For the Future European Rail system” is the Erasmus+ Sector Skills Alliance for rail consisting of 31 full partners and 17 associated partners from 12 EU countries. STAFFER is aimed at developing a holistic Blueprint strategy to recognize present and new skill needs suitably and timely. In synergy with the European Year of Skills, a common methodology for the identification of current and future skills and competence needs for the whole complex rail system is developed.]]></description>
      <pubDate>Tue, 05 May 2026 13:15:58 GMT</pubDate>
      <guid>https://trid.trb.org/View/2580061</guid>
    </item>
    <item>
      <title>Using Unreal Engine Software for Driving Studies: Developing Documentation to Support Collaboration</title>
      <link>https://trid.trb.org/View/2692100</link>
      <description><![CDATA[Many academic institutions are turning to free and accessible gaming platforms such as Unreal Engine and Unity for research and educational purposes. In the Human Factors Group at the University of Michigan Transportation Research Institute (UMTRI), a multidisciplinary team of 19 students is developing an Unreal Engine-based driving simulator as a research tool to investigate the difficulty of driving roads, among other purposes. For those unfamiliar, Unreal Engine is a real-time 3D development platform that provides visual programming via its Blueprint system. Development on Unreal Engine can be done with C++ as well, but that was not commonly the case for this team.Throughout the course of the project, five significant documentation-related pain points were identified: (1) a lack of consistent documentation formatting and guidelines, (2) a lack of structure to keep information searchable and accessible, (3) code fragmentation and redundant logic, (4) a steep learning curve for new contributors, and (5) debugging inefficiencies in Blueprint environments. To address these pain points, the team initiated a three-week development freeze and constructed documentation guidelines tailored to Unreal Engine’s Blueprint graphical programming framework.The resulting guidelines emphasize (1) consistent naming conventions (e.g., forbidden characters, conventions for Boolean and non-Boolean variables), (2) clear flow of Blueprint logic diagrams (e.g., no spaghetti code, align wires and not nodes, provide return nodes), (3) rules for commenting on nodes (including formatting and where they should be provided) and code blocks (cluster of nodes), and (4) format requirements for guidelines. To aid in understanding the guidelines, sample screenshots, and the complete set of guidelines are provided in the appendix. This material should complement the Blueprint Best Practices [1].Since implementation, the team's productivity has approximately doubled, developer frustration has been reduced, and the onboarding time of new members has been cut in half.]]></description>
      <pubDate>Tue, 14 Apr 2026 15:11:24 GMT</pubDate>
      <guid>https://trid.trb.org/View/2692100</guid>
    </item>
    <item>
      <title>Model-Based Design and dSPACE/MathWorks Environment Enable Innovative Engineering Education</title>
      <link>https://trid.trb.org/View/2691859</link>
      <description><![CDATA[The exponentially growing complexity of engineering systems, such as robotic systems, autonomous vehicles, and unmanned aerial vehicles, require sophisticated control strategies that can efficiently coordinate system operation in various environments. The traditional control design approaches present significant challenges for control engineers to keep up with the increasing complexity and changing requirements. To advance embedded control system design, a paradigm shift from traditional development approaches toward more structured, systematic methodologies that can manage the multi-domain nature of control systems is critically needed. Model-based design approach is emerging as a solution for this demand. Model-based design approach uses a system model for control system development, from requirements capture to control system design, implementation, and testing. It provides an integrated environment for design, implementation, automatic code generation, and validation, which allows early error detection and continuous testing and verification. Model-based design reduces development time and cost, delivers higher-quality control systems, and enables collaboration among the engineers with different expertise.This paper presents a graduate-level course developed to train next generation of engineers with the skills for model-based embedded control system design. The development environment, including MATLAB/Simulink, dSPACE ConfigurationDesk, dSPACE ControlDesk, and dSPACE MicroAutobox III, is introduced. The course project, a control system for a hybrid powertrain, demonstrates the ability of students to develop a complicated control system using model-based design approach and perform validation through both Model-in-the-Loop (MIL) testing and Hardware-in-the- Loop (HIL) testing. The students’ feedback is very positive and shows that the course has prepared them well for their careers in industry and research institutions.]]></description>
      <pubDate>Tue, 14 Apr 2026 15:11:21 GMT</pubDate>
      <guid>https://trid.trb.org/View/2691859</guid>
    </item>
    <item>
      <title>Is Induced Travel Covered in Transportation Engineering Textbooks? Not Very Well</title>
      <link>https://trid.trb.org/View/2691796</link>
      <description><![CDATA[Induced travel is the new travel that materializes after expanding infrastructure, and accounting for it is essential for accurately describing the long-term benefits and environmental impacts of a project. However, engineers rarely account for induced travel during project planning and environmental review, perhaps owing in part to unfamiliarity with and skepticism about induced travel. This research explores whether transportation engineering textbooks introduce students to the concept of induced travel. We conducted a systematic review of seven engineering textbooks to assess whether they 1) clearly define induced travel, 2) indicate the expected magnitude of induced travel, 3) feature the concept in problem sets to be consistent with engineering’s signature pedagogy, and 4) describe the implications of induced travel for engineering practice and transportation policy. Three textbooks omitted the idea entirely, whereas the others offered only partial coverage. No single textbook included all four essential elements. Beyond this, all textbooks placed a greater emphasis on accommodating demand rather than managing it. Textbooks also offered an asymmetric portrayal of how drivers adjust to traffic conditions. Overall, the engineering textbooks reviewed here leave students unprepared to understand induced travel or its implications.]]></description>
      <pubDate>Tue, 14 Apr 2026 10:08:40 GMT</pubDate>
      <guid>https://trid.trb.org/View/2691796</guid>
    </item>
    <item>
      <title>Advancing Rail Infrastructure Asset Management and Hazard Mitigation: Educational Tools and Practitioner Decision Support Systems</title>
      <link>https://trid.trb.org/View/2691664</link>
      <description><![CDATA[As rail infrastructure ages and faces intensifying system stressors (e.g., flooding, icing, and extreme heat), agencies need to identify pathways to enhance the durability and operational reliability of their physical assets. However, there is a significant gap in available training material regarding Rail Infrastructure Asset Management (IAM) for both university students and current practitioners. Building upon the researcher’s ongoing research into adaptive capacity and international rail best practices, this project will translate rigorous research findings into accessible educational and research tools and practical decision-support systems. The project focuses on three primary technology transfer and workforce development initiatives:


(1) Interactive Rail Asset Management Platform: The team will develop a web-based, interactive learning module (utilizing platforms such as Tigyog) targeting students and practitioners. This resource will cover the principles of IAM, condition assessment, and decision-making under uncertainty. It will feature "gamified" scenarios and narrative case studies drawn from the team's research, contrasting infrastructure failures (e.g., the East Palestine, Ohio derailment) with successful engineering adaptations (e.g., the Shinkansen automatic braking systems in Japan). Users will engage with a "build-your-own" asset management framework to apply these concepts in real-time.
(2) University Teaching Packets: To address the lack of specialized rail engineering curricula, the team will create comprehensive teaching modules for instructors. These packets will draw from the team's six-country comparative analysis (U.S., Australia, Spain, Japan, Ghana, Argentina), providing lecture slides, assignment materials, and case-study evaluations. Topics will focus on identifying key asset vulnerabilities, institutional barriers to maintenance, and successful infrastructure hardening strategies.
(3) Practitioner Decision Matrix: The team will develop a "Rail Hazard Mitigation Decision Matrix" for state agencies and rail operators.

This tool will synthesize data on geographic hazards, system ownership models, and cost-benefit ratios to help managers prioritize physical infrastructure improvements.]]></description>
      <pubDate>Sun, 12 Apr 2026 23:25:19 GMT</pubDate>
      <guid>https://trid.trb.org/View/2691664</guid>
    </item>
    <item>
      <title>Personal Vehicle Ownership and Operating Cost Calculator (Version 2.0) for Quantifying On-road Vehicle Operating Costs</title>
      <link>https://trid.trb.org/View/2691663</link>
      <description><![CDATA[In 2018, the Georgia Tech National Center for Sustainable Transportation (NCST) research team developed the Vehicle Ownership and Operating Cost Calculator (VCC) Version 1.0, allowing users to calculate and understand total vehicle ownership costs over the lifespan of the vehicle. Traditional resources typically found on automotive websites offer five-year cost projections, but often overlook or simplify long-term expenses such as financing, maintenance, energy use, and depreciation, which vary widely based on region, vehicle type, and individual driving habits. By allowing users to input personalized data, the calculator provides a tailored, detailed analysis of ownership costs, helping users make more informed decisions about vehicle purchases. The VCC is designed to serve as an educational resource (highlighting the cost categories associated with vehicle ownership) and as an instructional aid in courses that examine transportation planning and economic assessments. The VCC allows users to input data specific to their circumstances, including vehicle purchase price, loan details, annual mileage, insurance, energy costs, maintenance, and other costs like parking and tolls. Using data from sources such as the Georgia Department of Revenue’s vehicle pricing database and the U.S. Department of Energy’s Fuel Economy Database, the calculator provides customized cost estimates. The tool provides users (students and the public) with a thorough understanding of the full costs associated with lifetime vehicle ownership, by offering a comprehensive breakdown of ownership costs, including hidden expenses often overlooked in purchase decisions. The original model became dated, because the tool did not have the ability to automatically ingest and update vehicle ownership cost data. This project will update the tool with new data, develop data ingestion procedures, and modify output formats to support economic assessments of roadway design alternatives. To make the VCC accessible and support technology transfer, this project will update the calculator to accommodate the latest vehicle technologies (2018-2025) and to generate an online model presence. The research team will update fuel prices, maintenance, insurance costs, and depreciation rates to capture recent market changes. The team will also assess and implement enhanced reporting features to provide users with more detailed breakdowns and visualizations of ownership costs. Finally, the team will modify the structure of the model so that the tool can compile operating costs per vehicle-mile for observed and modeled on-road fleet compositions and operating conditions. The deliverables will include an updated version of the calculator accessible as both an Excel tool and a web interface.]]></description>
      <pubDate>Sun, 12 Apr 2026 23:22:20 GMT</pubDate>
      <guid>https://trid.trb.org/View/2691663</guid>
    </item>
    <item>
      <title>Transforming Transportation with an Innovative and Talented Workforce: A Transportation Careers Workshop</title>
      <link>https://trid.trb.org/View/2689410</link>
      <description><![CDATA[The proposed event will be a two-day workshop in Durango, Colorado, at both Fort Lewis College and another community site or high school, featuring several key presentations and a panel discussion. The first day will consist of speakers and presentations. The second day will consist of interactive feedback at separate locations regarding the results of vocational assessment inventories. The target population of workshop participants will be high school and college students interested in learning more about careers in the transportation industry. Participants will complete surveys and career-planning instruments and receive detailed interpretations of their results to help them narrow their career choices. Representatives from trucking, transit, state DOTs, and the supply chain industry will be invited to participate as experts, delivering presentations that describe careers and opportunities in the transportation industry. In addition, there will be an interactive session to help participants prioritize their vocational interests and preferences. Lastly, a networking event with presenters will also be arranged.

In addition to providing career information on activities, salaries, and other employment and career opportunities in the transportation industry, the proposed workshop will also address two main needs regarding the recruitment of potential entrants to the transportation industry. First, identify a transportation career profile for prospective applicants to target highly congruent candidates for the industry. This profile will provide researchers with an opportunity to develop an interest and preference profile of prospective students whose interests are congruent with the industry. Identifying those persons who are likely to be congruent allows outreach efforts to be tailored and targeted, and limited funds and resources to be used more effectively. Second, a short, easy-to-use web page that could assist students in obtaining information about transportation careers in general, with a brief survey or questionnaire to help narrow down interests in transportation careers, which then directs users to more targeted information. This web page could then be made available to other UTC programs that conduct transportation and career outreach events. The web page will be used to tally hits, and requests for applications will help more accurately measure the impact of the workshop's outreach efforts. This outreach project will also incorporate the development and implementation of a prototype webpage to evaluate the workshop and serve other UTCs.]]></description>
      <pubDate>Wed, 08 Apr 2026 17:37:26 GMT</pubDate>
      <guid>https://trid.trb.org/View/2689410</guid>
    </item>
    <item>
      <title>A Computer Vision Approach to Evaluating Crosswalk Safety for Vulnerable Road Users</title>
      <link>https://trid.trb.org/View/2686215</link>
      <description><![CDATA[With advancements in computer vision and cloud computing, Surrogate Safety Measures (SSMs) now provide actionable insights to mitigate safety concerns before collisions occur. This study, conducted as part of the STREET21 research project and contributes to the existing body of knowledge by examining Post-Encroachment Time (PET), a time-based SSM, at a high-traffic urban intersection which many young vulnerable users (university students) cross as pedestrians for their daily commuting needs. In total 513 traffic conflict events were identified and mapped for the purposes of the analysis. The spatial analysis provides critical insights into the patterns of traffic conflicts. Results of the quantitative analysis demonstrate that pedestrian conflicts predominantly involved right-turning vehicles, followed by through vehicles, potentially indicative of red-light violations. The applied methodology underscores the efficacy of video analytics as a scalable alternative to traditional crash data analysis, enabling the evaluation of intersection designs and temporary treatments before permanent implementation.]]></description>
      <pubDate>Thu, 02 Apr 2026 13:51:36 GMT</pubDate>
      <guid>https://trid.trb.org/View/2686215</guid>
    </item>
    <item>
      <title>A Robust Optimization-Based Approach for an Integrated Truck-Drone Emergency Resource Distribution System</title>
      <link>https://trid.trb.org/View/2684212</link>
      <description><![CDATA[The primary objective of this project is to develop and validate an integrated truck-drone coordination system that enhances emergency resource distribution through advanced optimization modeling and simulation. This system aims to improve delivery speed, service coverage, and operational efficiency during crisis situations. This project seeks to
address the challenges of disrupted transportation networks, uncertainty in demand locations, and inefficiencies in last-mile delivery during natural disasters. The primary stakeholders in this study include disaster relief agencies, emergency response teams, local government bodies, and logistics companies involved in post-disaster supply distribution. Efficient and adaptive delivery systems are crucial for these stakeholders, as traditional transportation methods often become inoperable due to damaged infrastructure limiting accessibility.

This proposal is about formulating multi-objective optimization models to coordinate multiple trucks and drones for emergence resource allocation. In such a coordination system, trucks can be used as depots, and drones can be used as delivery tools. To use drones beyond the last mile delivery, coordination points will be added between truck and customer locations. At such coordination points, drones may charge or exchange packages with other drones for longer delivery trips. Therefore, the research involves planning coordination points; coordinating delivery schedules; managing hand-offs between trucks and drones and between drones; and coordinating routes, altitudes, and timing for all active drones. The proposed model will improve emergency response efficiency and resilience during adverse conditions. The research team involves faculty members and students working in collaboration with North Carolina Department of Transportation (NCDOT) stakeholders.]]></description>
      <pubDate>Wed, 25 Mar 2026 17:23:54 GMT</pubDate>
      <guid>https://trid.trb.org/View/2684212</guid>
    </item>
    <item>
      <title>An Ambitious No-Budget Student Design Project in Transportation Engineering</title>
      <link>https://trid.trb.org/View/2562133</link>
      <description><![CDATA[Recently, our university started offering a new undergraduate program in civil engineering and has just had its first cohort of transportation engineering students; however, our department has yet to obtain licenses for software products in civil engineering, including traffic flow modeling software. With this background, this paper describes a no-budget class project that enables students to integrate the concepts they learned in class in the absence of traffic modeling software. In this project, students are required to evaluate the transportation facilities of a small city and to design a public transportation system for the city. Given no budget, a short timeline, and limited data sets, students are still able to complete the project by applying their knowledge of the geometric design of highways, level of service analysis, transport planning, signalized and unsignalized intersections, and pavement engineering and public transportation. The paper highlights faculty and student perspectives on the effectiveness of the project in setting the students up for future success and concludes with offering recommendations for educators on new civil engineering programs in their efforts to bring quality education to students despite technology constraints. By directly confronting the problem of scarce resources that characterizes many new civil engineering programs, this paper is a contribution to the advancement of transportation engineering education and social equity in the United States.]]></description>
      <pubDate>Fri, 20 Feb 2026 15:28:26 GMT</pubDate>
      <guid>https://trid.trb.org/View/2562133</guid>
    </item>
    <item>
      <title>Advanced Mobility Innovation Lab (AMIL) and Beyond</title>
      <link>https://trid.trb.org/View/2666833</link>
      <description><![CDATA[As the United States navigates the Fourth Industrial Revolution - defined by the convergence of physical, digital, and biological technologies - STEM (Science, Technology, Engineering, and Mathematics) education has become increasingly vital to preparing students for the future workforce. Transportation, a sector undergoing rapid technological transformation, is deeply intertwined with STEM and plays a critical role in shaping economic development, public safety, and access to essential services. Yet, many K-12 students, particularly in rural areas, lack exposure to high-quality STEM learning opportunities.  The Advanced Mobility Innovation Lab (AMIL) was established through funding from the CR2C2 REE program to address this gap by providing portable, hands-on STEM experiences that fuse transportation technology demonstrations with project-based learning. This project will expand AMIL’s effort in projects R-EWD-1 and R-EWD-2, and increases the reach and impact by partnering with the University of Alabama’s robust K–12 STEM Education Outreach program, creating a collaborative model for multi-university engagement and STEM education. Together, these programs will deliver enriched STEM experiences that emphasize emerging transportation technologies, autonomous systems, and the STEM principles behind their development and operation. The initiative will culminate in two regional events - one in Alabama and one in North Carolina - featuring autonomous vehicle demonstrations and showcasing student learning outcomes.]]></description>
      <pubDate>Wed, 11 Mar 2026 15:46:44 GMT</pubDate>
      <guid>https://trid.trb.org/View/2666833</guid>
    </item>
    <item>
      <title>Evaluation of eye-tracking as support in simulator training for maritime pilots</title>
      <link>https://trid.trb.org/View/2666514</link>
      <description><![CDATA[The Swedish Maritime Administration provides maritime pilotage when vessels operate in Swedish pilotage-obliged water. Through the maritime pilot's knowledge of the waterways and experience of maneuvering different types of vessels, the pilot contributes to ensure that maritime and environmental safety as well as accessibility can be maintained. In addition to skills in ship maneuvering, navigation and seamanship, the ability to interact with various types of technology, cultures and crews is also required. Each ship is unique in terms of propulsion, steering, navigation, and communication equipment as well as maneuvering and information instruments. With increased levels of automation, the demands on maritime pilots to interpret, understand and handle technology are increasing. Today, the maritime pilot training is based on a long tradition of apprenticeship, where the pilot's competence can be seen as implicit (tacit) knowledge developed through years of experience at sea. But, since the maritime pilot profession is a practice in change, it puts higher demands on the pilot training. One step is to find out the experienced maritime pilots' valuable tacit knowledge and transfer this to the next generation. Another step is to include new technology in teaching activities, such as using eye-tracking in simulator training. The purpose of this multidisciplinary research project was to investigate what it means to be a professionally competent maritime pilot, and how current training practitioners are organized for pilot students to develop professional competence. Also, how the training can be further developed to achieve improved quality.]]></description>
      <pubDate>Thu, 05 Feb 2026 08:33:03 GMT</pubDate>
      <guid>https://trid.trb.org/View/2666514</guid>
    </item>
    <item>
      <title>Professional capacity building and field-based education in coastal transportation durability (UPRM)</title>
      <link>https://trid.trb.org/View/2663231</link>
      <description><![CDATA[Project Description: Coastal transportation assets are routinely exposed to coastal hazards, including flooding, erosion, saltwater intrusion, and storm impacts, that undermine safety, mobility, and service continuity. Capacity building in effective vulnerability assessment and risk management requires more than technical modeling: practitioners need applied skills in infrastructure screening, community‑sensitive evaluation, data‑driven decision making, risk communication, and cross‑agency coordination. The US-DOT developed in 2015 a spreadsheet-based tool called Vulnerability Assessment Scoring Tool (VAST) to assist in documenting the vulnerability of transportation assets in a study area. The assessment includes (1) determining the scope of the vulnerability assessment, (2) selecting appropriate indicators, (3) collecting data about those indicators, and (4) devising an approach to convert raw data about indicators into scores. The result is a set of vulnerability scores that can be used to rank assets by their level of vulnerability or inform other analyses of the results. Today, state and local agencies often lack the staffing and training to use screening tools consistently or to translate assessment results into prioritized investments, while college education delivers essential theory but rarely provide the real‑world, community‑engaged practice needed to make assessments actionable. To close current workforce gaps, this project proposes two complementary capacity‑building tracks: a college‑level track that will prepare upcoming engineers and architects with interdisciplinary foundations and hands‑on experiences, and a professional‑level track that will help upskill practicing engineers in the application of vulnerability assessment methods and tools, such as FHWA VAST. Both tracks share core competencies but differ in depth, delivery, and assessment to match learners’ roles and incentives. 
This project will address professional capacity gaps by developing educational modules, workshops, and training materials for students, communities, and professionals. These resources will be delivered through the University of Puerto Rico at Mayagüez (UPRM) Interactive Learning Hub (ILHUB) and in-person sessions via the Puerto Rico LTAP training program. The ILHUB serves as an online repository focused on coastal resilience and community preparedness. The educational approach integrates coastal resilience, transportation performance, and blue economy strategies into accessible learning resources, enhancing technical knowledge and community capacity across diverse stakeholders. The UPRM team is applying the VAST approach using data from the PR-466/4466 coastal highway corridor in Isabela, Puerto Rico, incorporating community characteristics into the scoring method to enrich the assessment with contextual insights. Professionals will strengthen their competencies in blue economy and transportation durability strategies, as well as in applying the Enhanced VAST. Building on this effort, the project will develop instructor-led and self-paced online training modules to equip professionals with the skills to apply the assessment tool in real-world contexts. Puerto Rico LTAP will assist in delivering these sessions and disseminating the educational materials through its network. On the college track, students will gain hands-on experiences through field case studies of transportation vulnerability situations in coastal zones that will complement their classroom education, strengthen their problem-solving and critical thinking skills, and improve their career readiness. Communities will be also engaged as part of the case studies to improve their understanding of how the durability of transportation systems supports coastal livelihoods.

]]></description>
      <pubDate>Sat, 31 Jan 2026 12:00:17 GMT</pubDate>
      <guid>https://trid.trb.org/View/2663231</guid>
    </item>
    <item>
      <title>Promoting Teachers' and Young Learners' Engagement of Transportation Issues</title>
      <link>https://trid.trb.org/View/2652184</link>
      <description><![CDATA[This project will develop, implement, and distribute standards-aligned curriculum that focuses on real-world transportation issues to include stormwater runoff and erosion mitigation and air quality issues. The curriculum will serve as educative curriculum materials (ECM) for teachers as they engage students with research-based instruction focused on Texas Transportation Institute (TTI) and transportation industry research and recommendations, science content ideas (e.g., water cycle, erosion), and non-science considerations (e.g., economic, ethical, social, legal). The curriculum will also profile the authentic work of TTI researchers, other science, technology, engineering, and mathematics (STEM)  professionals, and the characteristics of their work. Research will be conducted on how professional and curriculum development affects knowledge bases and practices, and how implemented curriculum impacts students’ knowledge of science and engagement of real-world societally important scientific issues.   ]]></description>
      <pubDate>Tue, 13 Jan 2026 14:13:31 GMT</pubDate>
      <guid>https://trid.trb.org/View/2652184</guid>
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