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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>
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    <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>Heritage Preservation Training in Civil Engineering Education: Modern Roads Restoration Projects</title>
      <link>https://trid.trb.org/View/1568414</link>
      <description><![CDATA[The curricula of civil engineering schools in most countries exclude subjects related to heritage assessment and preservation of public works. In the very few that do include it, the teaching process continues to focus purely on the heritage of isolated public works, such as large structures and outstanding bridges. This lack of attention to the territorial dimension of public works should be remedied by teaching initiatives to instill greater awareness among engineering undergraduates of the history and heritage of historic transport networks and infrastructure. In this respect, the object of this article is to present and evaluate the teaching proposal established in the subject “History and Aesthetics of Civil Engineering” given at the School of Civil Engineering in Ciudad Real (University of Castilla-La Mancha, Spain). Following the conceptual basis of the project-based learning (PBL) method, the students carry out documental studies, map work, and field studies to develop a proposal for the identification, assessment, and restoration of a modern road with heritage value.]]></description>
      <pubDate>Mon, 26 Nov 2018 10:05:55 GMT</pubDate>
      <guid>https://trid.trb.org/View/1568414</guid>
    </item>
    <item>
      <title>Student Education and Training Needs for Safety in Roadway Engineering Fieldwork</title>
      <link>https://trid.trb.org/View/1568400</link>
      <description><![CDATA[Universities, colleges, and other learning institutions receive funding for research studies and data collection involving laboratory and field site work. Students are hired to work in the laboratory or field to gain experience, fulfill their educational requirements, and reduce the financial burden for their education. The safety of student researchers is commonly regarded as a top priority and is an important part of their education for their future careers. While on-campus laboratory safety for students is commonly stressed by many universities, field site safety is rarely mentioned. A study led by the Oregon Department of Transportation (ODOT) was conducted with assistance from Oregon State University (OSU) and Portland State University (PSU) to create a safety training manual and video for student workers and researchers who perform roadway engineering fieldwork. The study revealed safety education and training needs for students. To carry out field data collection, students may be required to work on a roadway, in the right-of-way, or close to live-traffic environments. Workers and researchers present on roadways are exposed to hazardous conditions which present the need for safety training to increase the skill level, hazard awareness, risk perception, and quick reactions of those conducting work operations. Unlike work conducted by permanent employees, work conducted by student workers and researchers typically involves temporary, short-term assignments, so students often only receive informal safety training when required to collect data in the field. Formal safety training resources are needed to provide students—who are the future employees of the transportation industry—with adequate knowledge and skills to ensure that they know how to work safely on roadways. This paper describes current practices related to student worker safety training and the results of a survey conducted to collect the perspectives of onsite engineers and experienced managers on student safety training needs. Conclusions and recommendations are reported based on safety training in university curricula, a comprehensive literature review, and the survey results.]]></description>
      <pubDate>Mon, 26 Nov 2018 10:05:55 GMT</pubDate>
      <guid>https://trid.trb.org/View/1568400</guid>
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    <item>
      <title>Assessing the Effects of Implementing an Online Student-Response System in a Transportation Engineering Course</title>
      <link>https://trid.trb.org/View/1480910</link>
      <description><![CDATA[Online student-response systems utilize the Internet connectivity of the smart devices owned by university students to enable the instructor to post different types of questions that can be instantly answered by students using their smart devices. This paper provides a quantitative assessment of the effects of using online student-response systems for training and monitoring the academic performance of students taking a high-level engineering technical course. By using the system for training, the instructor was able to receive real-time feedback from students so that the instructor would revisit and clarify the areas that were still unclear to students. The system was also used to provide several in-class quizzes that were used to determine the class participation marks for students. This allowed the instructor to consistently assess all students in the class because all students were required to answer the same questions at the same time. This is unlike traditional pedagogical methods in which class participation marks were assigned based on fewer questions for every individual student. Due to these factors, it was found that using online student-response systems for training and assessment has led to improving students’ marks and attendance rates. Furthermore, implementing the system has also led to significant improvements in the students’ level of achieving different performance indicators related to the course.]]></description>
      <pubDate>Tue, 29 Aug 2017 10:09:14 GMT</pubDate>
      <guid>https://trid.trb.org/View/1480910</guid>
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    <item>
      <title>Sustainable Mobility for the Future: Development and Implementation of a Sustainable Transportation Planning Course</title>
      <link>https://trid.trb.org/View/1480911</link>
      <description><![CDATA[The field of transportation engineering has become more sustainable as challenges of the twenty-first century continue. Sustainable mobility topics such as pedestrian and cycling travel, smart growth development, and transit-oriented design are being adopted and implemented. As a result, there is the need for higher-education curriculum on transportation engineering to adapt as well. Efforts to integrate sustainable and multimodal design into introductory transportation courses have emerged, as well as new courses in the transportation field. This paper describes the development and implementation of an upper-level course, Sustainable Transportation Planning, at Bucknell University. Course objectives, pedagogical tools, activities, and assessment methods are discussed in depth to provide insight into how other institutions can adopt a similar course. An emphasis is placed on active learning techniques and the need to balance the three components of sustainability (environment, economy, and society) into the course material. Courses such as this can expose students to transportation planning challenges and inspire them to pursue careers in sustainable transportation.]]></description>
      <pubDate>Tue, 29 Aug 2017 10:09:06 GMT</pubDate>
      <guid>https://trid.trb.org/View/1480911</guid>
    </item>
    <item>
      <title>Holistic and Iterative Development and Dissemination of Conceptual Traffic Signal Questions</title>
      <link>https://trid.trb.org/View/1423496</link>
      <description><![CDATA[Conceptual questions can be used to improve student’s understanding through interactive engagement and formative assessment; however, there is a lack of developed conceptual questions in transportation engineering. This paper reports on the development, implementation, refinement, and evaluation of conceptual questions about traffic signals that include students rating of confidence in their solution. Based on student and practicing engineer traffic signal misconceptions, 94 conceptual questions were developed and implemented by 10 public university instructors. Five patterns of student responses were identified in terms of correctness and student confidence: all correct, all confident, all lack confidence, correct-confident combined with incorrect-lacks confidence, and correct-lacks confidence combined with incorrect-confident. Furthermore, the experiences of instructors using conceptual questions with students were considered through semistructured interviews. Conceptual questions about fundamental aspects of traffic engineering were most frequently selected, conventional multiple choice questions were the most popular type of questions, and enriching exam materials or creating challenging discussions were the primary goals of implementation. While every participant expressed that they will use the material again in the future, potential barriers to adoption remain.]]></description>
      <pubDate>Fri, 21 Oct 2016 16:36:31 GMT</pubDate>
      <guid>https://trid.trb.org/View/1423496</guid>
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    <item>
      <title>Applying Problem-Oriented and Project-Based Learning in a Transportation Engineering Course</title>
      <link>https://trid.trb.org/View/1412106</link>
      <description><![CDATA[A growing consensus in the literature on how to improve the quality of learning suggests that adaptions to problem-based learning (PBL) methods could firstly improve learning experiences, problem solving, skill acquisition and a reasonable level of skill transfer from a student perspective, and secondly develop better professional competence and preparation in these needed highway capacity analysis skills. This paper describes the educational basis of problem-oriented and project-based learning (POPBL) approaches that have been developed as an integral part of a four-year undergraduate engineering degree program at the University of Delaware and incorporated into the transportation curriculum, using real world cases to teach students how to think like expert practitioners. A seven-phase POPBL conceptual framework and the experiences of employing POPBL are presented to demonstrate how it operates in transportation engineering education.]]></description>
      <pubDate>Thu, 28 Jul 2016 10:48:36 GMT</pubDate>
      <guid>https://trid.trb.org/View/1412106</guid>
    </item>
    <item>
      <title>Transportation Engineering Curriculum: Analytic Review of the Literature</title>
      <link>https://trid.trb.org/View/1412107</link>
      <description><![CDATA[Transportation engineering curricula at the undergraduate and graduate levels are critical to the development of technical competency in future transportation engineering professionals—those who will be responsible for the planning, design, construction, operation, and maintenance of safe and efficient transportation systems. This paper provides an analytic review of journal articles and refereed conference papers addressing how transportation engineering curricula have changed over time. The literature review found 51 articles for analysis, with an increased frequency of those publications over time. Curriculum issues described in these papers include how transportation fits broadly within engineering programs and, more specifically, within civil engineering programs, which topics are addressed in transportation courses, and how these courses attend to stakeholder needs. This analytic review of the literature provides a resource for transportation engineering educators, administrators, and researchers to consider how transportation curricular issues have been treated in the literature historically as the community continues to develop and implement the transportation engineering curricula of the future. The findings will inform transportation engineering educators of the state of the practice in transportation engineering curricula.]]></description>
      <pubDate>Thu, 28 Jul 2016 10:48:21 GMT</pubDate>
      <guid>https://trid.trb.org/View/1412107</guid>
    </item>
    <item>
      <title>Transportation Engineering Instructors’ Decision-Making Processes for Course Changes</title>
      <link>https://trid.trb.org/View/1412105</link>
      <description><![CDATA[Much funding has been dedicated to the development of research-based instructional strategies in an effort to improve the state of science and engineering education in the United States, but these efforts have not led to the desired level of dissemination and adoption among engineering faculty members. In order to better understand what is hindering the dissemination and adoption of research-based curricular components, more insight is needed into the curriculum planning and sharing processes of engineering educators. To that end, interviews were conducted with 24 transportation engineering instructors about their curriculum planning in order to better understand the decision-making process and to determine characteristics of curricular components that instructors implement in their classrooms. Specifically, this article examines what course components faculty change, why they change them, how they go about changing them, and what resources they utilize to make changes. Based on these findings, recommendations for curriculum materials developers and researchers are made.]]></description>
      <pubDate>Thu, 28 Jul 2016 10:48:16 GMT</pubDate>
      <guid>https://trid.trb.org/View/1412105</guid>
    </item>
    <item>
      <title>Assessment of Students’ Preconceptions in an Introductory Transportation Engineering Course: Case Study at Virginia Tech</title>
      <link>https://trid.trb.org/View/1412108</link>
      <description><![CDATA[Introductory transportation engineering (TE) courses are crucial for developing students’ interest in TE and for creating a professional knowledge foundation. However, effective learning requires certain conditions. Students’ preconceptions are instrumental to the learning process, and ignoring preconceptions can result in the creation of knowledge gaps and negative effects on learning. The previous research did not focus on students’ preconceptions in the introductory TE courses. Consequently, the purpose of this case study was the assessment of students’ preconceptions in the introductory TE course at Virginia Tech. The research methodology was based on a precourse survey and concept maps, including the development of a transferable coding method. Qualitative data were used to assess how students integrate, organize, and relate concepts using their previous knowledge. Results indicate that variation of students’ preconceptions exists based on their major and year, along with specific positive, negative, or incomplete concepts. Additionally, the analysis indicates an increase in concept consistency and convergence in concepts based on students’ previous knowledge. Conclusively, awareness of students’ preconceptions is necessary for developing new approaches that could improve the learning environment.]]></description>
      <pubDate>Thu, 28 Jul 2016 10:48:13 GMT</pubDate>
      <guid>https://trid.trb.org/View/1412108</guid>
    </item>
    <item>
      <title>Comparing Performance and Impediments of Construction and Professional Disadvantaged Business Enterprises in Transportation</title>
      <link>https://trid.trb.org/View/1401322</link>
      <description><![CDATA[Disadvantaged/Minority/Women business enterprises (DBE/MBE/WBEs) in construction and professional fields face several impediments that hinder their business growth and overall performance. In this study, a survey was conducted to compare the importance of the factors that most affect business performance of these business enterprises, the impediments they face, and the advantages and disadvantages of being a DBE/MBE/WBE; the survey was conducted with construction and professional firms in the transportation industry. When comparing responses from 259 business enterprises, the results indicated that construction firms placed significantly higher importance to financial issues and safe work practices than professional firms. In addition, construction firms ranked lack of technology, an unskilled work force, and an expensive work force as significant impediments to their business success as compared to professional firms. No significant differences were detected ranking the advantages of being DBEs. However, regarding the disadvantages of being a DBE, construction firms ranked excessive bid shopping significantly higher than professional firms. The respondents provided a set of recommendations to improve the status of DBEs for use by government policy-makers/owners and prime contractors.]]></description>
      <pubDate>Mon, 21 Mar 2016 16:42:28 GMT</pubDate>
      <guid>https://trid.trb.org/View/1401322</guid>
    </item>
    <item>
      <title>Redesign of Curricula in Transit Systems Planning to Meet Data-Driven Challenges</title>
      <link>https://trid.trb.org/View/1357649</link>
      <description><![CDATA[As society and technology change the way public transit systems are perceived, contemporary professionals need to be equipped with the skills to manage transportation systems to keep up with modern demands and challenges. Information Communication Technologies and data ubiquity represent great potential advances in transport systems; however, the challenge of transferring the knowledge from research and academia remains a significant barrier. This paper contributes to the literature in two ways: it serves as a benchmark for the challenges in transit systems planning education today, and it is a reference guide for future educators to find resources to create and refine effective educational programs in this area. A case study of a sample teaching module for transit systems planning in the Greater Toronto Area is presented with guidelines to teach (1) models of data-driven flexible transit services; (2) technologies to integrate and visualize user and systems data; and (3) methodologies to evaluate demand for such services at a societal level.]]></description>
      <pubDate>Mon, 29 Jun 2015 09:13:28 GMT</pubDate>
      <guid>https://trid.trb.org/View/1357649</guid>
    </item>
    <item>
      <title>Transportation Engineering Education for Undergraduate Students: Competencies, Skills, Teaching-Learning, and Evaluation</title>
      <link>https://trid.trb.org/View/1357648</link>
      <description><![CDATA[In general terms, engineering education at the undergraduate level should be based on at least three aspects: the definition of learning outcomes aligned not only with theoretical contents but also with competencies and skills; the specification of teaching-learning methods; and the evaluation of the learning outcomes. The purpose of this study was to analyze an approach that combines traditional lectures and active learning into one strategy to help in the development of competencies and skills demanded by the transportation engineering profession. The authors examined if the acquisition of the skills could be assessed through conventional evaluation techniques and concept maps. An experiment was conducted for the specific case of the course Planning and Analysis of Transport Systems, in three phases: (1) planning the teaching-learning process; (2) evaluating the teaching-learning process; and (3) evaluating the teaching-learning product. The results show that the use of a problem-identification methodology combined with conventional classroom activities is adequate in addressing the domains of the conceptual relationships and relational and attitudinal cognitive procedures, as presented in Bloom’s taxonomy. The main conclusion refers to the use of concept maps as a strategy for learning evaluation. The results suggest that concept maps can serve as an additional assessment instrument, to assure an evaluation that is more precise and coherent with the learning outcomes desired for transportation engineering education.]]></description>
      <pubDate>Mon, 29 Jun 2015 09:13:14 GMT</pubDate>
      <guid>https://trid.trb.org/View/1357648</guid>
    </item>
    <item>
      <title>Improving Civil Engineering Education: Transportation Geotechnics Taught through Project-Based Learning Methodologies</title>
      <link>https://trid.trb.org/View/1336169</link>
      <description><![CDATA[Previous studies have found that nontechnical skills, like, for example, communication, team work, and solving open-ended problems, are abilities that civil engineers must possess to perform their professional duties. However, the traditional teacher-centered methods employed in civil engineering schools do not encourage students to develop these skills. To address this concern, the educational program at the School of Civil Engineering of Ciudad Real in Spain was designed using a project-based learning methodology, which produced satisfactory results. Recently, to meet new requirements coming from the higher education European degrees, this program modified its curriculum. To further improve the program, the Transportation Infrastructure course, which was previously taught using traditional methods, was redesigned within a project-based learning framework and was renamed Transportation Geotechnics and Pavement Engineering. Because the school is still transitioning from the old program to the new program, a survey was conducted to compare and discuss the opinions of two groups of students who completed these subjects during the 2012–2013 academic year. The results of both the survey and the final marks of the respective groups illustrate better performance of project-Based learning methodologies compared with traditional teaching techniques.]]></description>
      <pubDate>Fri, 27 Feb 2015 10:03:57 GMT</pubDate>
      <guid>https://trid.trb.org/View/1336169</guid>
    </item>
    <item>
      <title>Changing University Student Perceptions of Freight Transportation</title>
      <link>https://trid.trb.org/View/1280801</link>
      <description><![CDATA[This study examines civil engineering students’ perceptions of freight transportation and its impacts on the environment and society. Research and anecdotal evidence suggests students enter into the field of transportation because they want to improve systems that impact the environment and/or society, and despite freight transportation’s increasing momentum as an emerging industry and research path, freight is often perceived as counter to sustainability, focused solely on profitability, and thus not as appealing to transportation students. This paper investigates whether increased exposure to and knowledge of freight transportation can change students’ perceptions of the field by either illustrating the potential for future environmental and sustainability gains within freight transportation or by illustrating the relationships between freight transportation and other contemporary transportation issues. Perceptions of students who took introductory freight transportation classes at several universities were measured using precourse and postcourse surveys to help better understand the influence of increased knowledge in freight transportation. Results indicate that after students have taken an introductory freight class, they more strongly agreed that there are sustainability improvements and gains to be had within freight transportation. Additionally, students made stronger connections between freight transportation and contemporary freight transportation issues after taking a freight class. These findings indicate that introductory freight transportation courses are useful in helping students understand the importance of and develop an interest in freight transportation.]]></description>
      <pubDate>Mon, 27 Jan 2014 11:20:13 GMT</pubDate>
      <guid>https://trid.trb.org/View/1280801</guid>
    </item>
    <item>
      <title>Using Information Technology to Incorporate Natural Hazards and Mitigation Strategies in the Civil Engineering Curriculum</title>
      <link>https://trid.trb.org/View/1280798</link>
      <description><![CDATA[Natural and environmental hazards include earthquakes, tsunamis, volcanoes, hurricanes, floods, landslides, and droughts, among several others. These hazards present high risk to human lives and infrastructure. This is particularly true when such systems affect populated areas, devastating homes, highways, buildings, and social structure. A key aspect of natural hazard mitigation is the implementation of adequate strategies for data collection, processing, and sharing. This implementation can be prior to a natural disaster event for purposes of risk assessments and planning or postevent for disaster relief efforts and to document and learn from these case histories. In this paper, the authors present their experience in developing and implementing a course on natural hazards, which also focused on the benefits of using information technology (IT)-based solutions for natural hazard risk management. In the United States, most civil engineering (CE) curricula offer elective courses focusing primarily on traditional CE specialty areas (e.g., structures, geotechnical, hydraulics, environmental, construction management, and transportation). Therefore, there is typically no formal education in natural disasters in undergraduate CE curricula despite the critical role that CE professionals play in natural hazard risk mitigation and relief activities. The purpose of this article is to present an overview of the course developed in the CE department at the University of Puerto Rico at Mayagüez (UPRM) and highlight how the use of IT solutions was integrated in a seamless way as a fundamental component of the course. The inclusion of IT allowed students to participate in the development of an up-to-date technology-based system to collect and manage natural hazard data.]]></description>
      <pubDate>Mon, 27 Jan 2014 11:20:11 GMT</pubDate>
      <guid>https://trid.trb.org/View/1280798</guid>
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