Transportation management and planning are subject to the impacts of shifting technology, new demand patterns and changing economic forces. This necessitates comprehensiveness in transportation education. Extensive attention must be given to social and economic phenomena to the extent that they are influenced by the costs of interaction, are locationally important, and produce large volumes of movement or gross environmental impacts. The author feels that the desirability of comprehensive understanding should be impressed on the transportation student at the outset of the educational process in order to prevent narrow professionalization. The curriculum should include technology and system characteristics, social sciences and demographic behavior as seen through mathematical models, public policy formation, use of data based and computer modeling, and optimization at both a micro and a macro level. As it is unrealistic to expect expertise in all areas, specialization such as by mode or by geographic scale is suggested.

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    • Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the Transportation Research Board of the National Academy of Sciences. Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved. Presented at a conference conducted by the Transportation Research Board Sept. 7-8, 1973, at the University of Pennsylvania, Philadelphia, and cosponsored by the Transportation Studies Center, University of Pennsylvania, in cooperation with the 1907 Foundation.
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    Transportation Research Board

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  • Authors:
    • Harris, Britton
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  • Publication Date: 1974

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  • Media Type: Digital/other
  • Pagination: pp 4-9
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  • Accession Number: 00083150
  • Record Type: Publication
  • Files: TRIS, TRB, ATRI
  • Created Date: Apr 8 1975 12:00AM