DEVELOPMENT OF PACTRANS
WORKFORCE DEVELOPMENT INSTITUTE
Year 1 – Year 3
FINAL PROJECT REPORT
by
Principal Investigator: Yinhai Wang
University of Washington
Sponsorship
PacTrans and WSDOT
for
Pacific Northwest Transportation Consortium (PacTrans)
USDOT University Transportation Center for Federal Region 10
University of Washington
More Hall 112, Box 352700
Seattle, WA 98195-2700
In cooperation with U.S. Department of Transportation,
Office of the Assistant Secretary for Research and Technology (OST-R)
ii
DISCLAIMER
The contents of this report reflect the views of the authors, who are responsible for the
facts and the accuracy of the information presented herein. This document is disseminated under
the sponsorship of the U.S. Department of Transportation’s University Transportation Centers
Program, in the interest of information exchange. The Pacific Northwest Transportation
Consortium, the U.S. Government and matching sponsor assume no liability for the contents or
use thereof.
iii
TECHNICAL REPORT DOCUMENTATION PAGE
1. Report No.
2. Government Accession No.
3. Recipient’s Catalog No.
01723928
4. Title and Subtitle
5. Report Date
Development of PacTrans Workforce Development Institute
7/14/2021
6. Performing Organization Code
7. Author(s) and Affiliations
8. Performing Organization Report No.
Yinhai Wang, 0000-0002-4180-5628; Wei Sun (University of Washington), Shane
Brown, 0000-0003-3669-8407, (Oregon State University), Kevin Chang, 0000-0002-
7675-6598, (University of Idaho), Ali Hajbabaie, 0000-0001-6757-1981, (Washington
State University), Billy Connor, 0000-0002-4289-2620 (University of Alaska Fairbank)
2019-ME-UW-4
9. Performing Organization Name and Address
10. Work Unit No. (TRAIS)
PacTrans
Pacific Northwest Transportation Consortium
University Transportation Center for Federal Region 10
University of Washington More Hall 112 Seattle, WA 98195-2700
11. Contract or Grant No.
69A3551747110
12. Sponsoring Organization Name and Address
13. Type of Report and Period Covered
United States Department of Transportation
Research and Innovative Technology Administration
1200 New Jersey Avenue, SE
Washington, DC 20590
Final report, 8/16/2017 – 6/30/2021
14. Sponsoring Agency Code
15. Supplementary Notes
Report uploaded to: www.pactrans.org
16. Abstract
With the emergence of technology and applications in transportation practice, the demand for continuing education and workforce
development is growing. As the Northwest regional transportation research center, PacTrans carries responsibility for transportation
workforce development for Federal Region 10. To fulfill this task and address regional workforce development challenges, PacTrans
saw a clear need to develop an institute to provide professional training and continuing education for Region 10’s transportation
professionals. Bringing together decades of collective experience in educational research and continuing education, the research team
established the PacTrans Workforce Development Institute (WDI) to address increasing workforce development needs. Each university
has its own strengths in transportation research and education and thus makes unique and meaningful contributions to this project. To
better accommodate working professionals’ busy schedules, the PacTrans WDI offers demand-responsive and flexible training services
in both on-site and online settings.
Through survey and outreach activities, the research team identified the gaps between workforce training needs and existing training
opportunities, and it developed training courses to fill these gaps. Specifically, the WDI hasdeveloped and delivered several training
courses, such as Understanding and Applying the Manual on Uniform Traffic Control Devices, Incorporating Human Factors into
Roadway Design and Crash Diagnostics, Project Management and Key Skill Capability Building. In addition, the WDI hasscheduled the
delivery of several training courses, such as Data Analytics and Tools, Geospatial Analysis for Transportation Planners and
Practitioners, and An Introduction to School Zone Safety.
17. Key Words
18. Distribution Statement
Workforce Development, Professional Training, Transportation Research and Education,
Demand Responsive Training
19. Security Classification (of this report)
20. Security Classification (of this page)
21. No. of Pages
22. Price
Unclassified.
Unclassified.
58
N/A
Form DOT F 1700.7 (8-72) Reproduction of completed page authorized.
iv
SI* (MODERN METRIC) CONVERSION FACTORS
v
TABLE OF CONTENTS
List of Abbreviations ..................................................................................................................... ix
Acknowledgments.......................................................................................................................... xi
Executive Summary ..................................................................................................................... xiii
CHAPTER 1.Introduction............................................................................................................... 1
1.1. Research Background ....................................................................................................... 1
1.2. Problem Statement ........................................................................................................... 3
1.2.1.Workforce Deficiency in Transportation ....................................................................... 4
1.2.2.Insufficient Training Availability for Working Professionals ....................................... 5
1.2.3.Understanding Gaps in Existing Training Supplies and Demands ................................ 5
1.3. Research Objectives ......................................................................................................... 7
CHAPTER 2.Literature and State of Practice Review ................................................................... 9
2.1. Background ...................................................................................................................... 9
2.1.1.Federal Agencies .......................................................................................................... 14
2.1.2.State-Level Agencies ................................................................................................... 17
2.1.3.Associations or Non-Profits ......................................................................................... 19
2.1.4.University-Affiliated Organizations ............................................................................ 23
2.1.5.Other Entities ............................................................................................................... 25
2.2. Current Offerings ........................................................................................................... 27
CHAPTER 3.Region 10 Workforce Development Needs Survey and Analysis .......................... 31
3.1. Background and Research Approach ............................................................................. 31
3.2. Collection, Analysis, and Results ................................................................................... 32
3.2.1.Phase 1 ...................................................................................................................... 32
3.2.2.Phase 2 ...................................................................................................................... 34
3.3. Conclusion ...................................................................................................................... 41
CHAPTER 4.Workforce Development Institute .......................................................................... 44
4.1. Mission 44
4.2. Administrative Structure and Business Model ............................................................... 45
4.3. Online Training Platform ............................................................................................... 46
vi
4.4. E-Learning Capabilities.................................................................................................. 48
CHAPTER 5.Development and Delivery of Training Courses .................................................... 54
5.1. Training Courses ............................................................................................................ 54
5.1.1.Understanding and Applying the Manual on Uniform Traffic Control Devices
(MUTCD) ...................................................................................................................... 54
5.1.2.Incorporating Human Factors into Roadway Design and Crash Diagnostics .............. 57
5.1.3.Project Management and Key Skill Capability Building ............................................. 58
5.1.4.Transportation Data Analysis and Tools...................................................................... 59
5.1.5.An Introduction to School Zone Safety ....................................................................... 61
5.1.6.Geospatial Analysis for Transportation Planners and Practitioners ............................ 62
5.2. Course Delivery.............................................................................................................. 64
CHAPTER 6.Guidebook for Curriculum Development, Implementation, and Evaluation ......... 68
6.1. Adult Learning ............................................................................................................... 68
6.2. Participant Backgrounds and Expectations .................................................................... 74
6.3. Establishing Course Goals, Outcomes, and Evaluation Measures ................................. 75
6.4. Alignment of Learning Outcomes, Assessments, and Activities to Achieve Overall
Course Goals ......................................................................................................................... 78
6.5. Conclusion ...................................................................................................................... 79
References ..................................................................................................................................... 82
Appendix A ................................................................................................................................. A-1
Appendix B ................................................................................................................................. B-1
Appendix C ................................................................................................................................. C-1
Appendix D ................................................................................................................................. D-1
Appendix E .................................................................................................................................. E-1
Appendix F................................................................................................................................... F-1
Appendix G ................................................................................................................................. G-1
vii
LIST OF FIGURES
Figure 1.1 An example TRANSPEED course advertisement in 2004............................................ 2
Figure 1.2 A snapshot of a TRANSPEED training session ............................................................ 2
Figure 1.3 An example TRANSPEED course introduction............................................................ 3
Figure 3.1 Manager (left) and engineer (right) responses to “How important are the
following factors when deciding to attend training?” ................................................. 38
Figure 3.2 Manager (left) and engineer (right) ranking of importance of various possible
training topics.............................................................................................................. 40
Figure 3.3 Technology and soft skills training topics ................................................................... 43
Figure 4.1 PacTrans WDI logo ..................................................................................................... 45
Figure 4.2 PacTrans WDI website ................................................................................................ 47
Figure 4.3 Online course registration ............................................................................................ 48
Figure 4.4 Home page for training course .................................................................................... 50
Figure 4.5 Learning modules ........................................................................................................ 51
Figure 4.6 Couse slide................................................................................................................... 51
Figure 4.7 Course video ................................................................................................................ 52
Figure 4.8 Interface for online training with Zoom ...................................................................... 52
Figure 4.9 Quizzes ........................................................................................................................ 53
Figure 4.10 Survey ........................................................................................................................ 53
Figure 5.1 Training delivery: Understanding and Applying the Manual on Uniform
Traffic Control Devices (MUTCD) ............................................................................ 65
Figure 5.2 Training delivery: Incorporating Human Factors into Roadway Design and
Crash Diagnostics ....................................................................................................... 65
Figure 5.3 Certificate of completion ............................................................................................. 66
viii
LIST OF TABLES
Table 2-1 Advantages and disadvantages of specific methods ..................................................... 12
Table 2-2 Review list of transportation related training opportunities (part I) ............................. 28
Table 2-3 Review list of transportation related training opportunities (part II) ........................... 29
Table 2-4 Review list of transportation related training opportunities (part III) .......................... 30
Table 3-1 Participant locations ..................................................................................................... 35
Table 3-2 Participant experience overview................................................................................... 35
Table 3-3 Overview of discipline areas for managers and engineers ........................................... 36
Table 3-4 Training frequency comparison across managers and engineers ................................. 36
Table 3-5 Frequency and percentage of methods of discovering training opportunities .............. 37
Table 3-6 Examples of topics for which managers and engineers perceive a need for
training but training is not currently available. ........................................................... 40
Table 3-7 Proposed programs of training on transportation topics............................................... 42
Table 6-1 Summary of andragogy design elements and how to address them ............................. 72
Table 6-2 Comparison of pedagogical and andragogical approaches to course design and
implementation ........................................................................................................... 74
Table 6-3 Example questions on course participants’ backgrounds and learning goals............... 75
Table 6-4 Course goals with example outcomes and measures .................................................... 76
ix
LIST OF ABBREVIATIONS
AASHTO: American Association of State Highway and Transportation Officials
ASCE: American Society of Civil Engineers
ATSSA: American Traffic Safety Services Association
CAIT: Center for Advanced Infrastructure and Transportation
CED: Continuing Education and Development, Inc.
CEU: Continuing education unit
CHSC: Center for Health & Safety Culture
CITE: Consortium for Innovative Transportation Education
CTS: Center for Transportation Safety
CVSA: Commercial Vehicle Safety Alliance
FHWA: Federal Highway Administration
FMCSA: Federal Motor Carrier Safety Administration
HCM (6th Edition): Highway Capacity Manual
HDM: Highway Design Manual
HSM: Highway Safety Manual
IRF: International Road Federation
ITE: Institute of Transportation Engineers
ITSA: Intelligent Transportation Society of America
ITS PCB: ITS Professional Capacity Building Program
LMS: Learning management system
LTAP Local Technical Assistance Program
MUTCD: Manual on Uniform Traffic Control Devices
NHI: National Highway Institute
NHTSA: National Highway Traffic Safety Administration
NITC: National Institute for Transportation and Communities
NoCoE: National Operations Center for Excellence
NSC: National Safety Council
NTSB: National Transportation Safety Board
OSU: Oregon State University
PacTrans: Pacific Northwest Transportation Consortium
x
PDH: Professional development hours
RSI: Roadway Safety Institute
TSI: Transportation Safety Institute
T2: Technology transfer
TTA: Transportation Training Academy
TTAP: Tribal Technical Assistance Program
UI: University of Idaho (UI)
UW: University of Washington
WSU: Washington State University
WDI: Workforce Development Institute
WSDOT: Washington State Department of Transportation
WRTWC: West Region Surface Transportation Workforce Center
xi
ACKNOWLEDGMENTS
We thank many researchers who have supported this project, especially Dr. Shane Brown
from Oregon State University, Dr. Kevin Chang from the University of Idaho, Mr. Billy Connor
from the University of Alaska-Fairbanks, and Dr. Eric Jessup from Washington State University.
We also thank the Washington State Department of Transportation (WSDOT) for its support in
identifying training needs and developing training courses.
xii
xiii
EXECUTIVE SUMMARY
Transportation plays a critical role for our nation’s economy. With increased
transportation activities and reduced highway trust funds, however, our transportation system
faces numerous challenges. Among them, the use of new technologies to enhance the efficiency
and reliability of existing transportation infrastructure is quite remarkable. Their use requires not
simply learning to use a mature technology but also processing large quantities of data and other
information to develop optimal operational strategies, as well as use of supporting tools to
address emerging issues. Obviously, the knowledge learned through college education may not
be sufficient to address the challenges posed by such quickly evolving technologies.
Transportation professionals need access to professional and continuing education courses and
training to help them keep up with new knowledge and technology developments.
As the Northwest regional transportation research center, PacTrans has responsibility for
the task of transportation workforce development for Federal Region 10. To fulfill this task and
address regional workforce development challenges, PacTrans saw a clear need to develop an
institute that would provide professional training and continuing education for Region 10’s
transportation professionals. Bringing together decades of collective experience in educational
research and continuing education, the research team established the PacTrans Workforce
Development Institute (WDI) to address increasing workforce development needs. Each
university has its own strengths in transportation research and education and thus makes unique
and meaningful contributions to this project.
To better accommodate working professionals’ busy schedules, the PacTrans WDI offers
demand-responsive and flexible training services in both on-site and online settings. Through
survey and outreach activities, the research team identified the gaps between workforce training
needs and existing training opportunities and developed training courses to fill those gaps.
xiv
Specifically, the WDI developed and delivered several training courses, such as
Understanding and Applying the Manual on Uniform Traffic Control Devices, Incorporating
Human Factors into Roadway Design and Crash Diagnostics, Project Management and Key Skill
Capability Building, and more. In addition, the WDI has scheduled the delivery of several
training courses, such as Data Analytics and Tools, Geospatial Analysis for Transportation
Planners and Practitioners, and An Introduction to School Zone Safety.
1
CHAPTER 1. INTRODUCTION
1.1. Research Background
With support from WSDOT and other transportation agencies, the Civil and
Environmental Engineering (CEE) Department at the University of Washington (UW) operated a
very popular continuing education program called TRANSPEED until 2010. Administered
through the UW’s Professional and Continuing Education (PCE) programs, TRANSPEED
brought transportation engineering professional training and continuing education to
governmental agencies and private firms. It conducted 50 workshops annually that served over
1,400 students. Figure 1.1 shows an example course advertisement in 2004. The offered courses
were all short-term and delivered at different locations—such as Seattle, Bellevue, Vancouver,
and Lacey in Washington—to make it convenient for working professionals to participate.
Figure 1.2 shows a snapshot of a TRANSPEED training session, in which students had hands-on
experience at such training sessions.
Instructors of the TRANSPEED courses were typically working professionals with real-
world experience. Each course was designed to address some specific challenges in engineering
practice. Figure 1.3 shows a brief description of an example training course: the Traffic Signal
Timing and Operations.
2
Figure 1.1 An example TRANSPEED course advertisement in 2004
Figure 1.2 A snapshot of a TRANSPEED training session
3
Figure 1.3 An example TRANSPEED course introduction
1.2. Problem Statement
Transportation plays a critical role in our nation’s economy. With increased
transportation activities and reduced highway trust funds, however, our transportation system
4
faces numerous challenges. Among them, the use of new technologies to enhance the efficiency
and reliability of existing transportation infrastructure is quite remarkable. Their use requires not
simply learning to use a mature technology but also processing large quantities of data and other
information to develop optimal operational strategies, as well as use of supporting tools to
address emerging issues. Obviously, the knowledge learned through college education may not
be sufficient to address the challenges posed by such quickly evolving technologies.
Transportation professionals need access to professional and continuing education courses and
training to help them keep up with the new knowledge and technology developments.
1.2.1. Workforce Deficiency in Transportation
Published by WSDOT, the Gray Notebook
(WSDOT 2018a) highlighted that, agency-
wide, there is a limited annual increase rate of permanent full-time employees (4 percent), and 42
percent of WSDOT employees may retire by the year 2022. Meanwhile, WSDOT also set a goal
of providing leadership training to 500 employees by June 2019 to support the agency’s Talent
Development Strategy (WSDOT 2018b). Training included the utilization of available tools at
WSDOT such as the Learning Management System, Skill Soft, and the Performance
Management System to support staff’s growth and development. Clearly, a critical need to
prepare a qualified workforce in the state DOT was identified. Both newly employed and
existing working professionals need to be trained so that WSDOT can better deal with the
inevitability of future retirements. The “2017 Washington State Employee Engagement Survey,
Employer of choice” (2017) also stressed the value of offering responsive training for “targeted
continuing education and personal growth at work” for recruiting and retaining good employees.
That conclusion was based on poor responses to the questions: “I have opportunities at work to
learn and grow” and “ I am encouraged to come up with better ways to do things.”
5
1.2.2. Insufficient Training Availability for Working Professionals
New employees have high expectations for advancement. Yet existing training
opportunities seem insufficient to help prepare employees for new and changing conditions
related to the demand for transportation and associated technological advances. An online
survey
1
of transportation working professionals from Region 10 revealed that in comparison to
internal training opportunities provided by various organizations, chances for transportation
professionals to get external training are quite limited, for both managers and engineers (Table 3
in appendix). Within WSDOT, the internal training program offers several types of training
opportunities for current employees, but those courses mainly concentrate on soft skill or specific
project training. The WSDOT Learning Management System
2
offers mandatory training,
leadership development training, and consultant services from LEAN. One example of an
external training program is the WSDOT local technical assistance programs (LTAP). These
programs are mainly geared toward the national level or state-based organizations. Programs
such as LTAP tend to be fairly generalized and do not always meet all the needs of all trainees
who work with varied state or regional terms, rules, and even regulations. Therefore, more
localized workforce development training programs are in high demand.
1.2.3. Understanding Gaps in Existing Training Supplies and Demands
A recent deep investigation (by PacTrans 2018)
3
of existing transportation workforce
development training organizations, with broad coverage including federal and state agencies,
associates, and non-profit institutes, as well as university-affiliated training, found that there are
1
Online internet survey conducted by PacTrans to explore the training needs of working professionals in Region 10, for detail
please refer to the summary in the appendix.
2
Learning Management System. (Accessed on Nov.11, 2018 at https://www.wsdot.wa.gov/employment/workforce-development/talent-
development.htm)
3
Literature review conducted by Pactrans to summaries 28 existing training organizations/institutes and organizations with 135
courses on transportation workforce development in the USA. For more details, please refer to the appendix.
6
some big understanding gaps between current training opportunities and demand from potential
trainees. Specifically, even though various on-demand courses are offered (some course
offerings are duplicated), in many training institutes, working professionals’ training needs are
currently not well satisfied. For most participants, location and cost tend to drive training
decisions. If travel is involved or if costs are too high, training opportunities decrease. Therefore,
the easy availability of in-demand training courses significantly influences training opportunities
for working professionals. For that reason, a demand-responsive and flexible training program is
a much more effective platform for delivering advances and context sensitive courses.
Although the TRANSPEED program was popular and far-reaching, it was badly hit by
the most recent financial crisis. After WSDOT and other agencies stopped their funding support,
TRANSPEED closed in 2010. Since then, working professionals have lost easy access to
continuing education, and local need for workforce development has accumulated. With the
recent emergence of technology and applications in transportation practice, such as connected
and autonomous vehicles (CAVs) and smart cities technologies, the demand for continuing
education and workforce development is growing.
As the regional transportation research center, the Pacific Northwest Transportation
Consortium (PacTrans) also has responsibility for transportation workforce development for
Federal Region 10, which comprises Washington, Oregon, Idaho, and Alaska. In 2016, a new
dialog started between transportation agencies and PacTrans to re-establish a new workforce
development program to address the increasing workforce development needs of transportation
agencies and companies in the Pacific Northwest. PacTrans set out to develop a workforce
development institute to support professional training and continuing education for Region 10
transportation professionals.
7
1.3. Research Objectives
The objective of this project was to develop a demand responsive and flexible program,
namely, the PacTrans Workforce Development Institute (WDI), for transportation workforce
development in Washington state. This new program is not a simple re-establishment of the
TRANSPEED program. In addition to the proven advantages of TRANSPEED, it also takes
advantage of new e-learning technology to make training accessible online and available at
trainees’ own paces and schedules. This is not a degree program. Instead, it is a program central
to addressing WSDOT’s workforce development needs by delivering a collection of demand-
responsive, short-term training courses and workshops. Deliverables of this project include the
following:
Design of the PacTrans WDI, including its administrative structure, funding sources,
and business model.
Certificates of continuing education and courses for each certificate program.
Curriculum and candidate instructors for each training course.
A full set of course materials, including lecture notes, assignments, projects, and
exams, for each training course.
An official website for the PacTrans WDI for promotion, course schedules,
registration, and more.
A final research report of this project.
The workforce development program will benefit transportation working professionals in
the following three ways:
It allows busy working professionals to access desired training materials and courses
at their convenient times and locations, and at their own pace.
8
It provides a forum for working professionals and university researchers to jointly
investigate challenges and opportunities associated with new technologies, such as
connected and autonomous vehicles (CAVs), and their potential impacts so that
transportation agencies and companies can be proactive in incorporating the new
technologies into practice.
It directly addresses the continuing education needs of transportation agencies and
companies and thus is critical for enhancing their organizational strength.
9
CHAPTER 2. LITERATURE AND STATE OF PRACTICE REVIEW
2.1. Background
Employee training supports the collective knowledge base of an agency or company and
ensures that staff are educated and equipped with the latest or most pertinent information needed
to complete a project or activity. This training, which falls under the broad umbrella of
workforce development or continuing education, includes topics that range from discipline-
specific in nature to those that focus on organizational dynamics, and they can be presented in a
wide variety of formats, such as in-person presentations, hardcopy materials, and online
offerings.
Individual employees are faced with the responsibilities of completing day-to-day tasks,
managing assignments, and assuring that their knowledge base is current. The challenge of
identifying and understanding new information and requirements can be significant to the
employee. Larger organizations must recognize that the provision of training balances training
needs with each agency’s priorities. When and how frequently should an employee be offered
training opportunities? How does the agency recover its investment? What are the agency’s
philosophies and overall budget allocation with regard to training? What are the philosophies of
individual managers and supervisors? (Chang, 2015)
For civil (and transportation) engineers, there is added recognition that “civil engineers
must learn and apply new technologies that (may not have been) included in a traditional
(academic) curriculum. (Lipinski, 2005) This idea is becoming more true as intelligent
transportation systems and the evolution of autonomous and connected vehicles increasingly
connect the learning pathways of civil engineering, computer science and engineering, and
human psychology. The lack of workforce development to support “improved systems
operational management is becoming a more serious constraint to improving mobility … and the
10
demand of new technologies on staff capabilities has also been recognized in ongoing
professional capacity building efforts at the United States Department of Transportation and in
some university curricula.” (Lockwood and Euler, 2016)
As recently as March 2017, the American Society of Civil Engineers’ Board of Direction
(ASCE) adopted a new policy statement suggesting that student learning at the college level
should be expanded. “ASCE supports the attainment of the Civil Engineering Body of
Knowledge for entry into the practice of civil engineering at the professional level (i.e.,
practicing professional engineer) through appropriate engineering education and experience, and
validation by passing the licensure examinations. To that end, ASCE supports an increase in the
amount of engineering education, such that the requirements for licensure would comprise a
combination of:
“A baccalaureate degree in civil engineering;
“A Master's degree in engineering, or no less than 30 graduate or upper level
undergraduate technical and/or professional practice credits or the equivalent
agency/organization/professional society courses which have been reviewed and
approved as providing equal academic quality and rigor with at least 50 percent being
engineering in nature; and
“Appropriate experience based upon broad technical and professional practice
guidelines which provide sufficient flexibility for a wide range of roles in engineering
practice.
“ASCE encourages institutions of higher education, governments, employers, engineers, and
other appropriate organizations to endorse, support, promote, and implement the attainment of an
11
appropriate engineering body of knowledge for individual engineers.” (ASCE, Denver, CO
October 12-15, 2018)
The Transportation Education Council of the Institute of Transportation Engineers one
year earlier undertook a complementary effort to identify employers’ opinions of the
expectations and desires for a transportation engineering degree program. This effort involved
conducting an initial assessment to identify key characteristics that employers are looking for in
new graduates entering the transportation engineering field, with “willingness to learn” identified
as the highest-ranked item. People skills, writing skills, and general analytical skills were also
listed as important characteristics. When queried on exposure to technical subject matter taught
at universities, practitioners highlighted two topics: familiarity with the MUTCD (Manual on
Uniform Traffic Control Devices) and intersection capacity and level of service analysis. Other
topics rated as medium to high importance included but were not limited to the following:
familiarity with the Highway Capacity Manual (HCM), pedestrians and bicycles (complete
streets), traffic signal phasing and timing, and horizontal and vertical roadway design. (Hawkins
and Chang, 2016)
These examples highlight the importance of making certain that young professionals are
exposed, in terms of both breadth and depth, to essential technical competencies and, when
appropriate, additional learning in the form of workforce development training or continuing
education. It is also important to note that workforce development consists of not only increased
knowledge but also mentorship and other professional-related opportunities. (Martin and Glenn,
2002)
In terms of training delivery methods, a broad range of offerings is available, and with
the advent of technology, opportunities to “bring” the training to the employee is becoming
12
much more prevalent. Table 2-1 presents a list of common methods. Each method offers its own
advantages and disadvantages, and each is generally influenced by costs associated with travel or
staff time, the timeliness of the information provided, the expertise provided by the individual or
individuals leading the training, and the resulting learning format, which may or may not be
conducive to a particular individual. (Chang, 2015)
Table 2-1 Advantages and disadvantages of specific training delivery methods
Method
Advantages
Disadvantages
Presentations (live and
virtual)
Opportunity for interaction and
discussion; affords participants the
flexibility to ask questions and
clarify understanding
Presenters must be able to
effectively communicate and
provide useful information;
requires travel by participants
(live presentations)
(Hands-on) Training
Opportunity for interaction; allows
participants to ask questions;
opportunity for attendees to learn;
environment creates knowledgeable
staff and workforce
Schedule conflicts; can be
difficult to establish balanced
training across all staff
members; details much match
need; can be expensive
Webinars
Reduces or eliminates travel time;
can reach a larger audience; recorded
or archived presentations can be
reviewed; duration can be flexible
Lack of interaction between
presenter and audience;
typically requires an internet
connection and software
application; difficult to
implement hands-on activities
Videos
Can be viewed at the discretion of
the user; content to be accessed by a
large audience (i.e., YouTube); more
lively than written documents
May not necessarily be relatable
to user; content and perspectives
can become outdated over time;
production costs could be
significant
Handbooks
Comprehensive; can be used as a
reference guide; contains useful
information provided in a detailed
manner
Printing costs (for hardcopies);
may not be used regularly;
exhaustive to read; bulk can be
intimidating
Decision-Support Tools
Provides information that is
conducive to making an informed
decision; allows users to apply
knowledge developed from past
experiences at a broad level
May require extensive use of
technology and learning;
reliance on good data can be
restrictive; larger systems can be
cost-prohibitive
Community of Practice
Support
Participants share common interest;
team-oriented environment; multiple
opportunities for networking and
interaction
Participants may lack the
necessary skills and
background; organizations must
develop a clear understanding of
how knowledge will be applied
in practice
13
Note that among the methods listed in table 2-1, online programs require program
development and long-term commitment that are often expensive and cost-prohibitive despite the
programs’ increasing popularity. (Mason, 2003) For example, the Global Road Safety course at
the University of Iowa had found success as an in-person, academic credit-based course.
However, when consideration was given to developing an online interactive version open to
parties outside of the university, costs (associated with registration ) and scheduling challenges
grounded the effort. For these reasons, a short-course format was ultimately “found to be much
more successful in attracting participants.” (Hamann and Peek-Asa, 2017) A separate study
noted that “some of the most important considerations of successful online training programs
(for staff at a state department of transportation) are (a) the inclusion of interactive components
within the training modules to keep participants engaged, (b) a short duration for each of the
training modules to retain participants’ attentiveness, and (c) the provision of quizzes to assess
participants’ understanding of the material.” (Islam, 2017)
This study further acknowledged that an effective online training program can “develop
the skillset of personnel both efficiently and effectively, and help facilitate capacity building of
transportation professionals.” A majority of the DOTs that were interviewed acknowledged that
online training was required of their employees, suggesting that DOTs were “making online
training programs as a part of their capability building efforts.” (Islam, 2017)
To address workforce development needs, particularly in regard to transportation-related
topics, the Federal Highway Administration, in partnership with the U.S. Departments of Labor
and Education, has established five regional transportation workforce centers to enhance
transportation workforce development more strategically and efficiently. Establishment of these
centers arguably represents one of the first concerted efforts to consolidate and prioritize the
14
need for such training opportunities. These centers are designed to “create, coordinate, and
facilitate partnerships with state departments of transportation and education, industry, and other
public and private stakeholders to enhance transportation workforce development throughout the
education continuum,” and these centers also “facilitate middle school and high school activities,
training in technical schools and community colleges, universities, and post-graduate programs,
and professional development services for incumbent transportation workers.” (Martin, 2015)
The Pacific Northwest is served by the West Region Surface Transportation Workforce Center
(WRTWC) at the Western Transportation Institute at Montana State University in partnership
with the Upper Great Plains Transportation Institute.
The WRTWC is not alone in offering training. In fact, within the transportation (safety)
domain, there are a plethora of entities that currently offer training in a wide range of topics.
Below are listed federal agencies, state-level agencies, associations and non-profits, university-
affiliated centers and programs, and other entities. Although this summary is not an exhaustive
list, the breadth of offerings available is evident and suggests that workforce development and
continuing education opportunities are indeed plentiful to the interested consumer.
2.1.1. Federal Agencies
National Operations Center for Excellence
Website: transportationops.org
The National Operations Center for Excellence (NOCoE) is a partnership of the
American Association of State Highway and Transportation Officials (AASHTO), the Institute
of Transportation Engineers (ITE), and the Intelligent Transportation Society of America
(ITSA), with support from the Federal Highway Administration (FHWA). The NOCoE features
an Operations Technical Services Program, funded through contributions from state
15
transportation agencies and FHWA, to provide peer exchange webinars, training, capacity
building programs, and practice area forums.
National Center for Rural Road Safety
Website: ruralsafetycenter.org
The National Center for Rural Road Safety, or Safety Center, was “created to identify the
most effective current and emerging road safety improvements and deploy them on rural roads.”
The Safety Center currently hosts a free webinar each month; topics include Creating a Rural
Transportation Planning Organization and Sharing the Road with Slow Moving Vehicles. A
lengthy list of archived webinars is available for viewing, and the center sends out a weekly
email about traffic safety events available through other organizations.
National Transportation Safety Board Training Center
Website: www.ntsb.gov/Training_Center/Pages/TrainingCenter.aspx
The National Transportation Safety Board (NTSB) Training Center “provides training for
NTSB investigators and others from the transportation community to improve their practice of
accident investigation techniques.” Attendance is primarily limited to parties related to NTSB
investigations, safety and law enforcement members, and members of the academic community
working on relevant research projects. Courses range in length from one day to as long as two
weeks.
Transportation Safety Institute (U.S. Department of Transportation)
Website: www.transportation.gov/transportation-safety-institute
The Transportation Safety Institute (TSI), which is part of the U.S. Department of
Transportation, provides training to “safety professionals in federal, state and local government
agencies and private industry.” Offerings include face-to-face courses, live online courses, and
general online courses. TSI courses cover all major modes of transportation, including general
automobile, bus, rail, and aviation for both passenger and freight hauling. Note that the National
16
Highway Traffic Safety Administration (NHTSA) training center is folded under the TSI’s
Highway Safety Division. Training is offered in several different forms and includes online
classes on topics such as Milestones of Highway Safety, History of Impaired Driving, and
History of Speed Program Management. NHTSA also has a dedicated website that provides short
articles on various safety topics such as teen driving, pedestrian and bicycle safety, and
motorcycle safety.
National Highway Institute
Website: www.nhi.fhwa.dot.gov/about-nhi
The National Highway Institute (NHI), which represents the training and education
branch of the Federal Highway Administration (FHWA), was established in 1970 and seeks to
improve the “conditions and safety of our nation's roads, highways, and bridges [by]
continuously building on the skills of highway professionals and enhancing job performance in
the transportation industry across the country.” The program offers courses in eighteen
transportation industry program areas; course examples include Roadside Safety Design
(instructor-led training) and the safe and effective use of law enforcement personnel in work
zones (web-based training).
Federal Motor Carrier Safety Administration
Website: www.fmcsa.dot.gov/
The Federal Motor Carrier Safety Administration (FMCSA) was established within the
U.S. Department of Transportation in 2000. The mission of the FMCSA is to prevent
commercial motor vehicle-related fatalities and injuries; activities include increasing safety
awareness. The FMCSA works with federal, state, and local enforcement agencies, the motor
carrier industry, and labor and safety interest groups. The majority of courses are not oriented to
driver training but are designed to serve law enforcement officers.
17
Intelligent Transportation Systems (USDOT)
Website: www.pcb.its.dot.gov/default.aspx
The Intelligent Transportation Systems Joint Program Office offers the ITS Professional
Capacity Building Program (ITS PCB) to provide the ITS workforce with “flexible, accessible
ITS learning through training, technical assistance and educational resources. The program
assists transportation professionals by developing their knowledge, skills, and abilities to build
technical proficiency while furthering their career paths.” The ITS PCB hosts training courses
and features an archive of nearly 200 online webinars on topics such as automated and connected
vehicles and other transportation technology.
2.1.2. State-Level Agencies
T2 Center
Website: www.techtransfer.ce.ufl.edu/t2ctt/default.asp
The Florida Transportation Technology Transfer (T2) Center is part of the University of
Florida Transportation Institute (UFTI). The T2 Center provides training, technical assistance,
technology transfer services, and safety information to transportation, public works and safety
professionals, and the general public. Its mission is to “transform engineering research and
technology into common practice and to foster a safe, efficient, environmentally sound
transportation system by improving skills and knowledge.” Program offerings include its Local
Technical Assistance Program (LTAP), Pedestrian & Bicycling Safety Resource Center (SRC),
Florida Occupant Protection Resource Center (OPRC), and Technology Transfer Support.
18
Minnesota DOT
Website: www.dot.state.mn.us/trafficeng/education/index.html
As a state-level example, the Office of Traffic, Safety and Technology in the State of
Minnesota “establishes guidelines and procedures [by building] relationships between state,
county and city engineering staff to resolve questions about engineering and roadway safety.”
The Minnesota Department of Transportation provides technical leadership and works closely
with professionals to identify professional continuing education needs. An online database is
dedicated to traffic engineering, with webinars (mostly free) and learning modules that are
divided into specialty areas ranging from basic road work safety to traffic management plans.
Minnesota LTAP
Website: www.mnltap.umn.edu/training/online/
The mission of the Minnesota Local Technical Assistance Program (LTAP), in
partnership with the University of Minnesota, is to “improve the skills and knowledge of local
transportation agencies through training, technical assistance, and technology transfer.” The
LTAP provides both online training and workshop opportunities. Course topics range from
work-zone traffic control, to sign maintenance and management, to gravel road maintenance and
design.
Technology Transfer Program
Website: www.techtransfer.berkeley.edu
The Technology Transfer Program is the California transportation community's source
for professional training, expert assistance, and information resources and is a division of the
Institute of Transportation Studies at the University of California, Berkeley. The program
“provides training, workshops, conferences, and technical assistance in the transportation-related
areas of planning and policy, traffic engineering, project development, infrastructure design and
19
maintenance, safety, environmental issues, complete streets, multimodal transportation, railroad
and aviation.”
Transportation Training Academy
Website: uva-tta.net
The University of Virginia’s Transportation Training Academy (TTA) provides local
transportation professionals across Virginia with knowledge to design safe and efficient
transportation systems. The TTA offers “informative, innovative, and affordable training and
professional development programs tailored to meet the workforce development needs of
Virginia’s state and local government agencies in order to improve the level of transportation
services provided to the traveling public.” The vast majority of TTA’s events are on-site training,
but it also provides limited availability of online materials, webinars, and training videos.
2.1.3. Associations or Non-Profits
American Society of Civil Engineers
Website: www.asce.org/education_and_careers/
The American Society of Civil Engineers (ASCE) is a “leading provider of technical and
professional conferences and continuing education, the world’s largest publisher of civil
engineering content, and an authoritative source for codes and standards that protect the public.”
Training opportunities are provided in four different forms: webinars, seminars, guided online
courses, and on-site training. Most courses broadly focus on civil engineering-related topics as
opposed to exclusively focusing on transportation or traffic. Specific examples include 90-
minute webinars, one- to three-day long seminars, and guided online courses six to twelve weeks
long featuring video lectures, interactive exercises, case studies, live webinars, and weekly
discussion topics.
20
Institute of Transportation Engineers
Website: www.pathlms.com/ite/
The Institute of Transportation Engineers (ITE) is “an international membership
association of transportation professionals who work to improve mobility and safety for all
transportation system users and help build smart and livable communities. Through its products
and services, ITE promotes professional development and career advancement for its members,
supports and encourages education, identifies necessary research, develops technical resources
including standards and recommended practices, develops public awareness programs, and
serves as a conduit for the exchange of professional information.” Many of its webinars are
tailored to transportation engineers or an engineering audience.
American Traffic Safety Services Association
Website: www.atssa.com/TuesdayTopics
The core purpose of the American Traffic Safety Services Association (ATSSA) is to
advance roadway safety. Its members “accomplish the advancement of roadway safety through
the design, manufacture, and installation of road safety and traffic control devices,” and the
association “brings together members, road safety experts, and public agencies to identify and
solve road safety issues. [Its] primary focus is to move Toward Zero Deaths on our nation’s
roads.” ATSSA offers many transportation-related courses, ranging from certification to training
to webinars, and online training ranges from flagger training to an introduction to the MUTCD.
One particular training opportunity, Tuesday Topics, offers 30- minute webinars that are focused
on the roadway safety industry, traffic control, and innovative technologies, among other
subjects.
21
ITS America
Website: www.itsa.org
The members of ITS America are “leading the technological modernization of our
transportation system by supporting the research, deployment, and public policy for the future of
intelligent transportation systems. Collaboration [exists] between private companies, public
agencies, research institutions and academia while educating the public about the importance of
intelligent transportation systems.” The mission of ITS America is to “create a policy
environment that drives ITS and Internet of Things development and deepens industry
engagement.” ITS America’s annual showcase event is its annual meeting, which features
presentations on vehicle connectivity, electrified vehicles, and other topics. Through its
Knowledge Center, webinars, reports, and a technology scan and assessments are available.
National Safety Council
Website: www.nsc.org/learn/Safety-Training/Pages/defensive-driving-driver-safety-
training.aspx
The National Safety Council (NSC) is a nonprofit, safety advocacy organization with the
mission of “eliminating preventable deaths at work, in homes and communities, and on the road
through leadership, research, education and advocacy.” The NSC focuses on preventing injuries
and deaths at work, in homes and communities, and on the road. With regard to roadways, NSC
focuses on distracted driving, teen driving, and driver training. The NSC pioneered defensive
driver education and trains many drivers each year to become safer drivers. The Council leads
Road to Zero, the national initiative aimed at eliminating traffic fatalities within 30 years.
Commercial Vehicle Safety Alliance
Website: cvsa.org/eventpage/events/cvsa-workshop/
The Commercial Vehicle Safety Alliance (CVSA) is a nonprofit association that
comprises local, state, provincial, territorial, and federal commercial motor vehicle safety
officials and industry representatives. The Alliance seeks to “achieve uniformity, compatibility
22
and reciprocity of commercial motor vehicle inspections and enforcement by certified inspectors
dedicated to driver and vehicle safety.” CVSA oversees several programs aimed at educating
inspectors and improving the safety of commercial vehicles in areas such as air brake
effectiveness and unsafe driving behaviors.
International Road Federation Global
Website: www.irf.global
The International Road Federation (IRF) is an international non-profit group based in
Washington D.C. The IRF assists countries in “progressing toward better, safer and smarter road
systems” by developing and delivering knowledge resources, advocacy services, and continuing
education programs. Its Global Training Curriculum provides technical expertise in classroom
and practical settings where attendees learn from and have direct access to seasoned
professionals.
Tribal Safety
Website: tribalsafety.org
The tribalsafety.org website represents an online clearinghouse for practitioners. It was
developed by the Alaska Tribal Technical Assistance Program (TTAP) in partnership with
participating tribes, federal and state partners, and TTAP Centers. Although the Tribal
Transportation Safety Management System Steering Committee uses the site to share
information with members, a variety of resources, ranging in topics from safety planning and
data to impaired driving and roadway departure, are provided to the public. Links to archived
webinars and regional safety summits are also shared.
Safety Fest Boise
Website: safetyfest-boise.org
Safety Fest is an example of an annual regional event that provides free safety and health
training to workers, supervisors, and managers. The event enables many of the Pacific
23
Northwest’s “frontline workers” to learn methods to reduce hazards that can cause workplace
fatalities, injuries, and illnesses. Attendee topics range from construction to general industry to
mine safety and health.
2.1.4. University-Affiliated Organizations
University of Maryland
Website: www.citeconsortium.org
The Consortium for Innovative Transportation Education (CITE) was established in 1998
to provide “transportation engineering students and professionals with an integrated curriculum
covering the technologies and management subjects associated with Intelligent Transportation
Systems (ITS).” The curriculum broadly focuses on information technology, transportation
engineering, project management, performance management, systems engineering, and ITS
technology. CITE offers training in three different formats: blended (instructor-led), self-paced
(independent study), and full semester.
Portland State University
Website: nitc.trec.pdx.edu
The National Institute for Transportation and Communities (NITC) is currently one of
five U.S. Department of Transportation national university transportation centers (UTC). As a
national UTC, the NITC hosts frequent online webinars that are archived on the website and
available for any user to view for free. These webinars cover a variety of transportation topics,
including shared streets and bicycle/pedestrian accessibility and safety; its existing archive
features over 500 such resources.
University of Minnesota
Website: www.roadwaysafety.umn.edu
The Roadway Safety Institute (RSI) is a regional university transportation center that
“conducts activities to advance domestic technology and expertise in the many disciplines that
24
make up transportation through education, research, and technology transfer activities at
university-based centers of excellence.” RSI activities focus on user-centered transportation
safety systems with an overarching goal of preventing crashes to reduce fatalities and life-
changing injuries. Its research incorporates both engineering and social sciences, and a majority
of RSI’s seminars incorporate some type of safety topic.
Rutgers University
Website: cait.rutgers.edu
The Center for Advanced Infrastructure and Transportation (CAIT) is another national
university transportation center and hosts periodic courses on transportation topics such as
asphalt design, traffic regulations, and bridge maintenance. CAIT activities seek to advance the
“safe, efficient, economical, and environmentally sound movement of people and goods in our
nation and beyond,” with the majority of its work focusing on the USDOT strategic areas of state
of good repair, economic competitiveness, and safety.
Montana State University
Website: chsculture.org
The Center for Health & Safety Culture (CHSC), which is part of the Western
Transportation Institute at Montana State University, is an “interdisciplinary center serving
communities and organizations through research, training, and support services to cultivate
healthy and safe cultures. The Center is dedicated to applying research to develop sustainable
solutions to complex social problems, and its research focuses on understanding how culture
impacts behavior—especially behavior associated with health and safety.” Current research
projects include addressing substance abuse, traffic safety, child maltreatment, and violence.
CHSC holds an annual symposium on how a positive culture can help promote a healthy society.
25
2.1.5. Other Entities
Lifesavers Conference
Website: lifesaversconference.org
The annual Lifesavers Conference represents “the largest gathering of highway safety
professionals in the United States” and “brings together a unique combination of public health
and safety professionals, researchers, advocates, practitioners and students committed to sharing
best practices, research, and policy initiatives that are proven to work.” The Conference covers a
variety of transportation safety topics, including distracted motorists and pedestrians, drugged
driving, driving under the influence, and autonomous vehicles.
360training.com
Website: www.360training.com/environmental-health-safety/transportation-safety-
training
360training.com offers and has developed a safety training course for drivers of large
trucks and buses and a similar course for drivers of cars, vans, and small trucks.
360training.com’s courses are aimed at companies that would buy the training in a package for
multiple employees. In addition to driver safety training, 360training.com offers a DOT
supervisor training course on how to determine whether employees are sufficiently exhibiting
safe behavior while operating vehicles.
National Safety Compliance
Website: www.osha-safety-training.net
National Safety Compliance offers a variety of safety-related training. Although its
primary focus area relates to Occupational Safety and Health Administration (OSHA)
compliance, some of its training resources and materials (i.e., accident investigation, driving
safety, powered industrial trucks) tangentially relate to transportation safety.
26
OHSA.com Transportation Safety Courses
Website: www.osha.com/courses/transportation.html
OHSA.com offers online OSHA training (and on-demand training) that is tailored for
drivers or employees. Its transportation safety training programs are created for safety managers,
safety trainers, construction employees, employees who deal with safety hazards or
environmental hazards, and general workforce employees. They are designed “for drivers to
improve their driving skills and learn the rules and laws when on the road.” These courses target
commercial vehicle drivers to “enhance their skills and make them sharper and more aware when
on the road.”
IMPROV
Website: www.myimprov.com
Interactive Education Concepts (IEC), under the trade name Traffic School by Improv,
Improv Traffic School, and Driver License Direct by Improv, has been providing behavior-based
driver education, traffic school, and defensive driving programs to students for 20 years. Improv
has “won numerous awards from the media and other organizations over the years for its unique
curriculum that is written by professional Hollywood writers and based on humor.” As an
example, Improv offers an Idaho-approved, 30-minute-long defensive driving course for $28.
CED Engineering
Website: www.cedengineering.com
Continuing Education and Development, Inc. (CED) provides “online engineering
continuing education courses, video presentations and live webinars to licensed professional
engineers to enhance their engineering knowledge and competence as well as to assist them in
fulfilling their Continuing Professional Competency (CPC) requirements by earning their
professional development hours (PDH) and continuing education unit (CEU) credits mandated
by their respective state licensing boards.” CED offers a large selection of transportation
27
engineering courses featuring topics such as bicycle planning and safety and identifying
optimum intersection lane configuration and signal phasing.
Center for Transportation Safety
Website: centerfortransportationsafety.com
The Center for Transportation Safety (CTS) is part of Driving Dynamics, Inc. Driving
Dynamics is a “leading provider of advanced performance driver safety training and fleet risk
management services throughout North America.” CTS offers behind-the-wheel driver
education, simulator-based training, online learning, and driver risk management to help fleet-
based organizations reduce potential crash rates.
2.2. Current Offerings
To capture the breadth of transportation and traffic safety-related offerings actively
available to practitioners and members of the general public, a snapshot of current offerings was
compiled during the last two weeks of January 2018. Course offerings were compiled by topic,
host organization, format, length, and cost, based on available information. An abbreviated
summary, alphabetized by offering title, is shown in tables 2-2, 2-3, and 2-4.
28
Table 2-2 Review list of transportation-related training opportunities (part I)
29
Table 2-3 Review list of transportation-related training opportunities (part II)
30
Table 2-4 Review list of transportation-related training opportunities (part III)
31
CHAPTER 3. REGION 10 WORKFORCE DEVELOPMENT NEEDS SURVEY AND
ANALYSIS
The goal of this task was to gain a better understanding of the existing training or
professional development needs within Region 10 (i.e., Idaho, Alaska, Oregon, and Washington).
To complete the task, Pactrans and researchers from Oregon State University and the University
of Idaho collaborated to design and implement a workforce development study. This study
contained two major components: interviews with local transportation offices and the
development and distribution of an online survey. Below are a description of the empirical
approaches used to conduct interviews and develop the survey; the findings from our data
collection efforts; and a discussion of major themes that emerged from a descriptive analysis of
workforce development needs.
3.1. Background and Research Approach
The research presented herein can be best described as a sequential, exploratory, mixed-
methods project (Creswell, 2013). More specifically, the research design took place across two
distinct phases. During the first phase, qualitative data (e.g., interviews) were collected and
analyzed. These findings were then used to inform the development and execution of the second,
quantitative phase (e.g., survey development). This research approach is particularly useful in
cases where relatively little is known about the topic of interest, and in which initial open-ended
perspectives can provide direct insight into subsequent research. Given the goal of exploring
perspectives regarding services that do not yet exist, a sequential, exploratory, mixed-methods
design suited the project well.
32
3.2. Collection, Analysis, and Results
3.2.1. Phase 1
3.2.1.1 Structured Telephone Interviews
During the first phase of the research, we conducted structured, qualitative interviews
with transportation engineering managers, practitioners, and learning coordinators across Region
10. Participants were recruited through personal contacts among the research teams at Oregon
State University (OSU), the University of Idaho (UI), Washington State University (WSU), and
the University of Washington (UW), as well as Internet directory searches through each state’s
transportation website (e.g., Oregon Department of Transportation). Researchers also
implemented snowball sampling, in which current participants helped to identify additional
candidates to interview. In total, 17 participants were interviewed, including three from
Washington, one from Idaho, eleven from Oregon, and two from Alaska. Interview questions
asked participants to talk about three major topics: 1) their access to or awareness of training
opportunities; 2) the factors that affect whether to attend training; and 3) any perceived urgent or
compelling needs within transportation engineering training. Interviews lasted approximately 15
minutes each and were conducted over the phone. They were not audio recorded, but a
researcher took field notes as they were conducted for later analysis.
3.2.1.2 Awareness and Access
Participants were asked to describe a typical training experience, including the means
through which they heard about the training. In general, participants tended to find out about
most training opportunities through some form of email listserv. As individuals began to attend
training and/or join various professional societies, the opportunities to find out about training
33
opportunities increased. Some participants also noted conducting Google searches or reaching
out to training coordinators, but such actions were often in response to a specific training need.
3.2.1.3 Factors Affecting Training Decisions
A wide range of factors was noted as influential to the choice to attend training (or in the
case of managers, to send an employee to training). For most participants, location and cost
tended to drive training decisions. If travel was involved or if costs were too high, training
opportunities might be more challenging. Another salient factor was the relevance of the training
to current workplace needs. If a training program of upcoming webinar was related to a project
in the near future, the training was seen as more valuable.
In addition to the timeliness of the training, participants noted the importance of being
able to gain practical skills that they could apply in their jobs. Hands-on training was seen as
especially valuable, in contrast to programs that educated on theories or rules or information that
was seen as less directly applicable to current work. Put simply, congruence between training
and upcoming work was a key driver in decision making related to attendance.
Beyond the content of the particular training program, participants noted the importance
of the presenter or organization conducting the training. Participants noted that some people or
organizations had stronger reputations than others, and so when making choices about training, it
was helpful to inquire about the skills or reputation of the presenter.
3.2.1.4 Current Training Topic Needs
The final portion of the structured interview asked participants to think of topic areas or
content for which training would be helpful but training does not currently exist. Most
participants reiterated the importance of alignment of training topic area with current workplace
demands, but some larger categories emerged from the discussion. In particular, there seem to be
34
persistent training needs related to safety, operations, and maintenance. As laws, rules, and
regulations shift, it is important that engineers and managers are up-to-date on the changes. As
technology becomes more ubiquitous in traffic engineering, including the use of software, big
data, and other applications, ensuring employee competence with these new advances is
essential.
3.2.2. Phase 2
3.2.2.1 Survey Development and Distribution
Following the interviews, the researchers used the descriptive analysis to inform the
development of items and response choices. By leveraging our first qualitative phase to inform
the second phase, our results were empirically grounded in responses from practitioners. The
survey was again distributed on the basis of the personal contacts of the researchers in the four
collaborative universities noted above, as well as the managers who had participated in the
qualitative interviews. The full results, separated by managers and engineers, is provided in the
appendix. The following sections provide some highlights across the two groups. Important to
note about the following results is that not all respondents completed the survey entirely or
responded to all the questions. There were also questions for which respondents could select
several choices. In some cases, total responses to particular items may have slightly different
overall totals.
3.2.2.2 Demographics
As of April 30, 2018, 184 individuals had responded to the survey, including 63
managers and 121 practitioners. Table 3-1 provides a breakdown of the states from which
respondents came.
35
Table 3-1 Participant locations
Alaska
Oregon
Washington
Idaho
Other
Managers
42
7
12
0
2 (CA)
Engineers
45
46
23
3
2 (CA, Norway)
Table 3-2 provides an overview of the amount of experience reported by both managers
and practitioners. All managers reported more than five years of experience in transportation
engineering, broadly, while there was a wider range of experience with their current positions.
Engineers tended to have less experience, both in transportation in general as well as their
current jobs in particular.
Table 3-2 Participant experience overview
Experience in Transportation (yrs)
Experience in current job (yrs)
<1
1-2
3-5
5+
<1
1-2
3-5
5+
Managers
0
0
2
63
7
11
12
3
Engineers
5
9
12
93
27
22
20
51
In terms of disciplines represented within transportation engineering, results suggested a
relatively diverse group of concentrations in specific fields. Table 3-3 provides an overview of
the fields reported by managers and engineers. In this case, respondents could select several
responses at the same time, depending on the nature of their work. Notable here is the high
proportion of “Design” as a discipline, suggesting that such activities might be common across
other areas of focus. In terms of responses to “Other,” participants tended to note more specific
subdisciplines of transportation engineering, such as right-of-way or hydraulics or bridges.
36
Table 3-3 Overview of discipline areas for managers and engineers
Traffic
Highway
Safety
Construction
Design
Consulting
Other
Managers
26
27
16
20
32
19
15
Engineers
38
53
30
34
56
18
32
3.2.2.3 Awareness and Access
On the basis of our findings from interview data we developed the following questions to
more broadly explore transportation engineers’ awareness of and access to different training
opportunities. First, we wanted to gain a better understanding of the frequencies with which
transportation engineers and managers attend training or professional development. Table 3-4
provides a summary of the frequencies with which managers and engineers attended internal and
external training programs within a given year. Important to note here is that managers were
asked how many times their average employee attended training, whereas engineers were asked
how many times they, specifically, attended training. As can be seen in table 3-4, internal
training opportunities appeared much more common than external training.
Table 3-4 Training frequency comparison across managers and engineers
Internal Training (times/year)
External Training (times/year)
0-1
2
3
4
5+
0-1
2
3
4
5+
Managers
12
(19%)
10
(16%)
14
(22%)
7
(11%)
20
(32%)
36
(57%)
20
(32%)
4
(6%)
3
(5%)
0
(0%)
Engineers
27
(22%)
28
(23%)
21
(17%)
17
(14%)
31
(25%)
71
(57%)
28
(23%)
10
(8%)
4
(3%)
11
(9%)
We also explored how individuals find out about training opportunities. Informed by our
interviews, we developed questions to probe for the ways respondents learned about training
opportunities or programs (table 3-5). Notable about table 3-5 are the strong similarities in how
37
training was discovered, suggesting similarities in the ways these individuals received
information about training. Although the responses developed in the survey captured most of the
modes of dissemination, some participants noted periodically checking different websites for
training events.
Table 3-5 Frequency and percentage of methods of discovering training opportunities
Internal
Comm
Email
listserv
Word of
mouth
Online ads
Professional
societies
Other
Manager
50 (34%)
25 (17%)
23 (15%)
16 (11%)
28 (19 %)
7 (5%)
Engineer
98 (38%)
52 (20%)
39 (15%)
22 (8%)
45 (17%)
5 (2%)
Also important for understanding access is to explore barriers to training. To do so, we
developed questions that probed for participants’ criteria for making decisions about training.
The responses were informed by interviews with managers, which suggested that some of the
most influential factors for deciding to attend training are related to cost, location (which is
related to cost), and timeliness of training.
To explore barriers to and criteria for training, we asked a series of questions. First, we
asked participants to respond to Likert-type questions regarding the importance of various
factors, such as location cost, topic area, etc. Figure 3-1 illustrates the importance of different
criteria for managers and engineers. The quantitative findings here echoed and corroborated
findings from Phase 1: some of the most important aspects of choosing training are related to
location, cost, and timeliness. These trends appeared similar across managers as well as
practicing engineers.
38
Figure 3.1 Manager (left) and engineer (right) responses to “How important are the following
factors when deciding to attend training?”
3.2.2.4 Current Training Needs
On the basis of our interviews, we developed survey items to query transportation
managers and engineers regarding topics and content areas in need of development. The
categories from Phase 1 interviews were distilled into seven overarching categories, and
participants were asked to rate the importance of various topics in terms of timeliness of training
needs. Figure 3-2 details the manager and engineer responses, respectively (for full frequencies
and descriptions, please see the appendix). In this data set, engineers and their managers were in
general agreement regarding the importance and timeliness on a range of different topics, and
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those topics primarily concerned issues of accessibility (or ADA compliance), changes in
technology, and design.
Finally, we asked survey respondents to list topics for which they would like training but
training is not available or personally accessible. For this question, responses were open ended,
and participants could provide any text they wanted. Although responses were optional and the
possibility existed that there were no topics for which training was unavailable, 12 managers and
31 engineers provided responses. Table 3-6 provides a brief overview of some key areas, and a
full list is provided in the appendix. Interesting to note here is that within table 3-6, there are
some topics that appear to be available based on findings from Task 2 from the University of
Idaho. This particular finding suggests that although training may be available on some topics,
some engineers and managers may not be aware of some of the resources.
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Figure 3.2 Manager (left) and engineer (right) ranking of importance of various possible training
topics.
Table 3-6 Examples of topics for which managers and engineers perceive a need for training but
training is not currently available.
Managers
Engineers
Data storytelling
Right of way
Professional (soft skills)
GIS training
Skip tracing and archive research
Team building and change management
System Operations
ADA compliance
Aviation base training
PE and FE exam workshops
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3.3. Conclusion
The purpose of the research was to gain insight into existing training needs and potential
gaps in professional development within transportation engineering fields. To address this goal,
researchers developed an exploratory, mixed-method project. In Phase one, we created
qualitative, structured interview protocols; conducted interviews with transportation engineers,
managers, and learning coordinators; and synthesized our findings to generate an online survey
tool for broader distribution. The survey was then distributed to engineers, managers, and
learning coordinators across Region 10 (i.e., Oregon, Washington, Idaho, and Alaska).
The results from the survey provided triangulation and corroboration for findings from
Phase 1 (interviews) and also pointed to some potentially interesting trends. For instance, the
most important criteria for determining whether someone will attend training often come down
to cost and location but are also driven by the relevance of the training topic to an upcoming
project or job. That is, most respondents did not think about training needs on broad scales or in
terms of larger trajectories of the field but instead made choices related to the immediacy of a
need for training or a specific type of competence or certification. These findings emerged from
both interviews and survey responses, providing compelling evidence of their validity.
Furthermore, in most cases, engineers and managers appeared aligned in terms of their
preferences for training, perceptions of topics needed, and criteria for decision making. When
seeking training, managers and engineers often utilized the same sources and prioritized training
in similar ways. However, some gaps did exist across engineers and managers in terms of desired
training that was not available. Table 3-6, as well as questions 17 and 35 in the appendix, show
that managers and engineers might perceive different kinds of training needs with respect to
professional development. Where managers emphasized professional development related to
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leadership or management or training, practitioners often linked their perceived training needs to
more specific kinds of skills or tasks (e.g., software, design for particular kinds of roads, etc.).
On the basis of the training needs identified, a proposal was created for new
transportation program development, in which three training courses with two skill development
streams could be provided interactively and delivered through a collection of short-term (1~3
days) training seminars/workshops. Specifically, the three training courses with specific
transportation topics (table 3-7) would include Americans with Disabilities Act (ADA),
advanced technology applications for transportation systems management and operations
(TSMO), and a series of courses on updates of rules and regulations, e.g. HCM (6th Edition),
Highway Safety Manual (HSM), Highway Design Manual (HDM), etc.
Additionally, specific transportation-related courses from each program could be mixed
and matched with courses related to advanced technology skills (focused on software and
modeling techniques) and soft skills (focused on management and communication techniques)
(as shown in figure 3.3). Trainees in these offerings could also be given more opportunities to
meet each individual’s personalized needs. However, at the beginning stage of the organization
development, a set choice of available courses in software, modeling techniques, management,
and communication techniques are proposed based on the preferences revealed in the survey
results.
Table 3-7 Proposed programs of training on transportation topics
Programs
Specific transportation topics
Americans with Disabilities Act
(ADA)
Practical ADA in transportation (general introduction of
standard application of ADA design in transportation,
and exceptions to standard situation)
ADA and transportation facilities: management and
control
ADA Design for Temporary Traffic Control
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Advanced ADA design for future transportation
management, advanced ITS technology assistance
Advanced technology
applications for transportation
systems management and
operations (TSMO)
Multimodal transportation systems
Complete street: active transportation and demand
management
Emergency transportation operations
Smart city neighborhood design with CAVs, SAVs, and
electric assisted vehicles
Series courses on manual
updates, e.g. HCM (6th Edition),
HSM, HDM, etc.
Geometric design for urban transportation systems
Rural transportation system design
Highway transportation design (based on the Highway
Capacity Manual)
Safety management and risk evaluation in design
Software and
modeling
techniques
•Modelized statistical training on classical transportation
management design applications
•Data mining techniques for transportation big data
•Emerging technology on visualization and data analysis for
transportation design and management, e.g. Drove and 3D
technologies
•Applications of Artificial Intelligent methodologies in
transportation
•Advanced training classes for ArcGIS, C3D. (Classes for
career advancement such as PE/FE Exam study workshops.)
•Basic introduction of data science, programming, and
automation in transportation
Managment and
communication
•Efficient communication, dealing with high-maintenance
team members
•Team building and management for working professionals
•Communication and innovation in engineering projects
•Leadership establishment and maintenance
Figure 3.3 Technology and soft skills training topics
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CHAPTER 4. WORKFORCE DEVELOPMENT INSTITUTE
4.1. Mission
The PacTrans Workforce Development Institute (WDI) is a demand responsive and
flexible program to provide training services to working professionals in the Pacific Northwest,
including Alaska, Idaho, Oregon, and Washington. The WDI focuses on short-term training
about transportation-specific topics, emerging technologies, management and communication
skills, software and modeling, and more.
The PacTrans WDI aims to benefit PacTrans and Region 10 in the following three ways:
1. It allows Region 10’s busy working professionals to access desired training materials
and courses at their convenient times and locations, and at their own pace.
2. It provides a forum for working professionals and university researchers to jointly
investigate the challenges and opportunities associated with the new technologies,
such as connected and autonomous vehicles (CAVs), and their potential impacts so
that transportation agencies and companies can be proactive in incorporating the new
technologies into practice.
3. It directly addresses the continuing education needs of Region 10’s working
professionals and thus is critical for enhancing local transportation agencies’
organizational strengths and local companies’ competitiveness.
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Figure 4.1 PacTrans WDI logo
4.2. Administrative Structure and Business Model
The research team designed the following administrative structure to ensure the
sustainability, efficiency, and quality of the PacTrans WDI:
PacTrans owns the program. PacTrans owns the PacTrans WDI and is responsible for
the overall operations of the institute, such as training, promotion and outreach
activities, instructor hiring, course development and delivery, etc.
Each university runs a sub-institute. Each partner university in PacTrans runs a sub-
institute to identify local training needs with transportation agencies and companies.
In order to address the training needs in Region 10, the PacTrans WDI aims to provide
the following training services:
A focus on short-term training for
o Employees from transportation agencies
o Students/practitioners looking for transportation engineering-related jobs
o K-12 transportation-related training webinars/workshops.
A flexible training format
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o Onsite when the demand bar is met
o Online learning otherwise.
A flexible schedule
o Self-paced, pre-recorded, interactive
o Group-based, real-time, instructor-lead.
The PacTrans WDI is not intended to make a profit, although it needs to be financially
sustainable. In addition to onsite training, the PacTrans WDI also offers online access to the
courses and training materials and thus creates a new revenue source through online learning.
The initial costs for new course development are high. They require funding support from
agencies or companies . PacTrans will definitely be a reliable funding source during the UTC
grant’s active period. PacTrans funds can be used to match agencies/companies’ funds to
develop new courses and certificate programs. Those established courses and certificate
programs should generate enough money to cover the operational and update costs to ensure this
new program’s sustainability.
4.3. Online Training Platform
The research team developed the PacTrans WDI website (https://pactranswdi.org/) as the
online training platform for marketing and outreach activities, training schedules, and payments
and registration (see figures 4.2 and 4.3).
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Figure 4.2 PacTrans WDI website
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Figure 4.3 Online course registration
4.4. E-Learning Capabilities
For transportation practitioners who prefer online training, the PacTrans WDI has e-
learning capabilities to offer high quality and flexible training services.
The UW PacTrans workforce development team has proven experience in developing
and operating online continuing education programs. For example, Dr. Yinhai Wang was on the
original teaching team for the first UW online Master’s degree program—an online Master’s
program in construction management. Over the past years, PacTrans has worked closely with
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several online educational programs, including an online Master’s degree program for
sustainable transportation and another one for supply chain transportation and logistics.
The e-learning service that the PacTrans WDI provides is based on Zoom as its online
conferencing tool and Canvas as its learning management system (LMS). Our team includes
infrastructure developers who were able to develop the LMS with specific learning modules and
functions to cater to instructors’ requirements. Specifically, the PacTrans WDI provides the
following three common e-learning formats:
1. Asynchronous, group-paced online training: All lectures are pre-recorded, and the
students watch the videos, do the reading, and turn in the assignments by the due date at
their own pace every week. Interaction with the instructor and peers occurs through
discussion boards and email.
2. Synchronous, classroom plus online training: The instructor teaches students in the
classroom and online at the same time using Zoom. In this format, Canvas must be well
designed, with detailed instructions for accessing Zoom sessions, readings, and
assignments to give online students a good experience. However, the lectures are
designed by instructors, and questions can be answered in real time.
3. Real-time online: In this format, the instructor teaches everyone online in real time via
Zoom. In this format, Canvas must be well designed, with detailed instructions for
accessing Zoom sessions, readings, and assignments. However, the lectures are designed
by instructors, and questions can be answered in real time in Zoom. Instructors can do the
lectures from anywhere, and no special equipment is needed.
Below are some examples of e-learning capabilities, including the Canvas welcome page,
learning modules, assignments, quizzes, and Zoom, developed for several training courses that
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the PacTrans WDI is currently offering. (See figures 4.4 through 4.10.)
Figure 4.4 Home page for a training course
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Figure 4.5 Learning modules
Figure 4.6 Course slide
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Figure 4.7 Course video
Figure 4.8 Interface for online training with Zoom
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Figure 4.9 Quizzes
Figure 4.10 Survey
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CHAPTER 5. DEVELOPMENT AND DELIVERY OF TRAINING COURSES
On the basis of the training needs and demands identified through the previous survey
and outreach activities, the research team developed training courses that address the immediate
training needs of local transportation agencies and companies. Each university contributes its
own strengths in transportation research and education.
5.1. Training Courses
5.1.1. Understanding and Applying the Manual on Uniform Traffic Control Devices (MUTCD)
Today’s transportation planning and engineering professionals face the responsibility of
managing a wide variety of surface transportation systems that serve the needs of both humans
and machine vision systems, that is, road users in various vehicles. The principal resource for
designing the information systems of roadway and trail systems in the United States is a
regulatory document, the Manual on Uniform Traffic Control Devices (MUTCD). Successful
application of the standards, guidance, options, and support in this document requires an
understanding of how the MUTCD was developed, the principles that underlie its primary
assumptions, the target audience, and a grasp of the emerging technologies that will drive
changes to MUTCD content and applicability in the future. In this course, participants will gain
an understanding of the influence of human factors and contemporary research on the
performance of traffic control devices for both human operators and increasingly common
machine vision systems that handle portions of the driving task.
5.1.1.1 Learning Objectives
Upon completion of the course, participants will be able to
Understand of the basics of the MUTCD and its common applications
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Thoroughly understand the practices and applications of the MUTCD in Washington
state
Identify the key characteristics of traffic control devices
Describe the characteristics of effective traffic signing
Describe the Washington state MUTCD’s considerations for regulatory signing
Describe the process for designing a guide sign
Name the four primary patterns for longitudinal pavement markings
List some common traffic signal design and operational errors
Describe inconsistencies in pedestrian treatments
List Washington’s MUTCD Supplement for School Signing
Contrast bicycle wayfinding and motorway signing concepts
Discuss the major design elements for Work Zone Typical Applications
Describe the process for requesting permission to experiment
Discuss the applicability of a current Interim Approval
Identify the key components of a successful experiment.
5.1.1.2 Content Outline
Module 0 Course Introduction
Course Launch
Introductions
Background Information
Module 1 Core Concepts
Conceptual Framework Introduction
Introduction to Human Factors
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Machine Vision Primer
Designing for People and Logic
Module 2 Signing, Markings, and Signals
MUTCD Resources
Traffic Signing Fundamentals
Regulatory Signs
Warning Signs
Guide and Motorist Information Signing
Pavement Markings and Delineation
Traffic Signals
Changeable Message Signs
Module 3 Applications of Traffic Control Devices in Various Settings
Safety and Operations for All Users in Complex Environments
Low-Volume Roads and Local Streets
Rail-Grade Crossings
School Zones
Bicycles and Micromobility
Work Zones
Module 4 FHWA’s Supportive Partnerships and the Experimentation Process
MUTCD Databases and Evolution
Successful Requests for Experimentation
5.1.1.3 Length
20 hours
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5.1.2. Incorporating Human Factors into Roadway Design and Crash Diagnostics
In this course, participants will gain an understanding of the impacts of human factors in
transportation systems and will learn how to incorporate human factors into roadway design and
operations.
5.1.2.1 Learning Objectives
By the end of this training, the students will be able to
Understand the overall concept of human factors and the impacts of human factors on
traffic system design and operations from both driver and pedestrian perspectives
Describe the principles and practices guiding roadway design, given the influence of
human factors
Thoroughly understand human factors characteristics and how they are involved in
traffic safety analysis (e.g., gap acceptance)
Obtain hands-on experience in analyzing human factors through case studies of safety
and the design impacts of traffic safety.
5.1.2.2 Content Outline
Module 1. Introduction to Human Factors Training
Module 2: Human Factors Fundamentals within the Roadway Environment
Module 3: Human Factors vs. Human Behavior
Module 4: Tool: Use of the Human Factors Interaction Matrix (HFIM)
Module 5: Workshop Exercise: Human Factors Aspects of a Typical Driving Scenario
Module 6: Tool: Introduction to the Human Factors Guidelines for Road Systems (HFG).
Module 7: Evaluating, Analyzing, and Diagnosing the Factors that Contribute to Crashes
Module 8: Tool: Overview of the HSM/HFG Primer
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Module 9: Method: Incorporating Task & Workload Analyses into Diagnostic
Assessment
Module 10: Method: Incorporating Human Factors into the Road Safety Audit (RSA)
Process
Module 11: Automated Vehicles: Key Human Factors Topics
Module 12: Wrap Up
5.1.2.3 Length
20 hours
5.1.3. Project Management and Key Skill Capability Building
High turnover in project management staff due to retirements and employees seeking new
opportunities has resulted in a shortage of experienced project managers. The old paradigm of
employees working their way up to a project or program manager level does not apply to the
current work environment. Employees find themselves being promoted into project management
roles at a younger age, with little training and little or no mentorship. Mistakes in the project
management environment are often costly, with the potential to delay project completion.
This course provides leadership development and project management training course
modules needed for new and existing DOT project managers to build and refresh necessary
competencies in the dynamic DOT environment throughout their career journey. It also
demonstrates investment in career development for personnel, aiding in the accelerated
contribution of project managers new to a DOT, and the retention and career growth of existing
project managers.
The multiple course modules are designed to address capability building for DOT project
managers throughout their career journey. New and experienced project managers will benefit
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from a “scaffolded” approach to learning and hands-on engagement and practice with peers.
Modules include the fundamentals of project management; project management tailored to the
DOT project delivery environment, including hands-on application; and a portfolio of focused,
stand-alone skill building courses, some developed uniquely for DOTs, others leveraged from
PACTRANS and NHI training modules.
The course modules fall into three major categories:
1. Fundamentals of Project Management:
2. Project management and delivery tailored to and integrated with the DOT
environment and processes
a. Preconstruction
b. Construction
3. A portfolio of stand-alone skill building modules.
Learning to be a good project manager requires a combination of experience and
education. Project management styles are a function of individual personalities, circumstances,
and corporate policies and procedures. Consequently, this course relies on integration of reading,
lectures, case studies, role playing, and sharing of personal experiences. Students are encouraged
to interact fully with instructors and class members to stimulate the sharing of ideas and
experiences.
5.1.4. Transportation Data Analysis and Tools
In this course, participants gain an understanding of transportation data analytics and
learn how to use tools to develop data-driven solutions.
5.1.4.1 Learning Objectives
By the end of this training, the students will be able to
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Understand the basic concepts and typical applications of data collection,
management, and analysis in transportation industry
Implement the fundamental methods, techniques, and tools for data analysis and
visualization
Claim experience with data management and analysis through hand-on exercises
Claim familiarity with big data and its applications in ITS.
5.1.4.2 Content Outline
Module 1. Overview
Concept and applications of data analysis in transportation engineering
Challenges and opportunities of big data
Module 2: Transportation data
Types of data
Traditional and emerging data sources
Data collection and quality control
Module 3: Data storage and management
Database management systems
o Relational database structure and design
o Structured Query Language (SQL)
How databases are used for advanced transportation applications
o Introduction of data warehousing
o Introduction of geographic information systems (GIS)
Module 4: Data analysis techniques and applications
Analytical approaches: regression analysis, AI/ML algorithms
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Data science programming languages: Python, R, SQL, etc.
Transportation applications: Highway Performance Monitoring System (HPMS),
freight and goods, safety analysis, travel time prediction, traffic status analysis and
traffic performance evaluation, asset management
Module 5: Data visualization techniques and tools to support decision making
Excel, Tableau, Python (Jupyter Notebook)
Module 6: Hands-on experience with data analysis and supporting tools with example
applications
5.1.4.3 Length
20 hours
5.1.5. An Introduction to School Zone Safety
This PacTrans WDI training opportunity introduces students to all aspects of safety in
school zones. The content will benefit professionals who manage, provide consulting for, or are
considering a school zone safety program in their community.
The training begins with an overview of school zone safety. This discussion is followed
by an explanation of the current guidelines in the MUTCD to help identify whether current
practices in the relevant city, town, or jurisdiction are in compliance. Case studies and specific
examples are provided to help in understanding why different treatments apply to different
conditions. The training concludes with a discussion on the Safe Routes to School Program and
the important guidance that professional can provide to their community to foster an
environment that promotes safety for both the motoring and non-motoring public near
neighborhood schools.
5.1.5.1 Learning Objectives
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Participants will learn about
Existing MUTCD guidelines
Different school zone speed assembly options and the pros and cons of each
Specific solutions or treatments to improve school zone safety in local communities
School zone safety and the correlation between travel behavior and student health.
5.1.5.2 Content Outline
Introduction
The Importance of School Zone Safety
School Safety in the MUTCD
Signage Enhancements
Safe Routes to School Programs
Conclusions / Training Takeaways
5.1.5.3 Length
3 hours, presented as two 90-minute modules
5.1.6. Geospatial Analysis for Transportation Planners and Practitioners
Transforming data and information into actionable knowledge and understanding is
increasingly needed for transportation planners, practitioners and stakeholders involved in
maintaining and planning for the public/private transportation system. As data become more
available and our transportation system more complex, transportation professionals must possess
a variety of data management and analytical skills, including those with spatial and geographic
properties. This course is designed for professionals with a variety of skill sets and experiences
in working with spatial data, but whose jobs involve aspects of managing transportation assets or
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performance of transportation systems and for professionals interested in improving their spatial
and geographic analysis capabilities. The course utilizes the ArcGIS software.
5.1.6.1 Learning Objectives
Upon completion of the course, participants will be able to
Understand the broader strengths and capabilities of geospatial analysis, as it relates
to transportation
Manage data (import/export) within ArcGIS from various formats
Geocode data using address and lat/long properties
Conduct various buffer and service area analyses
Create maps with appropriate symbology for polygon, line, and point attributes
Create interpolated images
Conduct common network analyses, including
o Optimal routing
o O-D cost matrices
o Resiliency planning (route impediments)
5.1.6 2 Content Outline
Module 1: Course Introduction
Introduction to Spatial Analysis
Learning ArcGIS Software Basics
Understanding Different Data Types (vector vs raster) and Coordinate Systems
Module 2: Map Creation and Analytical Concepts
Symbology
Feature and Attribute Selections
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Conducting Queries
Data Exports (shapefiles, geodatabases, feature classes)
Module 3: Geocoding and Proximity Analysis
Geocoding Data
Conducting Data Joins
Buffer Analysis and Service Areas
Editing/Clipping Features
Module 4: Basic Network Analysis
Creating Optimal Routes
Creating Transportation Cost Contours (O-D Cost Matrices)
Interpolating Images
Module 5: Advance Network Analysis
Site Selection for New Facilities
Resiliency Planning for Transportation Impediments (closures)
5.1.6.3 Software Requirement
ArcGIS 10.5 or newer
5.1.6.4 Length
20 hours
5.2. Course Delivery
With the launch of the PacTrans WDI on Feb. 22, 2021, the PacTrans WDI has delivered
the following two training courses:
Understanding and Applying the Manual on Uniform Traffic Control Devices (MUTCD)
(as shown in figure 5.1)
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Incorporating Human Factors into Roadway Design and Crash Diagnostics (as shown in
figure 5.2)
Figure 5.1 Training delivery: Understanding and Applying the Manual on Uniform Traffic
Control Devices (MUTCD)
Figure 5.2 Training delivery: Incorporating Human Factors into Roadway Design and Crash
Diagnostics
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Because of Covid-19 restrictions, both courses are delivered through an online training
workshop via Zoom with the support of the Canvas LMS. For transportation professionals who
successfully completes the training, the PacTrans WDI sends them a Certificate of Completion
(as shown in figure 5.3).
Figure 5.3 Certificate of completion
Upcoming course deliveries include, but are not limited to, Transportation Data Analysis
and Tools, Project Management and Key Skill Capability Building, An Introduction to School
Zone Safety, and Geospatial Analysis for Transportation Planners and Practitioners.
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CHAPTER 6. GUIDEBOOK FOR CURRICULUM DEVELOPMENT,
IMPLEMENTATION, AND EVALUATION
In order for the PacTrans WDI to develop and deliver high quality training services to
working professionals, it was critical that a guidebook be developed on how to implement best
practices in the design, implementation, and evaluation of training courses. The research team
developed and updated this guidebook iteratively during the project’s training course
development.
The purpose of this guidebook is to provide guidance on the development,
implementation, and evaluation of WDI courses. Course development is ubiquitous to colleges
and universities and professional development efforts. A wealth of research and evidence
supports a wide range of practices that can be implemented. There is also an abundance of
experience and intuition from expert teachers that leads to positive and impactful course
experiences. This guidebook incorporates research on effective educational practices with
experience from teaching. Educational best practices include course development processes with
carefully designed learning outcomes and associated learning activities (J. Biggs, 1996; Wang, et
al., 2013), active learning strategies (Chi and Wylie, 2014; Prince and M.J., 2004; Smith, et al.,
2005), reliable assessment of and evaluation processes for learning (Reddy and Andrade, 2010;
Wollenschläger, et al., 2016), and overall program and course evaluation (Project Star, 2006).
6.1. Adult Learning
Adult learning theory provides a useful lens through which to view professional
development efforts because it provides theory and context for the particular needs of adults as
they engage in learning experiences. Adults are considered in this context to be individuals who
engage in a learning experience of their own choice and who do so in relation to professional
development needs related to their job and/or profession. Adults, therefore, normally enter into
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these learning experiences assuming that they will gain specific value in relation to their goals
for the experience. Adult learning, and more specifically, andragogy, holistically describes
aspects of the learner that are important to consider in this context.
There are five unique attributes of adult learners (Knowles et al., 2015, pg. 5). As noted,
five principles are core to andragogy. The first principle is about adult learner’s need to know.
Adult learners will probe “… into the benefits they will gain from learning it and the negative
consequences of not learning it.” (Knowles et al., 2015, pg. 43) They will contemplate the
benefits of the content to their jobs and lives and do this throughout the learning process.
Therefore, the course designer needs to incorporate this by including content about why the
content is important to the course participants and elicit this information from participants.
Adult learners generally have a self-concept of being responsible for their learning and
need to be recognized as such in the learning environment. As stated by Lindeman in Knowles,
“Adults have a deep need to be self-directing; therefore, the role of the teacher is to engage in a
process of mutual inquiry with them rather than to transmit his or her knowledge to them and
then evaluate their conformity to it.” Their self-direction should be recognized and incorporated
into the course design. For example, the course designer should assume that learners will have
goals they bring to the environment and interest in engaging with the material in autonomous and
self-directed ways. If the content is relevant to the participants, they will engage under their own
volition.
Adult learners come to the learning environment with a wealth of personal experience
and life experiences. From Lindeman in Knowles, “Experience is the richest resource for adults’
learning; therefore, the core methodology of adult education is the analysis of experience.” From
these experiences they have developed mental models, or internal relations, of how things work
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in a particular domain. As a result, they bring tremendous value to the learning environment
because they know something about the content of the course. What they know may not always
be correct but should be considered in the course design, as it is an important part of how they
will incorporate course material into what they already know. In other words, “It assures that in
any group of adults there will be a wider range of individual differences than is the case with a
group of youths.” And that “Even more potent tools for raising the level of awareness of the need
to know are real or simulated experiences in which the learners discover for themselves the gaps
between where they are now and where they want to be.” The course designer should
understand, to the degree possible, what participants know about the content and what they
aspire to know by the end of the experience.
Adult learners’ orientation to learning is around problems or experiences, not around
concepts or abstractions. “Adults are motivated to learn to the extent that they perceive that
learning will help them perform tasks or deal with problems they confront in their life situations.
Furthermore, they learn new knowledge, understandings, skills, values, and attitudes most
effectively when they are presented in the context of application to real-life situations;” and
“Adults’ orientation to learning is life-centered; therefore, the appropriate units for organizing
adult learning are life situations, not subjects.” Course content should be embedded in
experiences that are common to the participants’ workplace. Participants will want to take what
they learn and be able to apply it to their jobs when they return to work, and they will expect to
leave the training with a sense of how they will do this. Course instructors should help
participants envision this explicitly through course design, and participants should share their
plans with how they will use their newly developed knowledge in their jobs, with the added
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benefit of other participants envisioning value of the content they had not recognized before
hearing from others.
Finally, adult learners are intrinsically motivated and expect a payoff from the course
content. The content needs to be relevant and useful to course participants. As stated by
Lindeman in Knowles, “Adults are motivated to learn as they experience needs and interests that
learning will satisfy; therefore, these are the appropriate starting points for organizing adult
learning activities.” The course instructors should embed practices that facilitate participants
taking ownership of their learning. For example, participants could describe how they will use
course content in their workplace and how they will continue to learn about the content from the
course
“Even dyed-in-the-wool pedagogical instructors have reported that their teaching became
more effective when they adapted some of the andragogical concepts to the pedagogical model.
Some ways they do this are by providing a climate in which the learners feel more respected,
trusted, unthreatened, and cared about; by exposing them to the need to know before instructing
them; by giving them some responsibility in choosing methods and resources; and by involving
them in sharing responsibility for evaluating their learning.”
Table 6-1 summarizes the key elements and example actions that can be taken by
curriculum designers. As summarized by Knowles, “The andragogical instructor (teacher,
facilitator, consultant, change agent) prepares in advance a set of procedures for involving the
learners and other relevant parties in a process involving these elements: (1) preparing the
learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual
planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is
content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7)
72
conducting these learning experiences with suitable techniques and materials; and (8) evaluating
the learning outcomes and re-diagnosing learning needs.”
Table 6-1 Summary of andragogy design elements and how to address them
Adults are motivated to learn
and expect a payoff
The content and focus of the course should align with the
needs of the students. The instructor should understand
these needs to the greatest extent possible before
designing and implementing instruction.
Adults’ orientation to learning
is life centered, not centered on
concepts or abstractions
Instruction should incorporate cases, examples from the
field, cases provided by participants
Adult learners come with a
wealth of experience
Instructors should elicit this experience from participants
both before and during the course offering.
Adults need to be self-
directing
Course participants should be active in the course and
have a say in how the course goes so it meets their needs
and takes advantage of their self-directing orientation.
Mechanisms for mutual planning should be put in place.
It may be useful to align suggested activities in relation to stages of course
implementation, as shown in the list below. These suggestions are also aligned with Adult
Learning Theory. For example, all pre-course activities are aligned with understanding
participant backgrounds and expectations, and using case examples during the course will
resonate with adult knowledge based on experiences.
Before the course
o Understand the learning expectations/desires
o Understand participants’ backgrounds, as related to the course content
o Solicit ideas for course planning
During the course
o Use case examples that highlight main ideas
o Engage participants with you, and with each other
73
o Rely on participants knowledge and backgrounds
After the course
o Did they fill their learning needs?
o Do they use the content in their work?
Another perspective to consider when designing learning experiences for adults is how a
pedagogical approach, commonly used in higher education, compares to an andragogical
approach. Table 6-2 copied from Knowles, highlights the differences. The key element in this
comparison is that the adult learner must be considered and included holistically in the course
design and evaluation. They have specific needs they are desiring to fill, and they want and need
to be actively considered in the design and implementation of the course, as noted in the quote
below.
One aspect of educational practice that most sharply differentiates the pedagogical
from the andragogical, the mechanistic from the organismic view, and moving
from the teaching to the facilitating of learning perspective includes the role of the
learner in planning. Responsibility for planning traditionally has been assigned
almost exclusively to an authority figure (teacher, programmer, trainer). But this
practice is so glaringly in conflict with the adult’s need to be self-directing that it
is a cardinal principle of andragogy (and, in fact, all humanistic and adult
education theory). A mechanism should be provided for involving all the parties
concerned in the educational enterprise in its planning. One of the basic findings
of applied behavioral science research is that people tend to feel committed to a
decision or activity in direct proportion to their participation in or influence on its
planning and decision making.
This section provides information on Adult Learning Theory from multiple perspectives,
ranging from table 6-2 to the five tenants presented above. The purpose of doing so is to
recognize that different instructors will understand and incorporate these ideas in different ways,
and these examples provide different access points for doing so.
74
Table 6-2 Comparison of pedagogical and andragogical approaches to course design and
implementation
6.2. Participant Backgrounds and Expectations
As noted from Adult Learning Theory, professional development courses are unique from
most college courses because students present a variety of backgrounds to and have a variety of
needs from the course. For example, a university statics course has a relatively homogenous
student population and the content of statics is relatively static! College courses are normally
part of a larger structured curriculum in which students progress from one course to the next.
Professional development courses, even if part of a sequence, rarely see the same group of
75
students progress through the sequence. Because of this, it is very important for instructors to
understand the backgrounds of their audience and their hopes and expectations for in the course.
This can be done by collecting data from the students in the class or from students who
could take the class at some time. It is more effective to gather this information from students
who take the course, because all participants have unique needs, and current adult students will
be different from the general population. The suggested ideas and questions are shown in table 6-
3. The most efficient way to gather this information is by using an online survey tool, such as
Qualtrics or Survey Monkey. These questions will affect how structured the curriculum is and
how interactive activities are designed. For example, if everyone has a relatively common and
limited knowledge base, then active learning pairings can be random, but if there is a wide
variety, then pairings should be strategically based on previous knowledge.
Table 6-3 Example questions on course participants’ backgrounds and learning goals
Scope
Questions
Background
Who do you work for?
What types of projects do you work on?
How long have you been in your current job? In the profession?
Learning Goals and
Relevant Knowledge
What do you expect to learn in this course?
What experience do you have related to the content of this course?
How do you expect to use what you learn in your work?
6.3. Establishing Course Goals, Outcomes, and Evaluation Measures
Armed with an understanding of the participants’ backgrounds and needs, the first step in
the design of any educational activity is to establish the goals and outcomes of the course and
activities. These goals can come in a variety of forms and serve many constituents. For example,
a new course on transportation safety offered to transportation professionals may have the goals
76
of attracting participants, developing expertise, serving as the basis for future courses in related
topics, being profitable, developing contacts among participants, etc. The developer should first
articulate these goals and related outcomes as clearly as possible, so they can be explicitly
considered in the course development process. This will allow the owner and the developer to
understand the degree to which they were successful and to improve future course offerings.
The goals and outcomes can be considered in three categories; the course goals,
participant learning goals, and the teacher implementation goals for the course, as noted in table
6-4 below.
Table 6-4 Course goals with example outcomes and measures
Goal Category
Example
Outcome
Measure
Course goals
Attract participants
from regional DOT
offices
DOT employees
participate
Number of
participants
Participant learning
goals
Students will learn
about the Highway
Capacity Manual
Student will be
able to determine
roadway capacities
Formative assessment
during course where
participants are asked
to do this
Teacher
implementation goals
Create an active
learning environment
Students will
engage with each
other about course
content
During course and/or
End of course survey
Incorporate
participants’
experiences
Students will share
their relevant
experiences with
other students
Participant learning goals should consider multiple levels of learning and comprehension,
as well as Bloom’s Taxonomy. Learning outcomes are specific measurable statements about
what participants should be able to do after completing the course. Learning outcomes should
use verbs from Bloom’s Taxonomy (https://tips.uark.edu/blooms-taxonomy-verb-chart/) across
the spectrum of cognitive difficulty. Specifically, Bloom’s Taxonomy is a set of verbs assigned
77
to categories, which range from cognitively simple (remember) to challenging (evaluate or
create). Example outcomes are: The student will be able to:
Recall the sight distance equation
Evaluate criteria used to determine sight distance.
A very rough approximation of the number of outcomes needed is one to four per hour of
class time. Learning outcomes should be present in course documents, with the goal of
maintaining focus and transparency with students about the intention of assessments and learning
activities. For adult learning, they must also carefully consider and include the context of
learning, with a focus on cases and stories. Specifically, “A statement of objectives should
describe both the kind of behavior expected and the content or the context to which that behavior
applies.” As an example, a DOT engineer from Washington should learn about geometric design
within the context of regional and statewide regulations through case examples from the
appropriate regional area.
Teacher implementation goals should incorporate an evaluation of if and how the needs
of the learners are being addressed in the course. A core principle of adult learning is that the
enrollees will have specific needs that they want filled, and desire for the knowledge gained to be
worthwhile for their day-to-day work. “Here is the addition of a fifth dimension—one that
springs directly from the fundamental conception of adult education as continuing education: re-
diagnosis of learning needs. If every learning experience is to lead to further learning, as
continuing education implies, then every evaluation process should include some provision for
helping the learners re-examine their models.” Teachers can do so through formal and informal
means throughout the course. For example, the teacher could ask the students if they are learning
78
things that will be useful, and if not, how the focus could be modified. This should also be
included in an end of course survey.
6.4. Alignment of Learning Outcomes, Assessments, and Activities to Achieve Overall Course
Goals
The learning outcomes are the core resource in curriculum design, particularly for adult
education in which participants have particular expectations of content. A focus on learning
outcomes also requires the instructor to stay committed to what is considered important.
There are two well-developed and widely used approaches to curriculum development
that begin with learning outcomes and that share a common approach. One is Constructive
Alignment (Biggs, 1996) and the other is Backwards Design (McTighe & Wiggins, 2013). Both
focus on the alignment between goals and outcomes, assessment, and learning activities, and
course development should occur in this order. This focus has many positive attributes, including
having evidence of the degree to which goals and outcomes are met, forcing curriculum to
support goals and outcomes, and developing clear measures of success.
The next step in the development process is developing assessments that represent
evidence that students are able to do the things described in the learning outcomes. In a college
course, these include quiz and exam questions. However, these types of assessments are rare in
professional development courses. Instead, the focus is on developing formative assessments, or
questions that can be used during the course to check in with students about their understandings.
These formative assessments may include multiple choice, short answer, and open-ended
questions. Course designers should develop two to five questions per learning outcome. These
questions may not all be implemented, depending on the layout of the course. However, many
should be implemented as formative assessments during the course. Formative assessments are
79
those that are intended to gather feedback about what students know and used to make decisions
about how and when to move to subsequent subjects.
The final step is to develop learning activities intended to facilitate student understanding
of the developed learning outcomes. This consists of direct instruction using PowerPoint, notes,
and other means. Information on developing these materials is not included in this document
because most teachers have substantial experience in this area.
Instructors should develop active learning activities that are used throughout the course.
Active learning is when students are engaged alone or in groups on course content because of
specific instructions provided by the instructor. Michelene Chi developed the ICAP theory,
which suggests that Interactive, Constructive, Active, and Passive learning environments are
decreasingly effective on student learning (Chi and Wylie, 2014). Interactive engagement is
when students work in groups on a problem that would be challenging for any of them to solve
on their own. In Adult Learning this may be particularly appropriate because it will result in
information sharing among participants about valuable and relevant experiences with others.
Active learning and interactive engagement can take many forms, and many resources have been
developed to guide instructors in the implementation. Examples are provided in Appendix 1.
Examples do not distinguish between active learning and interactive engagement. The instructor
will need to use judgment to determine which category the activity falls into.
6.5. Conclusion
The goal of this guidebook is to provide a summary of Adult Learning Theory and how it
can and should inform the design, implementation, and evaluation of professional development
courses. Appendix C provides example active learning exercises and how to implement these in
in-person and online learning environments. Appendix D provides guidance on implementing
80
active learning exercises and gathering student responses. Appendix E provides information on
tools that can be used to engage students in online learning experiences. Appendix F provides a
list of resources and descriptions of these resources that may be useful in course design,
implementation, and evaluation. Appendix G provides some tips on engaging students in
asynchronous learning environments.
81
82
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364. https://doi.org/10.1007/BF00138871
Chang, K., 2015. Examining and Defining the Role of Engineering Education in the Workplace.
QScience Proceedings: Vol. 2015, Engineering Leaders Conference 2014, 31.
Chi, M. T. H., & Wylie, R., 2014. The ICAP Framework: Linking Cognitive Engagement to
Active Learning Outcomes. Educational Psychologist, 49(4), 219–243.
https://doi.org/10.1080/00461520.2014.965823
Creswell, J. W. 2013. Qualitative Inquiry & Research Design: Choosing among Five Approaches
(3rd ed.). Thousand Oaks, CA: SAGE.Hamann, C. and Peek-Asa, C., 2017.
Hawkins, G. & Chang, K. , 2016. “Employers’ Perspectives on Needs for Critical Skills and
Knowledge in the Transportation Field.” ITE Journal, 86(6), 34-37.
Islam, S. et al., 2017. Current Practice of Design and delivery of Online Training for
Transportation Professionals at Public Agencies. Public Works Management and Policy.
22(4), 335-355.
McCauley, Kelly & Hammer, Emily & Hinojosa, Amanda. 2017. An Andragogical Approach to
Teaching Leadership. Management Teaching Review. 2. 237929811773688.
10.1177/2379298117736885.
Lockwood, S. and Euler, G., 2016. “Transportation System Management and Operations
Workforce Development: Background and State-of-Play.” ITE Journal, 86(6), 12-14.
Martin, C., 2015. “Connecting the Employment Dots.” Public Roads, 79(3), 22-25.
Martin, C. and Glenn, V., 2002. “Filling the Pipeline.” Public Roads, 66(3), 6-11.
Mason, J., 2003. “Transportation Education and Workforce Development.” ITE Journal, 73(9),
22-26.
McTighe, Jay and Grant P. Wiggins. 2013. Essential Questions: Opening Doors to Student
Understanding. Alexandria, Virginia, USA: ASCD.
Prince, M., & M.J., P., 2004. Does Active Learning Work? A Review of the Research. Journal of
Engineering Education, 93(3), 223–231.
Project Star., 2006. Study Designs for Program Evaluation. Methodological Briefs: Impact
Evaluation 8, UNICEF Office of Research, Florence.
Reddy, Y. M., & Andrade, H., 2010. A review of rubric use in higher education. Assessment and
Evaluation in Higher Education. https://doi.org/10.1080/02602930902862859
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Engagement: Classroom-Based Practices. Journal of Engineering Education, 94(1), 87–
101. https://doi.org/10.1002/j.2168-9830.2005.tb00831.x
Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T., 2013. An exploration of Biggs’
constructive alignment in course design and its impact on students’ learning approaches.
Assessment and Evaluation in Higher Education, 38(4), 477–491.
https://doi.org/10.1080/02602938.2012.658018
Washington State Employee Engagement Survey, Employer of choice. 2017 (Access on Nov.11,
2018 at:
https://ofm.wa.gov/sites/default/files/public/shr/2017_WA_State_Employee_Engagement
_Survey_Final.pdf)
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https://www.wsdot.wa.gov/employment/workforce-development/talent-
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effective in teacher-feedback? Transparency of learning goals is not enough.
Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2015.11.003
A-1
APPENDIX A
Manager Survey Summary Report
Q4 - In which sector of transportation engineering do you work?
#
Answer
%
Count
1
Public
84.13%
53
2
Private
14.29%
9
3
Other:
1.59%
1
Total
100%
63
Other:
Other: - Text
State Government
A-2
Q7 - What is the region in which your work applies (e.g., zip code, town, municipality)
What is the region in which your work applies (e.g., zip code, town, municipality)
Based in Juneau Alaska; responisble for Southcoast Region (SE AK, Aleutians, Kodiak, Lake
and Penisula Borough)
Southcoast Region
Alaska
Northwest 979229
99901
Alaska
Southeast Alaska
99507
State of alaska
Southeast Alaska
99502
99502
Anchorage, Alaska 99501
99811
Municipality of Anchorage, Anchorage, Alaska
99701
Municipality of Anchorage
99801
99507, Anchorage, AK
Alaska DOT Northern region ~ 65% of the state
99507
Municipality of Anchorage, Alaska
Fairbanks, Western, and Northern Alaska
99801
Alaska
A-3
All Alaska
Southcoast (zip code 99801)
Anchorage Alaska
Alaska
99708
99503
ODOT Region 1
97266
Salem Oregon
98109
Oregon
Sacramento, CA 95814
Seattle, WA
Sacramento CA
King County, WA
Portland
Seattle
98040
97301
Pullman, Washington
98004
98004
98004
98006
Washington State
99709
99709
State of Alaska
A-4
Fairbanks, AK 99709
99709
99701
Northern Region og Alaska
99709
State of Alaska, Northern region
Fairbanks, AK 99709
99709
99709
A-5
Q5 - How long have you been working in the field of transportation engineering?
#
Answer
%
Count
1
less than 1 year
0.00%
0
2
1-2 years
0.00%
0
3
3-5 years
3.17%
2
4
more than 5 years
96.83%
61
Total
100%
63
A-6
Q6 - How long have you been working in your current position?
#
Answer
%
Count
1
less than 1 year
11.11%
7
2
1-2 years
17.46%
11
3
3-5 years
19.05%
12
4
more than 5 years
52.38%
33
Total
100%
63
A-7
Q8 - Which area or discipline best describes your work (check all that apply)?
#
Answer
%
Count
1
Traffic
17.81%
26
2
Highway
18.49%
27
3
Safety
10.96%
16
4
Construction
13.70%
20
5
Design
21.92%
32
6
Consulting/Inspection
6.85%
10
7
Other
10.27%
15
Total
100%
146
Other
A-8
Other - Text
Marine Engineering & Project Management
Bridge
Heavy civil construciton contract administration
ROW
Bridges and structures
utilities
Travel Modeling
Project Management
Planning
Operations
Research
Aviation / FAA
Hydraulics
Utilities/ROW
geotechnical
A-9
Q9 - How many employees do you supervise?
#
Answer
%
Count
1
1-3
19.05%
12
2
4-6
33.33%
21
3
7-10
14.29%
9
4
10+
33.33%
21
Total
100%
63
A-10
Q10 - On average, how many times does a typical employee attend external training within
a year?
#
Answer
%
Count
6
0
23.81%
15
1
1
33.33%
21
2
2
31.75%
20
3
3
6.35%
4
4
4
4.76%
3
5
5 or more
0.00%
0
Total
100%
63
A-11
Q11 - On average, how many times does a typical employee attend internal training within
a year?
#
Answer
%
Count
1
1
19.05%
12
2
2
15.87%
10
3
3
22.22%
14
4
4
11.11%
7
5
5 or more
31.75%
20
Total
100%
63
A-12
Q12 - How do you typically find out about training opportunities?
#
Answer
%
Count
1
Internal communications
33.56%
50
2
Email listserv
16.78%
25
3
Word of mouth
15.44%
23
4
Online advertising
10.74%
16
5
Professional socieites
18.79%
28
6
Other
4.70%
7
Total
100%
149
A-13
Other
Other - Text
Web
All the above
Local consultant engineers
old fashion us mail
email and DOT website
NHI website
mailed flyers
A-14
Q13 - How important are the following kinds of training for employees in your workplace?
A-15
#
Question
Extremely
important
Very
important
Moderately
important
Slightly
important
Not at all
important
Total
1
Professional
Skills
31.75%
20
44.44%
28
23.81%
15
0.00%
0
0.00%
0
63
2
Technical
Skills
50.79%
32
44.44%
28
4.76%
3
0.00%
0
0.00%
0
63
3
Updates on
rules and
regulations
30.16%
19
44.44%
28
20.63%
13
3.17%
2
1.59%
1
63
4
Other:
60.00%
6
30.00%
3
0.00%
0
10.00%
1
0.00%
0
10
Other:
Other: - Text
Communication skills
Safety
New Technologies
Internal cross-training
people skills
Fed-Aid program requirements
Planning
Computer Modeling
Emerging topics
People/Communication skills
Soft Skills (Communication, Leadership, etc.)
A-16
Q15 - How important are the following factors when deciding to send an employee to a
particular training?
A-17
#
Question
Extremely
important
Very
important
Moderately
important
Slightly
important
Not at all
important
Total
1
Location
37.10%
23
37.10%
23
20.97%
13
3.23%
2
1.61%
1
62
2
Cost
42.86%
27
31.75%
20
17.46%
11
7.94%
5
0.00%
0
63
3
Employee time
off
9.84%
6
14.75%
9
45.90%
28
13.11%
8
16.39%
10
61
4
Topic area
54.10%
33
44.26%
27
1.64%
1
0.00%
0
0.00%
0
61
5
Timeliness of
training to an
upcoming job
16.13%
10
33.87%
21
33.87%
21
11.29%
7
4.84%
3
62
6
Networking
opportunities
4.84%
3
11.29%
7
43.55%
27
27.42%
17
12.90%
8
62
7
Professional
development
(e.g.,
leadership)
14.52%
9
45.16%
28
22.58%
14
14.52%
9
3.23%
2
62
8
Other
33.33%
1
33.33%
1
0.00%
0
0.00%
0
33.33%
1
3
Other
Other - Text
Safety
Wide technical skills
A-18
Q16 - How important are the following topics in terms of timeliness of training needs?
A-19
#
Question
Extremely
important
Very
important
Moderately
important
Slightly
important
Not at all
important
Total
1
Performance
monitoring/Signal
systems
11.29%
7
19.35%
12
30.65%
19
16.13%
10
22.58%
14
62
2
Accessibility and
ADA compliance
19.35%
12
30.65%
19
32.26%
20
12.90%
8
4.84%
3
62
3
Changes in
technology
11.11%
7
38.10%
24
44.44%
28
4.76%
3
1.59%
1
63
4
Design
20.63%
13
38.10%
24
30.16%
19
11.11%
7
0.00%
0
63
5
Transportation
Systems
Management and
Operations
8.20%
5
21.31%
13
36.07%
22
24.59%
15
9.84%
6
61
6
Connected or
autonomous
vehicles
6.45%
4
9.68%
6
27.42%
17
16.13%
10
40.32%
25
62
7
ITS Design and
application
3.33%
2
20.00%
12
35.00%
21
20.00%
12
21.67%
13
60
8
Other:
68.75%
11
25.00%
4
0.00%
0
0.00%
0
6.25%
1
16
9
Other:
50.00%
2
50.00%
2
0.00%
0
0.00%
0
0.00%
0
4
10
Other:
100.00%
2
0.00%
0
0.00%
0
0.00%
0
0.00%
0
2
Other:
Other: - Text
Communication with non-professionals
ROW Acquisition
AASHTOWare
structures
Public Involvement /Speaking
Active Transportation
Construction administration
Federally mandated Bridge Inspection
Construction related
Planning
Pavements
A-20
Non motorized design
Professional development for new/prospective managers
Claims and Negotiations
Utility relocations/permits
geotechnical
Other:
Other: - Text
NEPA
Writing Skills
Bridges
Construction Administration
Other:
Other: - Text
Contract Admin
Soft Skills / Communication, etc.
A-21
Q18 - Please rate your preference for the following training formats.
A-22
#
Question
Highly
desirable
Desirable
Neutral
Undesirable
Highly
undesirable
Total
1
On-site training
with external
presenter
30.16%
19
50.79%
32
17.46%
11
0.00%
0
1.59%
1
63
2
Live, online courses
(e.g., webinars)
11.11%
7
39.68%
25
34.92%
22
12.70%
8
1.59%
1
63
3
Asynchronous,
online short courses
0.00%
0
38.71%
24
41.94%
26
19.35%
12
0.00%
0
62
4
External training or
other off-site
programs
9.68%
6
53.23%
33
32.26%
20
4.84%
3
0.00%
0
62
5
Conferences or
other large meetings
9.52%
6
36.51%
23
49.21%
31
4.76%
3
0.00%
0
63
6
Other:
83.33%
5
16.67%
1
0.00%
0
0.00%
0
0.00%
0
6
Other:
Other: - Text
college classroom style
University-based short courses with homework
On site, live training
On-site training with internal presenter
On-site training with INTERNAL presenter (i.e. Peer Sharing)
A-23
Q19 - Please rate your preference regarding the timing of training opportunities.
#
Question
Highly
desirable
Desirable
Neutral
Undesirable
Highly
undesirable
Total
1
During normal
work hours
66.67%
42
31.75%
20
1.59%
1
0.00%
0
0.00%
0
63
2
During
weekends
0.00%
0
5.08%
3
10.17%
6
52.54%
31
32.20%
19
59
3
Evenings
0.00%
0
5.08%
3
20.34%
12
49.15%
29
25.42%
15
59
4
Other:
25.00%
1
25.00%
1
50.00%
2
0.00%
0
0.00%
0
4
A-24
Other:
Other: - Text
Small group: peers/multidiscipline
Between the months of October - April
A-25
Q14 - Which factors are the biggest limitations or drawbacks to training programs?
#
Answer
%
Count
1
Time off
10.09%
11
2
Covering for employees
10.09%
11
3
Training contents do not match needs
32.11%
35
4
Too much theory, not enough practice
22.02%
24
5
Employee leaves for new job after training
8.26%
9
6
Other
17.43%
19
Total
100%
109
A-26
Other
Other - Text
COST
Travel & Perdiem Cost
Long weeks. Usually done while keeping up with work.
Not new information
cost
Lack of funds.
Cost
no training money
Gauging how effective the training will be ahead of time
Not enough homework which is really needed to acquire / learn new material
travel cost
cost
Cost
cost
Availability when needed (just in time training)
Cost
Available funds
Lack of funding, remote location makes travel expensive and hard to get classes brought here.
no funding available for training
A-27
Q17 - Are there any topics for which you would like training but that are not currently
available or personally accessible?
Are there any topics for which you would like training but that are not currently available or
personally accessible?
We have the ability to request specific training as needed - so no.
Office Engineering practices
Innumerable
Highway Construction Specification development
Communication skills with non-professionals (average citizens/laypersons). Management of
small teams
No
no
No.
Construction Administration Software in general
No
Federal, State, and Local Funding 101 for Projects (Design thru Construction)
unknown
Utility training, railroads, fiber optic
No
An periodical overview of 'what's new' would be very helpful.
Hydraulic Engineering Topics
Autonomous Vehicle Implications
Asphalt paving, bridge, retaining wall (construction or contract admin based)
No
data storytelling
Nope
Systems Operations Documents for Adaptive Signal Networks
no
A-28
Multimodal transportation
no
why is there a silly war on cars and a hatred of freeways?
Technician training -- most training focuses on engineering employees
Connected Vehicles
NACTO and Vision Zero
Construction's input on lesson's learned - big picture - what to look for when designing or
reviewing projects?
no
Leadership, managing resources
skip tracing & archive research
No
Needs to be more training for utility coordination and relocation. More training on the
applicable state laws and how they interact with FHWA/FAA regulations.
aviation base training - covering AC's
B-1
APPENDIX B
Engineering Practitioner Survey Report
Q20 - In which sector of transportation engineering do you work?
#
Answer
%
Count
1
Public
92.56%
112
2
Private
4.96%
6
3
Other:
2.48%
3
Total
100%
121
Other:
Other: - Text
N/A
academia
B-2
Q21 - In which zip code do you conduct most of your work?
In which zip code do you conduct most of your work?
99500
T2M1M3
98005
99801
99709
98009
99508
99519
97301
99518
99503
99501
99701
99709
99780
99508
99503
99801
99925
99833
99508
99519
99503
97210
Statwide
B-3
Various, by county would be Lincoln, Benton, Lane, Polk, Yamhill, and Marion
97470
97302
972xx
83709
97302
98516
98004
97850
97209
97301
97301
97301
98057
97209
97302
97471
97301
97301
97301
98004
97333
Jackson, Josephine, Coos Curry & Douglas Counties Equally
97527
97301
97302
98004
97209
B-4
97302
97850
97302
97301
92501
98004
Norway
98155
97330
83703
83844
97205
98004
98004
98004
98004
98004
98004
98004
98005
98008
98004
98004
98009
98004
98009
99762
99709
B-5
97302
97701
97301
97306
99701
99709
97302
99701
97301
99709
97301
97302
99707
99712
99709
97302
97703
97703
97703
97302
97302
97302
97302
99701
99711
99712
99709
99709
B-6
99730
99709
99709
99701
99701
99709
99709
99709
99701
99708
B-7
Q22 - How long have you been working in the field of transportation engineering?
#
Answer
%
Count
1
less than 1 year
4.20%
5
2
1-2 years
7.56%
9
3
3-5 years
10.08%
12
4
more than 5 years
78.15%
93
Total
100%
119
B-8
Q23 - How long have you been working in your current position?
#
Answer
%
Count
1
less than 1 year
22.50%
27
2
1-2 years
18.33%
22
3
3-5 years
16.67%
20
4
more than 5 years
42.50%
51
Total
100%
120
B-9
Q24 - Which area or discipline best describes your work (check all that apply)?
#
Answer
%
Count
1
Traffic
14.56%
38
2
Highway
20.31%
53
3
Safety
11.49%
30
4
Construction
13.03%
34
5
Design
21.46%
56
6
Consulting/Inspection
6.90%
18
7
Other
12.26%
32
Total
100%
261
B-10
Other
Other - Text
Planning
Planning
Planning
Policy
Maintenance and Operations
Maintenance and Operations
Active Transportation
Civil Rights and Realty
Audit
Survey
Survey
bridge
Human Resources
Roadway
Technology Development
Right of Way
Environmental permitting
Data Management
Hydraulics
Permitting
Asset Management
Load rating
Communications
Research
Research
Planning
B-11
fuels and materials
Locations Surveyor
Admin
Utilities (Highways)
ROW
Utilities
B-12
Q26 - On average, how many times do you attend external training within a year?
#
Answer
%
Count
6
0
24.19%
30
1
1
33.06%
41
2
2
22.58%
28
3
3
8.06%
10
4
4
3.23%
4
5
5 or more
8.87%
11
Total
100%
124
B-13
Q27 - On average, how many times do you attend internal training within a year?
#
Answer
%
Count
6
0
5.65%
7
1
1
16.13%
20
2
2
22.58%
28
3
3
16.94%
21
4
4
13.71%
17
5
5 or more
25.00%
31
Total
100%
124
B-14
Q28 - How do you typically find out about training opportunities?
#
Answer
%
Count
1
Internal communications
37.55%
98
2
Email listserv
19.92%
52
3
Word of mouth
14.94%
39
4
Online advertising
8.43%
22
5
Professional socieites
17.24%
45
6
Other
1.92%
5
Total
100%
261
B-15
Other
Other - Text
Internal website
Searching
Dept. Training website
Ilearn
B-16
Q36 - How common are the following methods in discovering training opportunities?
B-17
#
Question
Very
common
Somewhat
common
Neutral
Somewhat
uncommon
Very
uncommon
Total
1
Internal email
listserv
42.61%
49
28.70%
33
18.26%
21
5.22%
6
5.22%
6
115
2
Professional
society
23.48%
27
28.70%
33
21.74%
25
10.43%
12
15.65%
18
115
3
Word of mouth
14.91%
17
37.72%
43
23.68%
27
18.42%
21
5.26%
6
114
4
Suggestion from
manager or
supervisor
21.01%
25
46.22%
55
14.29%
17
12.61%
15
5.88%
7
119
5
Online
advertising
6.03%
7
25.86%
30
24.14%
28
22.41%
26
21.55%
25
116
6
Other
26.09%
6
4.35%
1
52.17%
12
8.70%
2
8.70%
2
23
Other
Other - Text
Twitter, LinkedIn, Facebook
Internal website
Searching
ept Training website
Search the internet
Twitter/Advocacy
internal publications
School announcements
B-18
Q37 - How common are training opportunities related to the following topics or content
areas?
B-19
#
Question
Very
common
Somewhat
common
Neutral
Somewhat
uncommon
Very
uncommon
Total
1
Gaining new
technical skills
18.85%
23
47.54%
58
19.67%
24
8.20%
10
5.74%
7
122
2
Updates on
regulations
17.36%
21
45.45%
55
20.66%
25
13.22%
16
3.31%
4
121
3
Professional
development or
leadership
27.05%
33
36.07%
44
19.67%
24
10.66%
13
6.56%
8
122
4
Networking
7.63%
9
22.88%
27
33.90%
40
21.19%
25
14.41%
17
118
5
Other:
0.00%
0
0.00%
0
72.73%
8
9.09%
1
18.18%
2
11
Other:
Other: - Text
B-20
Q29 - How important are the following kinds of training for employees in your workplace?
B-21
#
Question
Extremely
important
Very
important
Moderately
important
Slightly
important
Not at all
important
Total
1
Professional
Skills
31.93%
38
44.54%
53
16.81%
20
6.72%
8
0.00%
0
119
2
Technical
Skills
58.33%
70
31.67%
38
10.00%
12
0.00%
0
0.00%
0
120
3
Updates on
rules and
regulations
48.33%
58
36.67%
44
13.33%
16
1.67%
2
0.00%
0
120
4
Other:
50.00%
5
0.00%
0
40.00%
4
0.00%
0
10.00%
1
10
Other:
Other: - Text
Certification Training
networking
Advancement Skills
PDH's/CEUs
B-22
Q30 - How important are the following factors when deciding to attend a particular
training?
B-23
#
Question
Extremely
important
Very
important
Moderately
important
Slightly
important
Not at all
important
Total
1
Location
33.88%
41
42.98%
52
16.53%
20
4.13%
5
2.48%
3
121
2
Cost
38.33%
46
27.50%
33
24.17%
29
5.83%
7
4.17%
5
120
3
Employee time
off
13.56%
16
17.80%
21
33.05%
39
18.64%
22
16.95%
20
118
4
Topic area
45.83%
55
39.17%
47
14.17%
17
0.83%
1
0.00%
0
120
5
Timeliness of
training to an
upcoming job
7.44%
9
32.23%
39
38.02%
46
12.40%
15
9.92%
12
121
6
Networking
opportunities
2.48%
3
17.36%
21
22.31%
27
38.02%
46
19.83%
24
121
7
Professional
development
(e.g.,
leadership)
11.57%
14
37.19%
45
29.75%
36
15.70%
19
5.79%
7
121
8
Other
37.50%
3
0.00%
0
37.50%
3
0.00%
0
25.00%
2
8
Other
Other - Text
PDH
Training budget available
Relevance
Nepotism / Favoritism
B-24
Q31 - How important are the following topics in terms of timeliness of training needs?
B-25
#
Question
Extremely
important
Very
important
Moderately
important
Slightly
important
Not at all
important
Total
1
Performance
monitoring/Signal
systems
6.84%
8
22.22%
26
30.77%
36
21.37%
25
18.80%
22
117
2
Accessibility and
ADA compliance
25.00%
30
34.17%
41
19.17%
23
10.00%
12
11.67%
14
120
3
Changes in
technology
19.01%
23
44.63%
54
25.62%
31
6.61%
8
4.13%
5
121
4
Design
25.00%
30
43.33%
52
20.00%
24
5.83%
7
5.83%
7
120
5
Transportation
Systems
Management and
Operations
15.00%
18
35.83%
43
26.67%
32
13.33%
16
9.17%
11
120
6
Connected or
autonomous
vehicles
5.83%
7
19.17%
23
20.83%
25
20.00%
24
34.17%
41
120
7
ITS Design and
application
4.27%
5
23.93%
28
31.62%
37
19.66%
23
20.51%
24
117
8
Other:
68.75%
11
25.00%
4
0.00%
0
0.00%
0
6.25%
1
16
9
Other:
42.86%
3
28.57%
2
0.00%
0
0.00%
0
28.57%
2
7
10
Other:
20.00%
1
20.00%
1
20.00%
1
0.00%
0
40.00%
2
5
Other:
Other: - Text
Safety, walking, cycling
Regulation updates
Sustainable Products
Environmental implications
Auditing AASHTO
Survey/LiDar
Engineering Geology
Don't Know
Funding Regulation and Compliance
B-26
Work zones
Highway Safety and applications to those identified above
Arctic Design
Uniform Act
Accountability
Other:
Other: - Text
Active Transportation
Regulatory oversight
Geotechnical Engineering
Project Management
Ethics
Other:
Other: - Text
Public Involvement
Contract Administration
B-27
Q32 - Please rate your preference for the following training formats.
B-28
#
Question
Highly
desirable
Desirable
Neutral
Undesirable
Highly
undesirable
Total
1
On-site training
with external
presenter
41.18%
49
46.22%
55
10.92%
13
1.68%
2
0.00%
0
119
2
Live, online courses
(e.g., webinars)
17.65%
21
43.70%
52
26.89%
32
9.24%
11
2.52%
3
119
3
Asynchronous,
online short courses
11.02%
13
32.20%
38
39.83%
47
16.10%
19
0.85%
1
118
4
External training or
other off-site
programs
17.65%
21
51.26%
61
25.21%
30
5.04%
6
0.84%
1
119
5
Conferences or
other large meetings
18.49%
22
38.66%
46
31.93%
38
8.40%
10
2.52%
3
119
6
Other:
42.86%
3
0.00%
0
42.86%
3
0.00%
0
14.29%
1
7
Other:
Other: - Text
internal training with internal staff
WTH is Asynchronous?
Self Study
Classroom training through university
B-29
Q33 - Please rate your preference regarding the timing of training opportunities.
#
Question
Highly
desirable
Desirable
Neutral
Undesirable
Highly
undesirable
Total
1
During normal
work hours
66.12%
80
28.93%
35
4.96%
6
0.00%
0
0.00%
0
121
2
During
weekends
2.48%
3
5.79%
7
14.88%
18
40.50%
49
36.36%
44
121
3
Evenings
4.17%
5
7.50%
9
24.17%
29
41.67%
50
22.50%
27
120
4
Other:
0.00%
0
40.00%
2
40.00%
2
0.00%
0
20.00%
1
5
B-30
Other:
Other: - Text
on the web to gain knowledge like a tedX talk
Vacations
B-31
Q34 - Which factors are the biggest limitations or drawbacks to training programs?
#
Answer
%
Count
1
Time off
16.26%
33
2
Covering for employees
8.37%
17
3
Training contents do not match needs
33.50%
68
4
Too much theory, not enough practice
23.15%
47
5
Employee leaves for new job after training
5.42%
11
6
Other
13.30%
27
Total
100%
203
B-32
Other
Other - Text
Not enough ongoing training in a laid-out format
Training budget
Employer denies opportunity
Cost of travel to attend and lack of, or prerequesites for online courses
budget restraints
Cost
Scarcity
Work deversity makes trainning often silly... I use little of my degree let alone a short
professional course
No $s set aside for training.
knowledge of whats available
Certification training preferred over formal education
training efficiency, workload, convenience
Cost
Limited location, inability to travel out of state to attend
Current workload
Not very many opportunities offered and those that are offered are repetative.
Too much paper work to apply to attend training outside and inside the State. Please symplify
the process!
at 60 years less training
Conflicts with deadlines or other applicable trainings
Lack of employer support for external or out-of-town/State training opportunities that require
ANY travel.
associated cost of training
Location
Cost
funding
Immediate Application (knowledge loss after training)
B-33
agency funding
Cost
B-34
Q35 - Are there any topics for which you would like training but that are not currently
available or personally accessible?
Are there any topics for which you would like training but that are not currently available or
personally accessible?
Complete streets, equity, walking and cycling
not at the momeent
Linkage between Planning, Programming and Project Development
AASHTO Geometric Design
Aviation
Regulatory environmental compliance all topics
Drainage design, hydraulic modelling, fish passage culvert design.
No
N/A
no
thanks
No
AASHTO 48 CFR 31.2
general web based training like TedX talks.
N/A
leadership skills, PEOPLE management skills
Training on our guidance docuemens, manuals and applicable laws, such as the Oregon
Highway design manual, bike bill, the Oregon Bike and Pedestrain Plan. Actual human scale
design training for roadway designers. Land use concepts for roadway designers. Multimodal
transportation creative design courses.
Northwest Geotechnical Workshop, Highway Geology Symposium
How to make your boss care about his/her employees? Should we develop EIT or continue to
burn them out and make them cynical mutes.
3D CAD and/or structural (bridge) BIM
unknown
No.
B-35
Advanced ArcGIS, Python, Visual Basic
Yes. External training is not normally allowed because of 1) no funding for training, 2)
statewide travel bans for State employees that are not in upper management, 3) Agency
concern regarding "public perceptions"
no
Roundabouts and Urban Ped and Bike design
No
ArcGIS Online
Hydraulics
computer programs related to my position
PE Exam Review
no
no
no
PowerPoint skills
No
no
None
NA
n/a
Efficient Communication, dealing to high-maintenance team members
Federal administration of contracts, including requirements for specifications.
fiber networking basics
field applications
strucural pole infromation, base design, signal design
electric vehicles as it relates to infrastructure planning, urban design as it relates to engineering
design and project performance, franchise utility infrastructure planning, property acquisition
processes and federal guidelines, impacts of autonomous vehicles and 5G technologies
integrated into public infrastructure
no
N/A
B-36
NO
Advanced training classes for ArcGIS, C3D. Classes for career advancement such as PE/FE
Exam study workshops.
no
How to incorporate safety culture in Oregon.
Corsim, QuickZone
Hands on sUAV training and CIVIL3D course
no
no
Practical ADA course (with standard applications and lots of exceptions to standard situations)
Not that I can think of
Infraworks
ADA Design for Temporary Traffic Control
Team Building, Change Management
Trainings related to hydrualics.
3D, 4D and 5D Construction Visualizations and Time vs. Cost Constructability Models
Additional transportation safety training, statistical training and applications to safety,
ArcGIS or similar, Adobe forms or similar form building software,
n/a
none
No
n/a
Right of Way
No
Hydrology, hydraulics, climate impact resiliency
Design considerations for low volume, permafrost/discontinous permafrost/warm permafrost,
or other non-standard conditions
Utility Design for state agencies dealing with Utility relocates by others.
GIS training
B-37
no
No
No
B-38
C-1
APPENDIX C
Interactive Learning Examples
1. Minute Paper
Brief Description
The Minute Paper is a classroom assessment technique that is used by instructors to gain
feedback from students on their understanding of course material. The assessment tool can be
beneficial for instructors because students are asked to provide feedback by self-reflecting on
their learning as opposed to simply recalling facts that were learned in lecture. This added
dimension can provide valuable feedback while only using minimal class time.
To administer the Minute Paper technique, the instructor asks the class to write down
their responses to two main questions after a lecture or section of material has been covered: (1)
what was the most important thing(s) you learned during this lesson? (2) what important
question(s) remains unanswered? The instructor then collects the written responses from the
students and uses them to evaluate the students understanding of main topics and discover the
parts of the lesson where they struggled. This provides the instructor with feedback that can help
improve the course material and inform them on topics that could use more lecture time. An
important benefit for students is this assessment gives them an opportunity to bring up questions
that they might not have asked otherwise, and hopefully get those questions answered by the
instructor in the beginning of the next lecture. This timely feedback helps students follow the
future lecture material more clearly since they are given the chance to clarify important concepts
before moving on to new lecture material.
C-2
Resources list
Textbook - Classroom Assessment Techniques: A Handbook for College Teachers 2
nd
edition by Thomas A. Angelo and K. Patricia Cross. Pg 148-153
How to Implement in Person and in Zoom
Refer to the section on “Administering Teaching Techniques and Collecting Responses”
for some general guidelines on written response questions. Located below are some helpful tip
specific to this classroom assessment technique:
Administer the Minute Paper written response questions after a section where students
learn a significant amount of new information. This is typically after an information
dense lecture or series of lectures, but can also include assigned reading, educational
video, etc.
The two main questions presented in the brief description above can be personalized to
better align with the instructors needs.
Provide feedback on the student responses during the start of next lecture or as quickly as
possible. The feedback should include answering some of the most common student
questions and helping students distinguish between main points and minor details.
2. Muddiest Point
Brief Description
The Muddiest Point is a classroom assessment technique that instructors can use to
evaluate student learning from a lecture, reading assignment, discussion, or any other learning
opportunity. Students are asked to reflect on their learning and give written input on the
information they struggle to understand. With this immediate feedback, the instructor can make
informed decision on how to improve their future lectures and assignments.
C-3
To implement the technique, the instructor asks the class to write down their “muddiest”
point from the information they just learned. In other words, what did the student find unclear,
confusing, or difficult to understand from the information presented in the lesson. The instructor
uses this student feedback as an opportunity to improve their future lesson plans as well as
provide clarity to the students on the confusing aspects of the lesson. The students benefit from
the instructor feedback on common issues that the instructor chooses to address.
Resources list
Textbook - Classroom Assessment Techniques: A Handbook for College Teachers 2
nd
edition by Thomas A. Angelo and K. Patricia Cross. Pg 154-158
How to Implement in Person and in Zoom
Refer to the section on “Administering Teaching Techniques and Collecting Responses”
for some general guidelines on written response questions. Located below are some helpful tip
specific to this classroom assessment technique:
It is best to ask about the “muddiest” point at the end of a lesson or activity where
students learn a significant amount of new information.
Once you collect all the responses, read through them, and look for common issues that
students are reporting from the information they learned.
Use the feedback from students to put together some clarifying comments for the
beginning of the next lesson or provide some other response to address the students’
confusion (send out an email with clarifying comments and additional learning resources,
make a quick Khan Academy style video, etc.). Also use this feedback to improve your
lesson plan for future courses.
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3. Update Your Classmate
Brief Description
Update Your Classmate is an active learning technique to help students recall information
from previous lessons and anticipate how that learned knowledge will connect to the upcoming
lesson. The process of recalling the most important topics and predicting how they will connect
with new information can be an effective way of engaging a student at the start of a lecture.
To begin implementing the technique, at the beginning of a new lesson each student is
asked to write out a summary of the main points from the previous lesson to a fictional student
who missed class. Then each student is asked to explain how the information that the absent
student missed in the previous lesson will be connected to the upcoming lesson. The two written
responses are collected and can be quickly graded. Instructors should look for basic recollection
of main lecture points and logical predictions for how the learned information connects to new
information. The intended benefit for students participating in this writing exercise is to help
them recall information from previous lessons and prime their brain to make connections with
new lecture material. They also get practice using their prediction skills by creating a hypothesis
for how the material in each lesson will connect to each other and actively refining their
predictions as new material is presented.
Resources list
Textbook – Interactive Lecturing: A Handbook for College Faculty by Elizabeth F.
Barkley and Claire Howell Major. Pg 217-220
https://kpcrossacademy.org/techniques/update-your-classmate/
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How to Implement in Person and in Zoom
Refer to the section on “Administering Teaching Techniques and Collecting Responses”
for some general guidelines on written response questions. Located below are some helpful tip
specific to this active learning technique:
Typical format for the two question in the memo to the absent student: (1) Write a short
summary of the 2-4 main points from the previous lesson? (2) How will the information
learned in the previous lesson be connected/useful to the upcoming lesson?
If you would prefer to not use classroom time, try send an email with the Google Form link
out to all the students during the morning of the day of the lecture and tell students to write
responses to the two question in the Google Form before class starts. Then begin class going
over some of the successful student responses.
This technique can be presented as an ongoing journal activity instead of a single memo
written to a fictional student who missed class. This gives the student an ongoing cycle of
recalling old information and prediction connections to new information that could be
beneficial for learning.
Instructors can review the written responses after the lecture to get a sense of the student
understanding of the class material.
4. Background Knowledge Probe
Description
The Background Knowledge Probe is a classroom assessment technique that instructors
can use to gain insight into students’ knowledge before classroom instruction begins. The
feedback gained from this assessment can provide the instructor with information that can lead to
adjustments to their course content and future lesson plans.
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This assessment technique is implemented at the beginning of a course or section of
course content. The instructor puts together a quiz based on a mixture of material that the
students are expected to learn in the course and some information they might already know. The
questions are generally multiple choice, fill in the blank, and short answer, but the style of
questions can be adjusted any way the instructor believes will reveal the depth of each student’s
knowledge. Once the quiz is put together by the instructor, it is administered to the students and
collected for evaluation. Results from the quiz can be used by the instructor to make decision on
adding or reducing instructional time given to specific subjects or adding assignments that allow
students to increase their knowledge base. Presenting the results to the class and going over
common misconceptions exposed by the quiz can help students know where the class knowledge
stands and where they fit in relative to their peers. The students can increase their preparation
for the course in accordance with how they performed.
Resources list
Textbook - Classroom Assessment Techniques: A Handbook for College Teachers 2
nd
edition by Thomas A. Angelo and K. Patricia Cross. Pg 121-125
How to Implement in Person and in Zoom
Refer to the section on “Administering Teaching Techniques and Collecting Responses”
for some general guidelines on multiple-choice/survey questions. Located below are some
helpful tip specific to this classroom assessment technique:
A helpful tip for instructors writing questions is to have at least one question easy enough for
everyone to answer and one difficult enough that no one can answer. The goal is to get each
student on the scale and have no one tipping over either side. Some concepts should be
review and some should be new.
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An important part of analyzing quiz results is to present the results to the class as soon as
possible. The instructor should give the group a sense of where the average class knowledge
is currently at (what concepts could most students answer), correct any commonly held
misconceptions on questions, and give students a sense of where their knowledge base resides
relative to their classmates.
For students who performed poorly on the knowledge probe, encourage them to allocate more
of their time to studying this course because this material will be comparatively new. For the
students who performed above average, encourage them to help other students with
understanding concepts.
Style of questions for the knowledge probe: multiple-choice and fill-in-the-blank questions to
gage basic understanding of content, Short-answer and open-ended questions to gage deep
understanding of content.
5. Think-Pair-Share
Description
Think-Pair-Share is an active learning technique used to get students actively engaged
and participating in class discussions and problem-solving exercises. This technique gives
students an opportunity to measure their understanding and ideas with their peers.
To implement this technique during a lesson, the instructor asks a question or presents a
problem for the students to think about, pairs the students up, and tells them to share their
response to the question with an assigned partner. Then the instructor brings the whole class
back together and asks for a few students to share their rehearsed responses to facilitate a class
discussion. Using this technique encourages students to think critically about the topics and
problems discussed in class and gives them an opportunity to formulate their opinion. During
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the pairing part of the activity, students are given a low risk environment to practice
communicating their ideas and listening to other thoughts generated by their partner. This can be
greatly beneficial for students that do not feel comfortable sharing their opinions in front of the
whole class.
Resources list
Textbook - Interactive Lecturing: A Handbook for College Faculty by Elizabeth F.
Barkley and Claire Howell Major. Pg 293-296
https://kpcrossacademy.org/techniques/think-pair-share/
How to Implement in Person and in Zoom
Refer to the section on “Administering Teaching Techniques and Collecting Responses”
for some general guidelines on group interactions. Located below are some helpful tip specific
to this active learning technique:
The key to generating quality group discussion is to create a question that has many
different viewpoints or solutions. For ideas on how to formulate questions, go to the K.
Patricia Cross Academy and download their material on Think-Pair-Share
(https://kpcrossacademy.org/techniques/think-pair-share/). below the video is a box that
says, “download materials.” There is a section in the materials that will provide ideas for
creating compelling questions.
If students that are paired up disagree, then it can be beneficial for each student to clarify
their opinions so they can articulate why they disagree.
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APPENDIX D
Administering Teaching Techniques and Collecting Responses
Many active learning techniques and classroom assessment techniques produce some
form of student feedback and present the instructor with an opportunity to examine the learning
that takes place in the classroom. This section is meant to give a general overview of things to
consider when instructors get set to administer teaching techniques for three common formats:
multiple-choice/surveys, written response questions, and group interactions. Within this
overview are a few suggestions on how to implement techniques in Zoom vs in person, and some
tips on how to collect real-time feedback vs archived feedback.
Multiple-Choice Survey Questions
Decide on the specific content you want to generate feedback from. This can be a
lesson, series of lectures, a discussion, etc.
focus on the intent of the feedback and what you plan to do with the student responses
after they are collected (will the students be graded? Are you trying to spark students
recall of information? Ae you trying to find common misunderstanding among the
class?)
Plan the time out of lecture to gather responses, and plan for time to address student
responses in the next lesson if you plan on providing feedback to students.
o If you don’t want to use class time to administer a quiz/survey, you might
consider creating the quiz/survey in a Google Form and emailing the link with
instructions to students so they can complete the quiz/survey before or after the
scheduled lecture time. You can consider it an assignment. Instructional time can
often be too valuable to take give up.
D-2
Give students expectations on what their responses should look like, how much time
they should take to respond, and what you will do with the information that the
students provide from the survey or quiz.
Direct students to either include their name or keep them anonymous, depending on
how you will use the information.
o If you are collecting survey information through Google Forms, go into the
settings > general and select/deselect “collect email addresses” depending on if
you want the questions graded or anonymous.
Administer quiz or survey.
o Zoom
Real-time data – Create a quiz/survey using one of the interactive survey
programs listed in the “resources for online teaching” section of this
document. These programs include Poll Everywhere, Mentimeter,
Kahoot, etc. Integrate these real-time surveys into a Zoom lecturing by
sharing your screen with the class and giving them the website address and
code for them to join the survey. The students will need to toggle between
the Zoom window and their survey window to participate in the interactive
survey.
Archive data – Create a quiz/survey using Google Forms and share the
link with students in the Zoom Chat window. This will create an organized
collection of responses that can be accessed at any time to be graded or
evaluated by the instructor.
o In Person
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Real-time data – Use a quiz/survey program listed in the “resources for
online teaching” section of this document. I suggest trying Mentimeter
since students will be able to respond to survey questions in real-time on
their smartphones in class. This will provide the instructor with a real-
time compilation of answers from the students.
Archive data – If students have access to their smartphones or computers,
I suggest creating a quiz/survey in Google Forms and emailing the link to
the students. The student responses will be available for the instructor to
analyze later.
Analyze the answers to the quiz or survey and provide feedback to the students if
necessary.
Written response questions
Write/tell the students about upcoming open-ended response question so they can
keep them in mind during the lecture.
Provide clear instructions on how students should construct their written responses.
Should they write in complete sentences? How long should their responses be?
Give students expectations on what you will do with the written responses that the
students provide.
During the student response time, make the open-ended questions clear and accessible
to the students.
o Zoom – Create a Google Form with all the open-ended questions listed. At the
appropriate time, provide students with a link to the Google Form in the Zoom
Chat box.
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o In Person – write questions on the whiteboard or have the questions written on a
presentation slide that you can leave up during response time.
Collect results for analysis
o Zoom – Tell the students to submit their written answers into the Google Form so
instructors can view their submission in the “responses” tab of the Google Form.
o In person – pass out notecards or sheets of paper for students to respond to the
open-ended questions. Collect the paper at the end of class.
Group interactions
Pose group discussion questions during the lecture to the entire class and give
students enough time to think about the question and formulate a well thought out
opinion or answer. It is helpful to write the question on the board so the students can
refer to the question.
o Zoom – instructors can create a Google Document with all the group discussion
questions that will be asked during the lecture. Then share a link to the document
in Zoom Chat so students can download it and refer to the questions as they are
coming up with their responses.
Before pairing student up into groups, set a time limit for their discussion. Students
should be given enough time to share and articulate their thought with each other.
Collect any group responses for analysis or grading.
o In person – break people into groups and assign each group a number and a
designated notetaker. The designate notetaker is responsible for documenting the
group responses and submitting them to the instructor for analysis.
D-5
o Zoom - send students into Breakout Rooms in groups and assign them a group
number and group notetaker. Create a Google Document and provide the link in
Zoom Chat for the groups to submit their response along with their identifying
group number.
Bring the whole class back together and ask for groups to submit their responses.
Then ask for volunteers or select groups to share their best response to the question.
o Zoom - Use the “broadcast message to all” feature to send out a friendly reminder
to wrap up their comments because the Breakout Room session is about to end.
End the Breakout Rooms session and check the Google Document to see if all the
groups have submitted a response. Then see if any students would like to
volunteer to share their opinion with the whole group.
D-6
E-1
APPENDIX E
Resources for Online Teaching
Poll Everywhere - https://www.polleverywhere.com/
o Use: collect real-time responses to multiple-choice questions and classroom surveys.
o General info: Instructors can set up polls or multiple-choice questions from the Poll
Everywhere website. For each poll there is a designated URL that students can
access to provide their real-time response from their phone, tablet, or laptop. In
addition to the unique URL, they provide a texting option to submit responses if the
students have phones without internet access. Instructors must activate poll for
students to be able to respond.
o Tips: Can be used in conjunction with Google Slides and Microsoft PowerPoint. You
will need to select Pull Everywhere as an Add-on to be able to use the feature.
Mentimeter - https://www.mentimeter.com/
o Use: Collect real-time responses to multiple-choice, short answer questions.
o General info: Instructors can create a quiz with multiple-choice, as well as open
ended questions. Most instructors create their questions and administer their question
slides all from the Mentimeter website. Students can interact with the quiz straight
from a web browser on their smartphone. Students visit the URL
https://www.menti.com/ and enter the code associated with the instructor’s quiz. For
an interactive presentation, the instructor can scroll through each of their question
slides and students can submit their response for each question as they come up.
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o Tips: Mentimeter can be integrated with PowerPoint, but only with a paid plan. It
would be easy to use the free version and administer the quiz from the Mentimeter
website and toggle back and forth from your presentation slides.
Kahoot - https://kahoot.com/
o Use: collect real-time responses to multiple-choice questions and classroom surveys.
o General info: Instructors can create a multiple-choice quiz that can be administered
to students in real-time. The students can use a smartphone, tablet, or laptop to
participate. The instructor starts the quiz on their computer and the students will get
an access pin to join the quiz. The students visit the website https://kahoot.it/ and
enter the game pin number to start participating. Students do not need to create an
account to participate.
o Tips: Instructors can set a time limit for each question. Students get points for
answering the questions quicker. This program presents more as a game than a
formal survey.
Pear Deck - https://www.peardeck.com/
o Use: collect real-time responses to multiple-choice, true or false, short answer, and a
couple more styles of questions.
o General info: Instructors can use Pear Deck as an Add-on in Google Slides
(https://www.peardeck.com/googleslides). This allows instructors to create
interactive slides within a Google Slides presentation. For the students to submit their
interactive answers, they go to joinpd.com and type in the instructors presentation
code to join the instructors Pear Deck.
E-3
o Tips: For lectures, use the instructor-paced activity so you can click through the
slides at your pace and students can interact once they come to a slide with and
interactive poll or activity. I think students might have to add the Pear Deck Add-on
in Google Slides to be able to participate.
Scrumblr - http://scrumblr.ca/
o Use: collect student questions, comments, or ideas onto a shared virtual whiteboard.
It can also be used as a brainstorming or planning activity.
o General info: This website provides a virtual whiteboard where users can write out
ideas or questions onto a notecard and pin them to the whiteboard. This simple format
allows for a collaborative space where students can share written responses. To start
collaborating, instructors can go to the website, create a new board, and share the link
with students.
o Tips: The plus/minus sign on the far-right side of the whiteboard adds/subtracts new
columns, and the plus sign on the bottom-left side of the whiteboard adds new
notecards.
A few links for more “clicker” response software.
o https://tophat.com/blog/classroom-clickers/
o https://qwizdom.com/education
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F-1
APPENDIX F
Resources for Teaching Techniques
Books
Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook
for College Teachers (2nd ed.). Jossey-Bass.
o This book provides detailed explanations for 50 classroom assessment techniques.
These assessment techniques range from assessing skills in: problem solving,
analysis and critical thinking, course-related learning and study skills, students’
self-awareness as learners, and many more. These assessment techniques are a
tool for instructors to help understand how their students are learning in their
classroom and how effective their teaching practices are at delivering intended
learning outcomes.
Barkley, E. F., & Major, C. H. (2018). Interactive Lecturing: A Handbook for College
Faculty. Jossey-Bass.
o This book provides instructors with presentation tips to help produce an engaging
lecture and active learning techniques that help support student learning during
lectures. There are 53 engaging presentation tips that all follow the format of:
explanation of the presentation tip, a short example, and a list of additional
resources. Additionally, there are 32 active learning techniques that provide: a
description of the technique, tips for preparing to use the technique, procedures
for implementing the technique, a variety of examples for different classroom
settings, variations and advice that instructors can use with the technique, and
sources for more information.
F-2
Websites
https://kpcrossacademy.org/
o The K. Patricia Cross Academy provides instructional videos and downloadable
supplemental material for 47 teaching techniques. The videos for each teaching
technique provide a short summary and the downloadable materials provide a
detailed guide for instructors to implement the technique, along with additional
reading suggestions to learn more about the technique. The primary source
material for these videos and documents are textbooks written by Elizabeth F.
Barkley and Claire H. Major. Since there is currently a need in todays world for
implementing teaching techniques for online learning, they are currently
developing guidelines for online adaptation. As of this writing they have 14
online adaptation videos completed. They are working to produce more
instructional material in the future.
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APPENDIX G
Tips to engage students in asynchronous environments
Break lectures up into a few videos of manageable lengths (5-10 minutes) instead of
recording an entire one-hour lecture video. Videos under 10 minutes will hold the attention
of students better. Students will have an easier time finding and reviewing specific material
from shorter videos. Shorter videos also allow for more engaging activities to take place
before or after the short lecture videos. These activities might engage the student in learning
the material presented in the short lecture videos.
o Find additional information on lecture videos from Resource 2 and 3 listed below.
Build an effective discussion forum and create other paths of communication where students
can interact with their instructor, as well as their peers. It is important for students in online
courses to be able to get their questions answered in a timely manner in order to progress
through the lectures and coursework. Instructors should provide some combination of
discussion forums, scheduled virtual office hours, and sign-ups for additional help. Setting
up a structured time for instructors to provide feedback on forums and hold office hours will
help students plan their study time better. Some learning management systems, such as
Canvas, have features for discussion forums. Consider creating a dedicated message board
sections where students and instructors can post questions and answers
o Find additional information on discussion forums from Resource 1 listed below.
Incorporate engaging learning activities that are structured around lectures that will help
create deep learning opportunities for students. Student engagement activities can take place
before, during, or after online lecture material.
o Examples of student engagement activities
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Before lecture - “Anticipation Guide”
During lecture - “Guided Notes”
After lecture - “Muddiest Point”
o Find additional information from Resource 1 and 4 listed below. Resource 1 provides
strategies to deepen student learning. Resource 4 provides tips on student
engagement activities in an online environment (including asynchronous learning)
Provide students with targeted feedback on their assignments and coursework. Instructor’s
time is usually limited in online courses, so it is important to use the finite time to pick
opportunities for providing specific feedback. The feedback might be limited to a certain
aspect of an assignment due to the instructor’s time constraints, so inform the students that
feedback is specifically for a certain aspect of an assignment or project. Then the student
will know how to use the feedback to improve their learning and know it doesn’t apply to
their whole assignment.
o Find additional information on instructor feedback from Resource 1 listed below.
Communicate the expectations for the online course to the students. These expectations can
include the amount of time students should expect to spend on coursework, the availability
for help from instructors each week, and the additional resources that students can turn to
when they have questions. Some instructors might propose a pace for learning each
module/section of the course if the entire course has a specific deadline. This information
can help the students keep their learning structured.
o Find additional information on course expectations from Resource 3 listed below.
In addition to original lecture material, consider providing students with links to
supplemental material. Using already available internet resources, including documents and
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videos, can provide additional learning material for students to reinforce their understanding
of topics. It also can save time in developing videos yourself.
o Popular educational websites: YouTube, Khan Academy, Coursera
Asynchronous Learning Resources
Resource #1
“Asynchronous Strategies for Inclusive Teaching” from the Sheridan Center for Teaching
and Learning at Brown University.
Link: https://www.brown.edu/sheridan/asynchronous-strategies-inclusive-teaching
● Description of Resource:
○ This resource provides strategies and activities for instructors to consider while
creating an asynchronous course.
○ Tips on keeping students engaged with asynchronous course material by showing
the students the connection between expected learning outcomes and the online
course assignments.
○ Tips on focusing student attention and creating deeper learning while
implementing an asynchronous course.
○ Tips on how to provide structured discussion forums for students to deepen their
understanding through dialog with their peers and instructors.
Resource #2
“Creating Engaging Asynchronous Lectures with Your Phone or Laptop” from the K.
Patricia Cross Academy.
https://kpcrossacademy.org/creating-engaging-asynchronous-lectures/
● Description of Resource:
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○ This resource provides a few quick tips on how instructors can create videos for
their asynchronous courses.
○ In addition to the article above, the K. Patricia Cross Academy provides many
instructional videos for implementing teaching techniques in classrooms
(https://kpcrossacademy.org/videos/). For many of the videos, there is a section
for adapting the technique for online use. These videos might be useful to
reference while creating content for asynchronous courses.
■ Example: the teaching technique in the link below has two videos. The
second video, called “Adapting Guided Notes for Online Teaching”
describes the Guided Notes teaching technique adapted to online teaching
- https://kpcrossacademy.org/techniques/guided-notes/.
Resource #3
“Asynchronous Teaching Tips” from University of Louisiana at Lafayette.
https://distancelearning.louisiana.edu/teach-remotely/asynchronous-teaching-tips
● Description of Resource:
○ This resource provides seven tips for teaching asynchronous courses: (1) Break up
long lectures, (2) Encourage student interaction, (3) Encourage active learning,
(4) Communicate expectations, (5) Provide effective feedback, (6) Add instructor
presence, and (7) Monitor student activity.
Resource #4
Center for Excellence in Teaching and Learning at Virginia Tech.
Link: https://teaching.vt.edu/
● Description of Resource:
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● This resource from Virginia Tech provides some resources and tips for teaching
online courses and asynchronous courses. This webpage seems to be intended to
support Virginia Tech faculty in the transition to online teaching. There are a
couple helpful resources that can help provide guidance for asynchronous
teaching. One helpful link, located below the “Faculty Tips: building community
and engaging students in online courses” section, provides some tips for adapting
student engagement activities to asynchronous online courses -
https://teaching.vt.edu/content/dam/teaching_vt_edu/Converting%20F2F%20activ
ities%20to%20online_edited.pdf
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