Development of knowledge tables and learning outcomes for an introductory course in transportation engineering

Many decisions about the content of an introductory transportation engineering course are complicated by a wide range of topics and skills to be presented in a limited amount of time. The information presented in this paper was compiled by a working group of educators who represented universities of varying sizes and geographic areas. This working group was charged with developing core concepts and associated knowledge tables for the introductory transportation course for the following core concept areas: traffic operations, transportation planning, geometric design, transportation finance, transportation economics, traffic safety, and transit and nonmotorized transport. Instructors can weave the knowledge tables together by explaining the ways of being of a transportation professional and the course learning outcomes. A key focus of the working group's efforts was to provide more guidance to instructors on core content versus optional content. The intent of the working group was not to dictate what exactly should be taught in a course. The group therefore created more content than could fit into a typical semester-long course so that instructors would have flexibility. Some content should be viewed as more critical to the transportation profession than other material, and the working group will prioritize it accordingly. The objective of this paper is to demonstrate the work that has been completed and to get feedback from industry partners and other academic professionals about the curriculum. The efforts of the pilot studies over the next year will help determine the amount of time needed to cover the information in the knowledge tables.