Multimodal Transportation Curriculum: Teaching the Next Generation

The National Institute for Transportation and Communities is committed to teaching university students the latest in advancing innovative, safe, and equitable  multimodal transportation systems. Our education projects focus on developing innovative new curriculum that can be tested and shared with other university faculty.

Learn more about our NITC Education Grants that focus on creating opportunities for experiential learning, and attracting and supporting undergraduate students. 

University Curriculum: Transportation Planning 

PROJECT

WHAT IS INCLUDED IN THE FINAL REPORT?

LEVEL

LEAD EDUCATOR

Equity in Travel Behavior

Materials Forthcoming (Active Project)

Undergraduate/Graduate

Anne Brown, University of Oregon

Launching the Wasatch Transportation Academy

Curriculum Handbook; Course Implementation Guide 

Community Member/Professional 

Nathan McNeil, Portland State University 

Collaborative Regional Planning: Tools and Techniques for Teaching Collaborative Regional Planning to Enhance Livability and Sustainable Transportation

Example scenarios for planners in gateway communities

Graduate/Professional

Danya Rumore, University of Utah

Introduction to Scientific Computing for Planners, Engineers, and Scientists

Syllabus; Readings; Lessons; Exercises; Resources

Graduate/Professional

Liming Wang, Portland State University

Pedestrian Observation and Data Collection Curriculum

Lecture slides; Data collection forms; Classroom exercises

Undergraduate/Graduate

Jennifer Dill, Portland State University

Phase 2 Multimodal Transportation Planning Applications Curriculum for Urban Planning Programs

Syllabus; Lesson Plans; Grading Rubrics

Undergraduate/Graduate

Kristine Williams, University of South Florida

Pedestrian and Transit Oriented Design

Course Objectives; Methods; Case Studies

Graduate

Keith Bartholomew, University of Utah

Multimodal Transportation Planning Curriculum for Urban Planning Programs

Sylliabus; Lesson Plans; Grading Rubrics; Exercises 

Undergraduate/Graduate

Kristine Williams, University of South Florida

Strategic Design and Policy for Improving the Livability and Multi-modal Use of U.S. Urban Arterials and Commercial Highways

Studio Assignments; Syllabus; Supplemental MaterialsGraduateMichael Larice, University of Utah

OLIS Sustainable Transportation Class

Curiculum Synopses; Applied Learning Projects; Pedagogical Outcomes GraduateVicki Elmer, University of Oregon 

Addressing Homeless Encampments on Public Right-of-Way: A Knowledge Transfer Project

Case Study; Recorded WebinarProfessionalAndree Tremoulet, Portland State University

Enhancing Bicycle and Pedestrian Education through Curriculum and Faculty Development

Curriculum Modules: Presentations, Handouts, Readings, AssignmentsUndergraduate/GraduateLynn Weigand, Portland State University

Electric Vehicle Charging Infrastructure Community Needs Assessment

Report with outcomes from an experiential education programGraduateRobert Parker, University of Oregon

designBridge: Integrating Transportation into Service Learning Design/Build Projects

Activities and ResourcesUndergraduate/GraduateNico Larco, University of Oregon

Trail Planning & Community Service Curriculum

Course outline, Assignments, Evaluation forms, Student presentationsUndergraduate/GraduateLynn Weigand, Portland State University

designBridge: Integrating Transportation into Service Learning Design/Build Projects

Report with outcomes from an experiential education programUndergraduate/GraduateNico Larco, University of Oregon

Expanding Service Learning Models in Transportation

Report with outcomes from an experiential education programGraduateRobert Parker, University of Oregon

Bicycle and Pedestrian Design Curriculum Expansion

Course outline, Lab assignmentsUndergraduate/GraduateLynn Weigand, Portland State University

City Design Lecture Series: Linking Transportation and Land Use Planning

Transcripts from a lecture seriesUndergraduate/GraduateMark Gillem, University of Oregon

Bicycle and Pedestrian Education Program

Curriculum ModulesUndergraduate/GraduateLynn Weigand, Portland State University

Linking Experiential Learning to Community Transportation Planning

Report with outcomes from an experiential education programGraduateRobert Parker, University of Oregon

Road Ecology Course and Seminar Series

Course syllabi, Critical reading guide, Assignments, Evaluation formsUndergraduate/GraduateMark Sytsma, Portland State University

University Curriculum: Transportation Engineering

PROJECT

WHAT IS INCLUDED IN THE FINAL REPORT?

LEVEL

LEAD EDUCATOR

Instructional Modules for Obtaining Vehicle Dynamics Data with Smartphone Sensors

Lesson plans, Visual aids, Lab/Field exercises

Undergraduate/Graduate

Roger Lindgren, Oregon Institute of Technology

Dynamic Evaluation of Transportation Structures with iPod-Based Data Acquisition

Laboratory modules, Posters and presentations

Undergraduate/Graduate

Charles (C.J.) Riley, Oregon Institute of Technology

Graduate-level Civil Engineering Transportation Course Development

Course outlines, Readings and resources

Graduate

Roger Lindgren, Oregon Institute of Technology

Advanced GIS: Smart Transportation

Course overview, Syllabus, Assignments

Undergraduate/Graduate 

Christopher Bone, University of Oregon

Activity-Based Learning Module for Human Factors in the Introductory Transportation Engineering Course

Course overview, Description of educational activities

Undergraduate

David Hurwitz, Oregon State University

Development, Deployment, and Assessment of a New Educational Paradigm for Transportation Professionals and University Students

Report with outcomes from an experiential education program

Undergraduate/Graduate

Ashley Haire, Portland State University 

Bicycle and Pedestrian Engineering Design Curriculum Expansion

Syllabus, reading list

Undergraduate/Graduate

Ashley Haire, Portland State University

Distribution Logistics Course

Course overview, Syllabus, Student work excerpts and comments 

Undergraduate/Graduate

Miguel Andres Figliozzi, Portland State University

K-12 Transportation Curriculum

PROJECT

WHAT IS INCLUDED IN THE FINAL REPORT?

LEVEL

LEAD EDUCATOR

GIS Training in Transportation And Environmental Justice for Promoting Student Success in STEAM Education

GIS Curriculum Modules for a four-week workshop

9-12 grade

Joowon Im, University of Texas at Arlington

S.T.E.A.M. TRAINing: Engaging High School Girls in Transportation and Equity Issues through GIS

Classroom slide presentations; Lesson plans; Lab activities; Study sheets 

 9-12 grade

Randy Morris, Portland State University

Closing the Gap: Developing a Transportation Curriculum for the Oregon Young Scholars Program

Course overview; Lesson plans; Sample discussion questions

8-12 grade 

Carla Gary, University of Oregon

Project Phenom: A Smart Bike Project

Course budget and material list; Complete lesson plans with outlines, assignments, and visual aids

6-12 grade 

Stephen Fickas, University of Oregon

Investigations in Transportation

Report with outcomes from an experiential education program

3-5 grade

Carol Biskupic Knight, Portland State University

"Big & Awesome Bridges"

240 page, full-color book featuring 22 big river railway and roadway bridges in the Portland, OR and Vancouver, WA region.

3-5 grade

Sharon Wood Wortman and Ed Wortman

Curriculum Terms of Use

The curriculum modules and resources shared here are offered to you conditioned on your acceptance without modifications of the Terms. Your use of the curriculum modules constitutes your agreement to all such Terms.

  • To reproduce or make copies of the modules: any reproductions or copies must contain proper attribution to the National Institute for Transportation and Communities (NITC), and at a minimum, the NITC logo. 
  • To distribute the modules or module adaptations: any reproductions or copies must contain proper attribution to NITC, and at a minimum, the NITC logo. 
  • To create and reproduce adaptations (work based on the curriculum modules): provided that any such adaptations or changes, including any translation in any medium, takes reasonable steps to clearly label, demarcate or otherwise identify that changes were made to the original modules. For example, a translation could be marked "The original curriculum modules were translated from English to Spanish." If significant adapations are made (e.g. language translation) that may benefit other users, please contact us at asktrec@pdx.edu to determine whether this update could be added to the project resources.