NITC is committed to teaching university students the latest topics consistent with transportation and livable communities. Our education projects focus on developing innovative new curriculum that can be tested and shared among NITC and other universities. NITC partner campuses offer funds to attract students to transportation through education opportunities at the university level. Our education grants focus on creating opportunities for experiential learning, and attracting and supporting undergraduate students. The following are education projects that help to further this objective:
Planning
- GIS Training in Transportation And Environmental Justice for Promoting Student Success in STEAM Education
- S.T.E.A.M. TRAINing: Engaging High School Girls in Transportation and Equity Issues through GIS
- Educate the Educators: Diffusing the SCYP University-Community Partnership Model
- Collaborative Regional Planning: Tools and Techniques for Teaching Collaborative Regional Planning to Enhance Livability and Sustainable Transportation
- Introduction to Scientific Computing for Planners, Engineers, and Scientists
- Pedestrian Observation and Data Collection Curriculum
- Phase 2 Multimodal Transportation Planning Applications Curriculum for Urban Planning Programs
- Establishing Graduate Certificates in Sustainable Transportation at US Universities & Colleges
- Pedestrian and Transit Oriented Design
- Multimodal Transportation Planning Curriculum for Urban Planning Programs
- Transportation Leadership Education
- Strategic Design and Policy for Improving the Livability and Multi-modal Use of U.S. Urban Arterials and Commercial Highways
- OLIS Sustainable Transportation Class
- Addressing Homeless Encampments on Public Right-of-Way: A Knowledge Transfer Project
- Enhancing Bicycle and Pedestrian Education through Curriculum and Faculty Development
- Electric Vehicle Charging Infrastructure Community Needs Assessment
- designBridge: Integrating Transportation into Service Learning Design/Build Projects
- Trail Planning & Community Service Curriculum
- designBridge: Integrating Transportation into Service Learning Design/Build Projects
- Expanding Service Learning Models in Transportation
- Bicycle and Pedestrian Design Curriculum Expansion
- City Design Lecture Series: Linking Transportation and Land Use Planning
- Bicycle and Pedestrian Education Program
- Linking Experiential Learning to Community Transportation Planning
- Road Ecology Course and Seminar Series
Engineering
- Instructional Modules for Obtaining Vehicle Dynamics Data with Smartphone Sensors
- Transportation Undergraduate Research Fellowship (TURF)
- Dynamic Evaluation of Transportation Structures with iPod-Based Data Acquisition
- Design for an Aging Population
- Graduate-level Civil Engineering Transportation Course Development-Oregon Tech
- UO NITC National Education Project: Advanced GIS: Smart Transportation
- Activity-Based Learning Module for Human Factors in the Introductory Transportation Engineering Course
- Development, Deployment, and Assessment of a New Educational Paradigm for Transportation Professionals and University Students
- Bicycle and Pedestrian Engineering Design Curriculum Expansion
- Distribution Logistics Course
- Traffic Engineering Training for Rural Communities
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.