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 Materials | Graduate | Michael Larice, University of Utah |
| OLIS Sustainable Transportation Class | Curiculum Synopses; Applied Learning Projects; Pedagogical Outcomes | Graduate | Vicki Elmer, University of Oregon |
| Addressing Homeless Encampments on Public Right-of-Way: A Knowledge Transfer Project | Case Study; Recorded Webinar | Professional | Andree Tremoulet, Portland State University |
| Enhancing Bicycle and Pedestrian Education through Curriculum and Faculty Development | Curriculum Modules: Presentations, Handouts, Readings, Assignments | Undergraduate/Graduate | Lynn Weigand, Portland State University |
| Electric Vehicle Charging Infrastructure Community Needs Assessment | Report with outcomes from an experiential education program | Graduate | Robert Parker, University of Oregon |
| designBridge: Integrating Transportation into Service Learning Design/Build Projects | Activities and Resources | Undergraduate/Graduate | Nico Larco, University of Oregon |
| Trail Planning & Community Service Curriculum | Course outline, Assignments, Evaluation forms, Student presentations | Undergraduate/Graduate | Lynn Weigand, Portland State University |
| designBridge: Integrating Transportation into Service Learning Design/Build Projects | Report with outcomes from an experiential education program | Undergraduate/Graduate | Nico Larco, University of Oregon |
| Expanding Service Learning Models in Transportation | Report with outcomes from an experiential education program | Graduate | Robert Parker, University of Oregon |
| Bicycle and Pedestrian Design Curriculum Expansion | Course outline, Lab assignments | Undergraduate/Graduate | Lynn Weigand, Portland State University |
| City Design Lecture Series: Linking Transportation and Land Use Planning | Transcripts from a lecture series | Undergraduate/Graduate | Mark Gillem, University of Oregon |
| Bicycle and Pedestrian Education Program | Curriculum Modules | Undergraduate/Graduate | Lynn Weigand, Portland State University |
| Linking Experiential Learning to Community Transportation Planning | Report with outcomes from an experiential education program | Graduate | Robert Parker, University of Oregon |
| Road Ecology Course and Seminar Series | Course syllabi, Critical reading guide, Assignments, Evaluation forms | Undergraduate/Graduate | Mark 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.
