Chapter 6. Project Based Learning: A Field Data Collection Opportunity
6.7 Educational Implications
For educators, the findings augment existing literature and suggest that the level of exposure students have to particular concepts at the onset of the course and the manner in which project-based learning is introduced into a course may influence learning outcomes. Previous research suggests that project-based learning improves the ease with which student learning occurs (10) and that the learning styles of the students must also be taken into consideration (6). This analysis suggests that preexisting student knowledge and curricular emphasis on particular concepts may also influence learning outcomes. For example, the students entered the course with higher exposure and knowledge of safety concepts and lower exposure and knowledge of physical activity concepts. However, learning gains are more pronounced for the physical activity concepts, those for which there was less a priori knowledge. Thus, instructors may wish to design project-based learning in a way to ensure that it effectively challenges students’
preexisting knowledge. Finally, instructors must ensure that students receive adequate exposure to all course concepts through the project.
References
1. Hall, S., Waitz, I., Brodeur, D., Soderholm, D., Nasr, R. (2002) Adoption of Active Learning in a Lecture Based Engineering Class. 32nd ASEE/IEEE Frontiers in Education Conference , Nov 6-9, 2002, Boston, MA
2. Bonwell CC, Eison JA (1991) Active Learning: Creating Excitement in the Classroom.
(George Washington Univ, Washington, DC).
3. Freeman, S., Eddy, S., McDonough, M., Smith, M., Okorafor, N., Jordt, H., and Wenderoth, M.P. (2014) Active learning increases student performance in science, engineering, and mathematics. PNAS, 111 (23), 8410-8415.
4. Lorenzo M, Crouch CH, Mazur E (2006) Reducing the gender gap in the physics classroom.
Am J Phys 74(2):118–122.
5. Haak DC, HilleRisLambers J, Pitre E, Freeman S (2011) Increased structure and active learning reduce the achievement gap in introductory biology. Science 332(6034): 1213–
1216.
6. Huang, A. & Levinson, D. (2012). To game or not to game: Teaching transportation planning with board games. Transportation Research Record: Journal of the Transportation Research Board, No. 2307, Transportation Research Board of the National Academies.
Washington, D.C., 141-149.
7. Mills, J.E., and Treagust, D.F., “Engineering Education—Is Problem-Based or Project-Based Learning the Answer?” Australian Journal of Engineering Education,
http://www.aaee.com.au/journal/2003/mills_treagust03.pdf.
8. Farrell, S. (2010) Incorporating Project Based Learning into engineering courses: Models for two types of noncapstone courses. National Academy of Engineering, 2010 Symposia, Frontiers of Engineering Education, Panel 2. Available at:
https://www.nae.edu/File.aspx?id=37797
9. Fini, E. & Parast, M. (2012). Empirical Analysis of Effect of Project-Based Learning on Student Learning in Transportation Engineering. Transportation Research Record: Journal of the Transportation Research Board, No. 2285, Transportation Research Board of the National Academies. Washington, D.C., 167-172.
10. Esche, S & Hadim, H (2002). Introduction of project-based learning into mechanical engineering courses. Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition, Montreal Canada, p. 7.755.1-7.755.13. American Society for Engineering Education. Available https://peer.asee.org/introduction-of-project-based-learning-into-mechanical-engineering-courses
11. Addy, C., Wilson, D., Kirtland, K., Ainsworth, B., Sharpe, P., & Kimsey, D. (2004).
Associations of perceived social and physical environmental supports with physical activity and walking behavior. American Journal of Public Health, 94(3): 440-443
12. Agrawal, A. & Schimek, P. (2007). Extent and correlates of walking in the USA.
Transportation Research Part D 12, 548-563.
13. Ahlport, K., Linnan, L, Vaughn, Am., Evenson, K. & Ward, D. 2007. Barriers to and facilitators of walking and bicycling to school: Formative results from the non-motorized travel study. Health Education & Behavior, 35(2): 221-244.
14. Babey, S., Hastert, T., Huang, W., & Brown, R. (2009). Journal of Public Health Policy, 30 (1S), 203-220.
15. Berke, E., Koepsell, T., Moudon, A., Hoskins, R., & Larson, E. (2007). American Journal of Public Health, 97(3), 486-492.
16. Boehmer, T., Hoehner, C., Deshpande, A., Ramirez, L, & Brownson, R. (2007). Perceived and observed neighborhood indicators of obesity among urban adults. International Journal of Obesity, 31, 968-977.
17. Boone-Heinonen, J., Popkin, B., Song, Y., & Gordon, P. 2010. What neighborhood area captures built environment features related to adolescent physical activity? Health & Place, 16, 1280-1286.
18. Brownson, R., Baker, E., Housemann, R., Brenna, L., & Bacak, S. (2001). Environmental and policy determinants of physical activity in the United States. American Journal of Public Health, 91(12): 1995-2003.
19. Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956).
Taxonomy of educational objectives: The classification of educational goals. Handbook I:
Cognitive domain. New York: David McKay Company
20. Bloom, B. S. (1994). Rehage, K.J., Anderson, L., Sosniak, L. A., eds. "Bloom's Taxonomy:
A forty-year retrospective". Yearbook of the National Society for the Study of Education (Chicago: National Society for the Study of Education) 93 (2).
21. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruickshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives. New York: Pearson, Allyn & Bacon.
.
Appendix 6A: Test Questions
SET I
Part I: Multiple Choice Questions
[Circle or indicate the correct answer/answers in the following multiple choice questions.
Each question is worth 5 points]
1) Which factor/factors discourage pedestrians from using a sidewalk facility a. Trees along the sidewalk b. Clean trashbins c. Street Furniture (sitting benches) d. Poorly lit sidewalk
e. b & d f. None of the above
2) Which is/are used as a/ control device/es for pedestrians at an intersection?
a. b.
c. d.
e. All of the above
3) How can a wider median help pedestrians?
a. Divide opposite traffic b. Reduce head-on collision c. Help in land development d. Act as a Refuge Island e. All of the above
4) Where does bad air quality matter for pedestrians?
a. Parking lot b. Sidewalk
c. Driveway d. Intersection e. All the above
5) Length of a crosswalk is measured from one side of the curb to the other side as shown in the picture. Which one is true for the next picture if the lane width is 12 ft and walking speed is 4.5 ft per second?
a. N/S Crossing time 12 sec and 7 sec b. E/W crossing time is 10 sec and 10 sec c. E/W crossing times is 14 sec and 14 sec d. N/S crossing time is 14 sec and 6 sec
6) Which is a HAWK (High-intensity Activated crosswalk) beacon?
a. c.
b. d.
e. All the above
7) Which facility does NOT look safe ?
a. c.
b. d.
e. All the above f. None of the above
8) The paths of any two road users (vehicles, pedestrians and bicyclists) while turning, diverging or merging across each other creates a conflict point. In the following figure, identify the total number of pedestrian –vehicle conflict points
a. 12 b. 18
c. 21 d. 24
Part II: Short Questions.
[Answer the following short questions. Each is worth 5 points.]
9) List three reasons for including lighting along sidewalks/intersections.
10) Define traffic calming devices (with examples) and identify three reasons to use a traffic calming.
11) What are some of the reasons that increase utilitarian biking?
12) Identify three things wrong in the following scenario.
13) Identify and mark three design flaws in the following scenario.
Part III: Matching (15 points)
[Please match table A with table B and write on the left most Column. Each weighs 1.5 points.]
Pedestrian and Bicycle Safety Questions
Either fill/circle the option, mark X, or choose between YES/NO or TRUE (T)/FALSE (F) when answering. Each question is worth FIVE (5) points.
1) What are some of the benefits of bicycling and walking?
Table A Table B
A Raised median i Utilitarian Usage of Sidewalk
B Uneven or deteriorating sidewalk ii Active Kids
C Trails through parks iii Length of Crosswalk (exposure time when crossing)
D Higher AADT iv Consideration of all Modes
E Number of Lanes v Low Walkability
F High density development vi Increase Conflict Points
G Complete Street vii Less Perceived Safety especially when Biking
H Driveways viii Less Physical Activity
I Obesity ix Recreational Biking
J Safe Route to School
x Physical Barrier between Opposing Traffic on Urban Streets
a. Transportation and Environment
b. Transportation, Environment, Quality of life, Health, and Economy c. Environment and Economy
d. Transportation, Health, and Quality of life
2) Which of the following intersection features affect pedestrian safety?
a. Length of turning lanes b. Material of signal mast arm
c. Crosswalks and No Right Turn on Red (RTOR) restrictions d. None of the above
3) Mark (X) locations where midblock crossings are used [ ] Long block lengths between intersections [ ] Schools
[ ] Hospitals
[ ] High pedestrian activity locations
4) Mark TRUE (T) / FALSE (F) for each statement about curb extensions. Curb Extensions are used to
________________ shorten pedestrian crossing distance.
________________ shorten pedestrian signal phase.
________________ allow pedestrians to see the traffic better.
________________ allow traffic to see the pedestrians.
5) Mark TRUE (T) / FALSE (F) for each statement about bicycle boxes at an intersection. Bicycle Box
___________ Increases visibility of bicyclists ___________ Reduces signal delay for bicyclists
___________ Provides priority for bicyclists at signalized intersection
___________ Groups bicyclists together to clear an intersection quickly and minimize impediment to other traffic
6) Which sequence (a, b, c, or d) correctly identifies the images of bike lanes presented below?
http://nacto.org
(1) (2) (3)
8) Match the following warning signs
1. Pedestrian crossing [ ] a.
2. Advance pedestrian crossing [ ] b.
a. 1 - Buffered Bike Lane; 2 - Conventional Bike Lane; 3 - Shared Bike Lane b. 1 - Conventional Bike Lane; 2 - Buffered Bike Lane; 3 - Shared Bike Lane c. 1 - Shared Bike Lane; 2 - Conventional Bike Lane; 3 - Buffered Bike Lane d. 1 - Conventional Bike Lane; 2 - Shared Bike Lane; 3 - Buffered Bike Lane
7) Indicate whether the following statements are true (T) or false (F) about parking restrictions near schools.
_____ Parking restrictions are needed to regulate parent parking
_____ Strictly push parent motorists into adjacent neighborhoods of school
_____ Deny parents appropriate and adequate space for parking and drop- off activities
_____ Curb paint and signs can be used individually or together to help convey messages regarding parking restrictions
3. Playground [ ] c.
4. School bus stop [ ] d.
5. School crossing [ ] e.
Source: MUTCD, http://mutcd.fhwa.dot.gov a. 1 - b, 2 – e, 3 – a, 4 – d, 5 - c
b. 1 - e, 2 – c, 3 – a, 4 – b, 5 – d c. 1 - c, 2 – e, 3 – a, 4 – b, 5 – d d. 1 - d, 2 – e, 3 – a, 4 – b, 5 – c
1. Encourage crossing at intersection _____ [ ] a. crossing 2. Make pedestrians _______to traffic [ ] b. pedestrians 3. Minimize _______ distance [ ] c. visible 4. Make vehicular traffic visible to _______ [ ] d. corners
10) Match the following Crosswalk Markings
1. Standard [ ] a.
9) Complete the following sentences related to pedestrian intersection design principles.
2. Continental [ ] b.
3. Zebra [ ] c.
4. Ladder [ ] d.
Source: http://www.fhwa.dot.gov/publications/research/safety/pedbike/05085/
Source: MUTCD, http://mutcd.fhwa.dot.gov
(1) (2) (3) (4) (5)
11) Indicate which of the Regulatory Signs below are related to pedestrians.
a. 1, 2, 3 and 4 b. 1, 3 and 4 c. 1,3, 4 and 5 d. All of the above
12) Which of the following are important sidewalk design elements?
1. Sidewalk width 2. Buffer areas 3. Cross-slope 4. Sight distances 5. Continuity a. 1, 4 and 5
b. 1, 2, and 4 c. 3, 4, and 5 d. All of the Above
13) _______ Which of the following are true about dedicated and shared bike lanes?
1. Dedicated bike lanes are on-street separated travel facilities for bicyclists. In shared bike lanes, all roadways, except where prohibited by law, are shared by bicycles and motor vehicles.
2. Dedicated bike lanes can provide safety benefits to road users though separate operational space for safe motorist overtaking of bicyclists.
3. Shared bike lane presence visually narrows the roadway or motor vehicle travel lanes to encourage lower motor vehicle speeds.
4. Dedicated bike lanes enable bicyclists to travel at their preferred speed.
5. Shared bike lanes facilitate predictable behavior and movements between bicyclists and motorists.
6. Shared bike lanes can also serve pedestrians.
7. Shared bike lane markings should not be placed on roadways that have a speed limit above 35mph.
8. Shared lane markings are particularly useful when marked bike lanes are not an option due to street width or other factors.
a. 1, 2, 3, 5, and 8 b. 1, 3, 5, 6 and 7 c. 1, 2, 4, 7, and 8
d. 1, 2, 5, 6, and 8
14) Mark TRUE (T) / FALSE (F) for each statement about Pedestrian Buffer zone.
_________ Space between the sidewalk and closest lane of moving vehicles _________ Buffer zone may include bicycle lane or parked cars
_________ Type of buffer zone includes planting strip of grass and trees
_________ Street furniture including benches, newspaper boxes, street lighting, and public art may act as a buffer zone