Sustainable transportation : technology, engineering, and science - summer camp instructor’s guide.

Petersen, Jonathan; Lowry, Michael; LaPaglia, Kristen; Tower, Bradford · 2014 · ROSA P / TranLIVE. University of Idaho

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Summary

This document presents the instructor’s guide for a ten-day summer camp titled "Sustainable Transportation: Technology, Engineering, and Science," developed by researchers at the University of Idaho’s TranLIVE center. The primary objective of the camp was to encourage low-income, first-generation high school students to pursue careers in transportation engineering. The curriculum was implemented in July 2013 as part of the STEM Access Upward Bound TRIO project, serving 21 students aged 14 to 18 from Idaho and Washington. The program aimed to provide hands-on exposure to transportation engineering concepts through a structured mix of classroom lectures and field activities. The instructional design was divided into three distinct units. Unit 1, Vehicle Technology, covered vehicle dynamics, engine design, and emissions. Students applied kinematic equations and Newton’s laws to calculate frictional forces and drag, then verified these theoretical values by measuring the coasting velocities of various vehicles in the field. They also examined engine components in a lab setting and analyzed the chemical processes behind pollutant formation, calculating local carbon dioxide emissions and the number of trees required to offset them. Unit 2, Traffic Engineering and Operations, focused on vehicle detection, coordinated intersections, traffic safety, and geometric highway design. Students built electromagnets to understand loop detection principles and used VISSIM simulation software to optimize traffic signal offsets in a four-intersection network. Unit 3, Transportation Science and Planning, addressed traffic forecasting, bicycle and pedestrian planning, and public transportation. The experimental methodology relied on active learning, requiring students to perform basic calculations, conduct field measurements, and engage in public speaking. For instance, in the vehicle dynamics module, students compared calculated final velocities against measured data using speed guns, analyzing discrepancies due to error and environmental factors. In the traffic engineering module, students utilized Excel to create time-space diagrams and VISSIM to evaluate network performance based on travel time, delay, and stops. The curriculum also included a post-camp trip to Washington, DC, where students met with congressmen and observed urban traffic systems. The significance of this work lies in its contribution to STEM education outreach, specifically targeting underrepresented populations in engineering fields. By integrating theoretical instruction with practical, inquiry-based activities, the program sought to demystify transportation engineering and demonstrate its relevance to sustainable development. The guide serves as a replicable resource for educators aiming to introduce complex engineering concepts to high school students, emphasizing the intersection of technology, environmental science, and urban planning. The document reflects the views of the authors and was disseminated under the sponsorship of the U.S. Department of Transportation’s University Transportation Centers Program.

Key finding

The document provides a comprehensive curriculum and instructional guide for a ten-day transportation engineering summer camp aimed at high school students.

Methodology

other

Sample size: 21

Provenance

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Summary generated by qwen3.6-27b-prismaquant on 2026-06-10; verification: verified.

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• exposure measurement