https://orcid.org/https://orcid.org/0000-0002-1958-6430
https://orcid.org/https://orcid.org/0009-0004-9179-878X
https://orcid.org/https://orcid.org/0000-0002-4969-9591
https://orcid.org/https://orcid.org/0000-0001-9675-6600
https://orcid.org/https://orcid.org/0000-0001-8103-2116
https://orcid.org/https://orcid.org/0000-0002-9681-1240
https://orcid.org/https://orcid.org/0000-0001-8602-2996
https://orcid.org/https://orcid.org/0000-0002-8521-5769
https://orcid.org/https://orcid.org/0000-0002-3737-2364
https://orcid.org/https://orcid.org/0000-0002-4906-2005
https://orcid.org/https://orcid.org/0000-0002-7789-9988
https://orcid.org/https://orcid.org/0000-0002-5833-9862
https://orcid.org/https://orcid.org/0000-0002-1532-3326
https://orcid.org/https://orcid.org/0000-0001-9823-0661
https://orcid.org/https://orcid.org/0000-0002-6801-3225
https://orcid.org/https://orcid.org/0009-0000-0959-5352
https://orcid.org/https://orcid.org/0000-0001-7728-6834
https://orcid.org/https://orcid.org/0000-0002-8645-696X
https://orcid.org/https://orcid.org/0000-0002-1958-6430
https://orcid.org/https://orcid.org/0009-0004-9179-878X
https://orcid.org/https://orcid.org/0000-0002-4969-9591
https://orcid.org/https://orcid.org/0000-0001-9675-6600
https://orcid.org/https://orcid.org/0000-0001-8103-2116
https://orcid.org/https://orcid.org/0000-0002-9681-1240
https://orcid.org/https://orcid.org/0000-0001-8602-2996
https://orcid.org/https://orcid.org/0000-0002-8521-5769
https://orcid.org/https://orcid.org/0000-0002-3737-2364
https://orcid.org/https://orcid.org/0000-0002-4906-2005
https://orcid.org/https://orcid.org/0000-0002-7789-9988
https://orcid.org/https://orcid.org/0000-0002-5833-9862
https://orcid.org/https://orcid.org/0000-0002-1532-3326
https://orcid.org/https://orcid.org/0000-0001-9823-0661
https://orcid.org/https://orcid.org/0000-0002-6801-3225
https://orcid.org/https://orcid.org/0009-0000-0959-5352
https://orcid.org/https://orcid.org/0000-0001-7728-6834
https://orcid.org/https://orcid.org/0000-0002-8645-696X
Learning critical concepts that are centered on the analysis, design, and maintenance of transportation infrastructure systems poses a measure of difficulty for undergraduates in engineering. Therefore, hands-on learning pedagogy should be an excellent precursor to increase understanding of these concepts, since the pedagogy incorporates real-life experience in the delivery. This paper describes how a hands-on learning pedagogy called experiment-centric pedagogy (ECP) has been used to teach these concepts to undergraduate students at a historically Black university. The research questions are as follows: (1) How well can ECP improve students’ understanding of concepts essential to the analysis and design of transportation infrastructure systems ? (2) How has the ECP facilitated the achievement of the learning objectives of these concepts? and (3) Does an ECP increase the engagement of undergraduate students in their transportation infrastructure engineering learning and lead to measurable lasting gains ? To answer these research questions, ECP was implemented and assessed when used to teach the concepts of stress and strain utilized in the analysis of bridges and other transportation infrastructure, sound used in the development and design of noise barriers, moisture content in controlling compaction of highway infrastructure systems, and degradation of infrastructure systems exposed to various environmental settings. Assessment results from 92 undergraduates reveal an increase in students’ motivation and cognitive understanding of the relevant concepts, as well as learning gains and an improved success rate compared to the traditional method of teaching.
Hands-on Learning Pedagogy in Teaching Concepts Relevant in the Analysis, Design, and Maintenance of Transportation Infrastructure Systems
Transportation Research Record: Journal of the Transportation Research Board
Transportation Research Record: Journal of the Transportation Research Board ; 2678 , 11 ; 501-515
2024-05-05
Article (Journal)
Electronic Resource
English
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