Microscopic simulation is critical for evaluating the operation strategies of managed lanes. However, most existing tools are limited in their ability to simulate dynamic tolling strategies of managed lanes, particularly those with multiple segments. Three sets of modeling components are developed in this paper to demonstrate simulation of high-occupancy toll (HOT) lane operations. The first component implements three pricing strategies: responsive pricing; a closed-loop, control-based algorithm; and time-of-day pricing. The second component mimics drivers’ lane choice behaviors in the presence of tolls, and the third represents different toll structures for multisegment HOT lane facilities. An enhanced version of CORSIM, which contains these new modeling components, is validated by simulation experiments involving the 95 Express network in South Florida.
A Vision for Civil Engineers in 2025" was adopted by American Society of Civil Engineers (ASCE) that broadens the scope of student outcomes to better prepare graduates to lead society in establishing a sustainable world and improving the global quality of life. Future practicing civil engineers are envisioned to be master builders, stewards of the environment, innovators, managers of risk, and leaders of public policy. The ASCE Body of Knowledge (BOK) 2 provides a significant foundation for how engineering programs should prepare civil engineering students to meet ever increasing societal demands. Nine of 24 outcomes are focused on professional skills, describe student skills needed to meet career challenges, and include target levels of cognitive development required to prepare students for professional practice.Based on this vision for future engineers set forth in ASCE BOK 2, faculty in The Citadel Department of Civil and Environmental Engineering (CEE) adopted 22 student outcomes, eight of which are directly focused on developing student professional skills and competencies. These outcomes are mapped across a subset of the 34 courses offered in the civil engineering curriculum. Embedded indicators are used to measure student attainment of the material and results are compared to established Department standards. Year-to-year results are tracked and incorporated into the Department's Assessment Process. Improvements are systematically implemented as course improvements and are focused on enhancing student learning and retention.This paper describes assessment methods and techniques used to develop, teach, track, integrate, and assess student professional skills and competencies. Mapping of professional skill course goals across the undergraduate curriculum will be described and summarized. Evidence-based assessment results are being used to track student cognitive performance levels aligned with professional skills development outcomes. A review of course goals, teaching methods, and assessment will be provided for two specific courses, Engineering Management (CIVL411) and Professional Sustainability (CIVL317), which collectively represent roughly half of the professional skill curriculum and are largely structured for the purpose of addressing professional skills needed for graduates to successfully enter the engineering profession.
Engineering is an amazing, challenging, and very broad field. It is divided into several disciplines and sub-disciplines. According to typesofengineeringdegrees.org, there are up to 40 different engineering degrees. Several sources, including US News and Wired Cosmos, state that there are not enough engineers in the United States to meet the market demand in the majority of these disciplines. How can we attract more students into engineering fields? Expose students to engineering early in their education. This paper focuses on "The Tour of Engineering" which is one class at a summer science program for rising 8 th and 9 th graders at the South Carolina Governor's School for Science and Mathematics. It describes the preparation, execution, student perceptions, and learning outcomes for a week-long (30 hour) class. This class exposed students to the world of engineering by doing hands on activities and learn about different types of engineering, improve problem solving and goal setting skills through team-building exercises, and self-assessments. The activities could be accomplished separately or progressively integrated into a final product. This allowed students to experience the challenges of early decisions in the design process constraining later choices. This paper will present both quantitative and qualitative results of the engineering summer class with recommendations for future activities.
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