This paper identifies seven attributes of robust performance measurement systems by analyzing five performance measurement frameworks and their use of transportation system performance indicators. The attributes are then used to examine three case studies from Europe and the United States to demonstrate the value of performance measurement frameworks for developing and improving sustainable transportation strategies and indicators. The case studies point to important considerations in formulating a robust sustainable transportation strategy at different levels of governance and also indicate the importance of ensuring alignment in an agency's vision, objectives, and monitoring systems. The characteristics of an effective framework for the development of sustainable transportation strategies include a comprehensive sustainability objective, a good connection to the goals and objectives of an agency, and vertical and horizontal integration. In addition, a framework should capture the interactions among variables, reflect stakeholder perspectives, and consider the capabilities and constraints of the agency and should be flexible to foster self-learning.
-Authentic, real-world problem solving is an integral part of the engineering profession. Yet, research suggests that engineering education is primarily focused on welldefined and well-structured problems, which do not provide students the real-world relevance, context, or experience in solving the types of problems required as a professional engineer. The addition of problem-based service learning (PBSL) to engineering curricula provides an opportunity to introduce students to a variety of real-world projects in a community-based context. Numerous studies have shown the importance and impacts of integrating service learning and problem-based learning into engineering education. Herein, the results of a mixed-methods, longitudinal study on cognitive and affective learning during a PBSL sophomore design experience are presented and discussed. The goals are to demonstrate how both qualitative and quantitative data can be used to measure student learning during a PBSL experience and to provide a framework for assessment of such experiences.
The goal of this project was to compare the conceptual sustainability knowledge of students at two institutions that differ in their approaches of integrating sustainability into curricula. One institution is a research-intensive university that has implemented a sustainability-focused course (vertical integration), and the second is a teaching-focused university that has woven sustainability into a variety of classes across its curriculum (horizontal integration). At both institutions, students beginning their capstone design experience created concept maps (cmaps) on the focus question: "What is sustainability?" Structure of student knowledge was analyzed using the traditional cmap scoring method, while specific content was evaluated using word clouds. Results support that students engaging in the curriculum with horizontal integration demonstrated broader, deeper, and more connected knowledge than students enrolled in the vertically-integrated curriculum. Furthermore, students participating in the horizontallyintegrated curriculum demonstrated a more balanced understanding of sustainability, with the oftenneglected social dimension being significantly represented in their cmaps, as compared to students from the vertically-integrated curriculum. Economic sustainability was a common weakness.
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