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• 1. [Article] Webinar: Investigations in Transportation: Partnering Industry Professionals and Elementary Teachers in a STEM Unit of Study

  Investigations in Transportation was an elementary school partnership and curriculum development project, engaging STEM professionals in school-based design projects. Fifth-grade students in two Oregon ...

  Citation × Citation Citation Abstract Copy Title: Webinar: Investigations in Transportation: Partnering Industry Professionals and Elementary Teachers in a STEM Unit of Study Author: Biskupic Knight, Carol Year: 2016 Investigations in Transportation was an elementary school partnership and curriculum development project, engaging STEM professionals in school-based design projects. Fifth-grade students in two Oregon communities teamed up with transportation professionals from ODOT to redesign their school parking lots, resulting in better traffic flow and increased capacity. The immersive learning experience received overwhelmingly positive feedback from students, teachers and administrators. This webinar will demonstrate how the Portland Metro STEM Partnership was facilitated to bring transportation education into elementary school classrooms, offering students unparalleled access to STEM professionals working in their communities and to real-world applications of engineering principles. Title: Webinar: Investigations in Transportation: Partnering Industry Professionals and Elementary Teachers in a STEM Unit of Study Author: Biskupic Knight, Carol Year: 2016 Investigations in Transportation was an elementary school partnership and curriculum development project, engaging STEM professionals in school-based design projects. Fifth-grade students in two Oregon communities teamed up with transportation professionals from ODOT to redesign their school parking lots, resulting in better traffic flow and increased capacity. The immersive learning experience received overwhelmingly positive feedback from students, teachers and administrators. This webinar will demonstrate how the Portland Metro STEM Partnership was facilitated to bring transportation education into elementary school classrooms, offering students unparalleled access to STEM professionals working in their communities and to real-world applications of engineering principles. Close

• 2. [Article] Building Planner Commitment: Are California’s SB 375 and Oregon’s SB 1059 Models for Climate-Change Mitigation?

  California’s Sustainable Communities and Climate Protection Act (SB 375) and the Oregon Sustainable Transportation Initiative (SB 1059) have made them the first states in the nation to try and reduce greenhouse ...

  Citation × Citation Citation Abstract Copy Title: Building Planner Commitment: Are California’s SB 375 and Oregon’s SB 1059 Models for Climate-Change Mitigation? Author: Bartholomew, Keith, Proffitt, David Year: 2017 California’s Sustainable Communities and Climate Protection Act (SB 375) and the Oregon Sustainable Transportation Initiative (SB 1059) have made them the first states in the nation to try and reduce greenhouse gas (GHG) emissions using the transportation-planning process. Evaluating how these pioneering laws have changed local planning processes – as well as plans themselves – in each state provides insight into the laws’ effectiveness at changing development patterns in a way that reduces GHG emissions, without waiting decades to see the effects in the built environment. Both states’ laws require metropolitan planning organizations (MPOs) and the municipalities that comprise them to plan development scenarios that reduce per capita GHG emissions from private automobiles. The emissions-reductions targets for each metro are determined through negotiation with state agencies and are updated periodically. Planning researchers (Burby et al., 1997) categorize laws like these as state planning mandates because they require local-level governments to incorporate state-specified goals into their plans. A host of empirical studies (Berke & French, 1994; Bunnell & Jepson, 2011; Burby & Dalton, 1994; Burby & May, 1998; Burby, 2005; Burby et al., 1993; Dalton & Burby, 1994; Hoch, 2007; May, 1993) suggest that the structure of state planning mandates, particularly the way their “carrots” and “sticks” encourage full adoption of the mandate’s goals and objectives or allow for just minimal compliance, are key to their success in changing development patterns. This is because greater planner commitment tends to result in higher-quality local plans and better plan implementation (Alterman & Hill, 1978; Berke & French, 1994; Berke & Godschalk, 2009; Berke, 1996; Brody & Highfield, 2005; Brody, 2003; Laurian et al., 2004; Talen, 1996), effectively acting as a multiplier that increases the plan’s influence on the built environment and other development outcomes. Therefore, we believe that evaluating the degree to which state planning mandates in California and Oregon have changed local planning documents and practices is the best available indicator of how the mandates will influence development patterns in the future. Furthermore, tracing how the mandates affect decisions made by local planners informs the suitability of California and Oregon’s planning mandates to serve as a model for policy in other states, or at the national or international scale. This study fits the NITC themes of taking long-term action on transportation emissions and climate change and integrating multimodal transportation and land use. We employ content analysis to evaluate SB 375 and SB 1059’s influence on regional transportation plans (RTPs) produced by MPOs. Conducting content analyses of RTPs approved before and after the planning mandates took effect will produce scores that allow us to compare how much the plans have changed due to the laws. It will also allow us to group MPOs based on their performance and identify characteristics of the metro areas they represent that predict their scores. For instance, some RTPs may shift from a weak focus on emissions reduction to a strong focus, while others may have a strong focus both before and after the planning mandates took effect. Building case studies in this way will allow us to ascertain which aspects of the laws are working as intended and which are not, and answer whether the laws can serve as models for climate change-mitigation policy. Title: Building Planner Commitment: Are California’s SB 375 and Oregon’s SB 1059 Models for Climate-Change Mitigation? Author: Bartholomew, Keith, Proffitt, David Year: 2017 California’s Sustainable Communities and Climate Protection Act (SB 375) and the Oregon Sustainable Transportation Initiative (SB 1059) have made them the first states in the nation to try and reduce greenhouse gas (GHG) emissions using the transportation-planning process. Evaluating how these pioneering laws have changed local planning processes – as well as plans themselves – in each state provides insight into the laws’ effectiveness at changing development patterns in a way that reduces GHG emissions, without waiting decades to see the effects in the built environment. Both states’ laws require metropolitan planning organizations (MPOs) and the municipalities that comprise them to plan development scenarios that reduce per capita GHG emissions from private automobiles. The emissions-reductions targets for each metro are determined through negotiation with state agencies and are updated periodically. Planning researchers (Burby et al., 1997) categorize laws like these as state planning mandates because they require local-level governments to incorporate state-specified goals into their plans. A host of empirical studies (Berke & French, 1994; Bunnell & Jepson, 2011; Burby & Dalton, 1994; Burby & May, 1998; Burby, 2005; Burby et al., 1993; Dalton & Burby, 1994; Hoch, 2007; May, 1993) suggest that the structure of state planning mandates, particularly the way their “carrots” and “sticks” encourage full adoption of the mandate’s goals and objectives or allow for just minimal compliance, are key to their success in changing development patterns. This is because greater planner commitment tends to result in higher-quality local plans and better plan implementation (Alterman & Hill, 1978; Berke & French, 1994; Berke & Godschalk, 2009; Berke, 1996; Brody & Highfield, 2005; Brody, 2003; Laurian et al., 2004; Talen, 1996), effectively acting as a multiplier that increases the plan’s influence on the built environment and other development outcomes. Therefore, we believe that evaluating the degree to which state planning mandates in California and Oregon have changed local planning documents and practices is the best available indicator of how the mandates will influence development patterns in the future. Furthermore, tracing how the mandates affect decisions made by local planners informs the suitability of California and Oregon’s planning mandates to serve as a model for policy in other states, or at the national or international scale. This study fits the NITC themes of taking long-term action on transportation emissions and climate change and integrating multimodal transportation and land use. We employ content analysis to evaluate SB 375 and SB 1059’s influence on regional transportation plans (RTPs) produced by MPOs. Conducting content analyses of RTPs approved before and after the planning mandates took effect will produce scores that allow us to compare how much the plans have changed due to the laws. It will also allow us to group MPOs based on their performance and identify characteristics of the metro areas they represent that predict their scores. For instance, some RTPs may shift from a weak focus on emissions reduction to a strong focus, while others may have a strong focus both before and after the planning mandates took effect. Building case studies in this way will allow us to ascertain which aspects of the laws are working as intended and which are not, and answer whether the laws can serve as models for climate change-mitigation policy. Close

• 3. [Article] Investigations In Transportation

  The Investigations in Transportation program is an elementary school partnership and curriculum development project that will engage science, technology, engineering and mathematics (STEM) professionals ...

  Citation × Citation Citation Abstract Copy Title: Investigations In Transportation Author: Becker, William G., Biskupic Knight, Carol Year: 2015 The Investigations in Transportation program is an elementary school partnership and curriculum development project that will engage science, technology, engineering and mathematics (STEM) professionals in school-based activities and projects that will bring real-world applications to elementary classrooms for grades 3-5. The Portland Metro STEM Partnership (PMSP) is providing leadership and facilitation to a team of educators from Portland State University, Beaverton School District and Hillsboro School District who will work with volunteers from the Oregon Department of Transportation (ODOT) to design, develop, implement and assess the impact of an in-class unit entitled "Investigations in Transportation". This report presents a study of a transportation education partnership and curriculum development project that harnessed the professional expertise, experience and enthusiasm of transportation-sector STEM workers by creating a mechanism and set of protocols by which they engaged with elementary school teachers to develop and implement an instructional unit. This STEM-connected instructional unit and lessons allowed students to explore and investigate issues central to transportation. The unit incorporated and enhanced the content and practice standards outlined by the Common Core State Standards and Next Generation Science Standards, and relied heavily on the instructional and curriculum expertise and experience of classroom teachers to develop an age- and interest-appropriate unit of study. This collaboration resulted in the development of an Investigations in Transportation instructional unit that provided students with rich, engaging learning opportunities set in the context of real-world problems around a school parking lot dilemma focused on safety, sustainability and health concerns. The education project team utilized a coherent and cohesive curriculum development process for unit creation and evaluated the development, implementation and reflection of the unit through teacher and student surveys/assessments of attitudes, identity and conceptual understanding. The report describes the process successes, challenges and replication opportunities. Title: Investigations In Transportation Author: Becker, William G., Biskupic Knight, Carol Year: 2015 The Investigations in Transportation program is an elementary school partnership and curriculum development project that will engage science, technology, engineering and mathematics (STEM) professionals in school-based activities and projects that will bring real-world applications to elementary classrooms for grades 3-5. The Portland Metro STEM Partnership (PMSP) is providing leadership and facilitation to a team of educators from Portland State University, Beaverton School District and Hillsboro School District who will work with volunteers from the Oregon Department of Transportation (ODOT) to design, develop, implement and assess the impact of an in-class unit entitled "Investigations in Transportation". This report presents a study of a transportation education partnership and curriculum development project that harnessed the professional expertise, experience and enthusiasm of transportation-sector STEM workers by creating a mechanism and set of protocols by which they engaged with elementary school teachers to develop and implement an instructional unit. This STEM-connected instructional unit and lessons allowed students to explore and investigate issues central to transportation. The unit incorporated and enhanced the content and practice standards outlined by the Common Core State Standards and Next Generation Science Standards, and relied heavily on the instructional and curriculum expertise and experience of classroom teachers to develop an age- and interest-appropriate unit of study. This collaboration resulted in the development of an Investigations in Transportation instructional unit that provided students with rich, engaging learning opportunities set in the context of real-world problems around a school parking lot dilemma focused on safety, sustainability and health concerns. The education project team utilized a coherent and cohesive curriculum development process for unit creation and evaluated the development, implementation and reflection of the unit through teacher and student surveys/assessments of attitudes, identity and conceptual understanding. The report describes the process successes, challenges and replication opportunities. Close