Resources for Students and Instructors

ITS PCB All Levels Workshop #1
March 27-28, 2019 | Florida Department of Transportation District 7 in Tampa, Florida

Day 2 Presentation | March 28, 2019

Introducing ITS in the Los Angeles Community College Region

Presenter: Tyler Reeb
Presenter’s Org: Southwest Transportation Workforce Center, Long Beach State University
Presenter: Jess Guerra
Presenter’s Org: Transportation Workforce Institute, Los Angeles Trade Technical College

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The slides in this presentation contain three logos: the Southwest Transportation Workforce Center (SWTWC), the Transportation Workforce Institute (TWI), and the Los Angeles Trade-Tech (LATTC) | A Community College.

Slide 1: Introducing ITS in the Los Angeles Community College Region

Slide 2: Overview

• Role of TWI in ITS Implementation
• Impact of ITS on Pathway Strategy at LATTC
• Best practice: Partnership with SWTWC in Developing a K-16 Pathway in GIS

Slide 3: Transportation Workforce Institute (TWI)

• Established in 2015 through FTA Innovative Workforce Development grant funding
• Focus on addressing workforce needs of frontline occupations in transportation
• Regional convener of education and training partners; national reach
• Development and dissemination of programs, materials, and best practices
• TWI role in ITS Implementation
  • LA County regional lead in Transportation for CA Community College Chancellor’s Office Strong Workforce Initiative
  • Work with community colleges in various districts on transportation curricular and program updates
  • Lead curriculum and program developer for LA Metro’s WIN-LA Initiative
  • ITS intro built into some incumbent worker training modules

Slide 4: Impact of ITS on Pathway Strategy at LATTC

• ITS modules have been embedded into Automotive Technology, Truck and Bus Technologies, and Rail Vehicle Maintenance programs - these cover:
  • GPS
  • Variable Speed Limits
  • Autonomous Vehicle Technology
  • Automatic Vehicle Diagnostic Services
  • Traffic signal control
  • Automatic Number Plate Recognition

Slide 5: Best practice: GIS Demonstration Project in Partnership with SWTWC

• Multiple partners: University/Community College/Transportation Center
• Collaborative brought K-12, community college, and university students together
• Many Lessons learned

Slide 6: Bringing Transformational Technology Curriculum to Community Colleges

National Transportation Career Pathway Initiative, Tyler Reeb, Ph.D.

[This slide contains the Southwest Transportation Workforce Center logo.]

Slide 7: Transportation Planning: Priority Occupations

• Initial Job Targets (20)
  • City & Regional Planning Aide
  • Transportation Tech, Engineer
  • Transportation Analyst, Planner
  • Land Use, Urban/Regional Planner
  • Enviro Analyst, Planner, Engineer
  • Cartographers & Photogrammetrists
  • Surveying & Mapping Technician
  • GIS Technician, Planner, Director
  • Modeling Tech, Planner, Manager
  • Civil Engineer & Technician
• Final Priority List
  • Transportation Planner
  • Urban/Regional Planner
  • Land Use Planner
  • Environmental (Restoration) Planner
  • Cartographers & Photogrammetrists
  • GIS Analyst/Technician
  • Surveying & Mapping Technician
• Career Ladder Designation
  • Primary career goal (ideal)
  • Primary career (specialization)
  • Primary career (specialization)
  • Primary career (specialization)
  • Entry level position
  • Entry level position
  • Entry level position

Slide 8: Transportation Planning: Occupational Competencies

[This slide contains two images: (1) a screenshot of A Comparison of Competencies in Job Listings/Descriptions - American Planning Association (APA) and Southern California Association of Governments (SCAG), including the total observations or average amount, and percentage for each competency/requirement and (2) a screenshot of a table that lists relevance (by survey), KSAs, and knowledge, skills, and opportunities for different technologies.]

Slide 9: Transportation Planning: Academic Program of Study

• Planning Academic Programs
  • CA Polytechnic Univ, Pomona (Cal Poly)
  • CA State University, Northridge (CSUN)
  • San Diego State University (SDSU)
  • University of California, Irvine (UCI)
  • University of California, LA (UCLA)
  • University of Southern California (USC)
• Experiential Learning Programs
  • Sierra Club (L.A. Chapter)
  • Assoc. for Public Policy Analysis & Mgmt
  • American Planning Association
  • Global Planners Network
  • Urban Land Institute
  • SCAG, SANDAG

[This slide contains two images: (1) a screenshot of a model Transportation Planning academic program of study, from high school to AICP Certification, as outlined by the National Network for the Transportation Workforce (NNTW), the USDOT/FHWA, and the Southwest Transportation Workforce Center and (2) a screenshot of Experiential Learning Programs for Planning Students and Innovative Learning Strategies for a Planning Program of Study.]

Slide 10: Transportation Planning: The Career Pathway

• Planning Career Pathway
  • Highly vertical, hierarchal career path
  • Strong academic/accredited POS
  • Employment contingent upon degree
  • No effective pre-employment training
  • Lack of 4-year feeder programs
• Job Spec Templates
  • Useful for documenting all disciplinary priority occupations.
  • Will makeup an occupational guide for highway transportation sector.
  • Part of deliverable package to FHWA.

[This slide contains two images: (1) An illegible page that appears to list salaries for six different positions and (2) a job description which includes knowledge requirements, required skills and abilities, technical skills requirements, typical salary, and education and work experience.]

Slide 11: The Planning Pathway Demonstration Pilot

Slide 12: ARC 341: GIS Metropolitan Access Planning Systems

• Hybrid Introduction to GIS/Planning
  (launched Spring 2018: 15-weeks, 14 students)
• Launched Spring 2018 at L.A. Trade Tech College
  (leveraging CA Strong Workforce Funds)
• Enrollment: 13 area high school students and 1 LATTC faculty
• In Partnership w/ Transp. Workforce Institute
  (an FTA-funded Innovative Public Workforce Program)
• Connects K12 to 2-Year & 4-Year Programs
  (Offers dual-enrollment & college credit articulation)
• Contextualized, Work-Based Learning
  (GIS-Infused “Planning” activities & group projects)
• Promotes Transportation Career Pathways
  (exposes students to career opportunities)

[This slide contains a screenshot of a flyer advertising GIS courses from Los Angeles Trade Technical College (lattc.edu).]

Slide 13: ARC 341: Student Learning Objectives

Learning Objectives

• Introduce GIS Concepts
• Operate ArcGIS Software
• Manage Geodatabases
• Coordinate Systems
• Data Collection & Mapping
• Database Queries
• Spatial Joins & Overlays
• Project Teamwork

[This slide contains two screenshots that are the ARC 341 course outline.]

Slide 14: ARC 341: A Complex Metropolitan Location

Los Angeles Trade Technical College

• A complex metropolitan location serviced by multiple transportation modalities

[This slide contains two images: (1) an aerial photograph of the area surrounding the Los Angeles Trade Technical College and (2) a map of the transit service available in the Los Angeles Trade Technical College area.]

Slide 15: ARC 341: Infused with Contextualized Learning

Engaging Students to Learn

• Infusing planning-based projects into standard classroom curriculum
• Engaging industry support: site visits, guest speakers, technology, etc.
• Career pathway as curriculum: from college students to industry pros

“There’s a need for much greater collaboration across academia and industry than ever before, to address transportation workforce challenges and adequately prepare students for careers of the future.” (Ivey)

[This slide contains two screenshots: (1) a transit app displaying the “Maps” screen: a map of the Los Angeles Trade Technical College area and (2) a transit app displaying the “Freight” screen which consists of eleven questions.]

Slide 16: ARC 341: Introducing Students to Career Paths

GIS Transportation Planning Career Pathways

Geographic Information System technology is utilized by transportation planners at all levels.

• Entry Level - GIS Technician
  • Salary Range: $38,000 - $66,000
  • Education and Industry Certification
    • Associates Degree (2 year) in Urban Studies or related specialization
• Mid Level - GIS Analyst
  • Salary Range: $74,776 - $97,219
  • Education and Industry Certification
    • B.S./B.S. in Urban and Regional Planning with a transportation focus
    • B.A/B.S. in Urban Studies and Planning Minor in Urban and Regional Studies, Urban Sustainable Planning
    • Masters degree is highly desirable (could be substituted for 2-4 years of related work experience)
• Advanced Level - Regional Planner Specialist
  • Salary Range: $95,388 - $124,009
  • Education and Industry Certification
    • Masters of Urban and Regional Planning (MURP)
    • Masters of Planning with a Concentration in Transportation and Infrastructure Planning
    • Certificate of Transportation Systems Professional Education in Collaboration with American Planning Association
    • Masters degree is highly desirable (could be substituted for 2-4 years of related work experience)

Bringing the Career Path into the Classroom

[This slide contains a seven-layer 3D terrain model graphic.]

Slide 17: ARC 341: Engaging Students Outside the Classroom

[This slide contains six photos: (1) a young man instructing two students on a city sidewalk. In the background is a wall with public art, a pedestrian button, street trees, a sidewalk, and street signs; (2) a group of four students looking at one of the student’s cellphone; (3) students walking around a cordoned-off area with a MetroRail train in the background; (4) a young man instructing a large group of students on a street corner; (5) students facing a projection screen in a computer lab that has three rows of desktop computers; and (6) two students on a sidewalk in front of a fence with a truck in the background.]

Slide 18: ARC 341: Student Evals & Suggestions

Teaching Approach

• Guest speakers were informative and conveyed a valuable industry perspective.
  • Disagree: 9%
  • Agree: 27%
  • Strongly Agree: 64%
• Class activities were informative, interesting, and engaging.
  • Disagree: 18%
  • Agree: 55%
  • Strongly Agree: 27%
• The instructor challenged students to do their best work.
  • Agree: 73%
  • Strongly Agree: 27%
• The instructor kept the class interesting by using different teaching styles and methods.
  • Strongly Disagree: 8%
  • Disagree: 25%
  • Agree: 50%
  • Strongly Agree: 17%
• The instructor seemed enthusiastic and interested.
  • Agree: 67%
  • Strongly Agree: 33%
• The instructor demonstrated an in-depth knowledge of the subject.
  • Agree: 33%
  • Strongly Agree: 67%
• The instructor encouraged discussions and responded to questions.
  • Agree: 58%
  • Strongly Agree: 42%
• The instructor seemed organized and prepared for class.
  • Disagree: 17%
  • Agree: 50%
  • Strongly Agree: 33%
• The instructor stimulated my interest in the subject.
  • Disagree: 17%
  • Agree: 50%
  • Strongly Agree: 33%

Self-Assessment

• I have a better understanding of the concept of a “career pathway.”
  • Strongly Disagree: 9%
  • Agree: 64%
  • Strongly Agree: 27%
• I have an increased awareness of transportation planning career opportunities.
  • Agree: 55%
  • Strongly Agree: 45%
• I have an increased interest in a transportation planning career.
  • Strongly Disagree: 18%
  • Disagree: 27%
  • Agree: 27%
  • Strongly Agree: 27%
• I have an increased interest in GIS technology.
  • Disagree: 27%
  • Agree: 36%
  • Strongly Agree: 36%
• I have a better understanding of GIS technology and its applications.
  • Disagree: 9%
  • Agree: 55%
  • Strongly Agree: 36%
• I spent the expected amount of hours on preparation and homework.
  • Disagree: 18%
  • Agree: 64%
  • Strongly Agree: 18%
• I am confident that I understand the material presented.
  • Disagree: 36%
  • Agree: 27%
  • Strongly Agree: 36%
• I believe I achieved the expected learning outcomes.
  • Disagree: 27%
  • Agree: 27%
  • Strongly Agree: 45%
• I contributed constructively during in-class activities.
  • Disagree: 9%
  • Agree: 45%
  • Strongly Agree: 45%

Were guest speaker presentations helpful?

• Thomas O’Brien: “Transportation and Freight Planning”
  • Helpful: 45%
  • Very Helpful: 55%
• Terry Bills: “GIS Jobs at Esri”
  • Helpful: 64%
  • Very Helpful: 36%
• Eric Shen, USC
  • Not Helpful: 9%
  • Helpful: 36%
  • Very Helpful: 55%
• John Ho: “My Career Path”
  • Not Helpful: 9%
  • Helpful: 36%
  • Very Helpful: 55%
• Tyler Reeb: “Stacie’s Story Map”
  • Helpful: 45%
  • Very Helpful: 55%

Overall Experience

• I felt this class was worthwhile.
  • Disagree: 18%
  • Agree: 45%
  • Strongly Agree: 36%
• I would recommend this class to a fellow student.
  • Strongly Disagree: 9%
  • Disagree: 18%
  • Agree: 36%
  • Strongly Agree: 36%
• I would be interested in taking another GIS class.
  • Strongly Disagree: 9%
  • Disagree: 36%
  • Agree: 27%
  • Strongly Agree: 27%

[This slide contains four images. The content of the images are reproduced above.]

Slide 19: ARC 341: Student Evals & Suggestions

• “Improve more physical activities and go outside more.”
• “Two sessions min per week to hold concepts more effectively.”
• “Make this class more fun.”
• “More collaboration and discussion among the students.”
• “Wanted professor to acknowledge all students.”
• “More energetic and engaging.”
• “More informational videos.”
• “Easier access to stuff.”
• “More explanations.”
• “Updated version of Arc GIS (Arcmap).”
• “Updated computers.”

[This slide contains a clip-art style image of a suggestion box with five different exclamation marks just above its slot.]

Slide 20: ARC 341: Observations & Conclusions

• Student Surveys
  • Enjoyed technology & learning activities.
  • Picked up on GIS more than “Planning.”
  • Had little/no pre-knowledge of either.
  • Left with little/no change to career plans.
• Speaker Surveys
  • Presentations were engaging and explored various kinds of careers within the transportation industry.
  • Speakers has a pleasant experience presenting and making connections to the class’ curriculum.
• Instructor
  • Enjoyed teaching the class and is interested in teaching it again.
  • Believes that the curriculum and the learning materials provided by SWTWC were effective in teaching students about transportation planning career opportunities.

Slide 21: Planning Demo Class at LATTC

• Ginny Tsu, FHWA Office of Innovation Director, joined LATTC and SWTWC team members on May 28, 2018.
• Students presented their final presentation projects using Story Maps which focused on the transportation challenges they faced during their daily commutes to campus.
• Students were awarded certificates of completion.

[This slide contains four photos: (1) a person pointing to content on a projector screen, in front of students in a computer lab; (2) a group of students presenting their project, displayed on a projector screen, in front of audience members in a computer lab; (3) two students accepting certificates of completion from an instructor; and (4) a group of students, standing on the steps of a building, most displaying their certificates of completion.]

Slide 22: Next Phase: Implementation Plan

Slide 23: Next Phase: Implementation Plan

• Institutionalizing the Pilot:
  The 9 Colleges of the LACCD
• Replicating the Success:
  Pima Community College, AZ
• Planting More Seeds:
  Expanding K-12 Partnerships
• Crafting Articulations:
  USC, UCLA, Cal Poly, CSULB
• Building Institutional Bridges:
  Connecting K-12 to 2 & 4-year programs

[This slide contains a clip-art style image of a person placing the final building block on top of a tower of building blocks that spell the word “Plan.”]

Slide 24: Join Us!

http://tiny.cc/ITS-PCB

Slide 25: Thank You

Tyler Reeb, Ph.D.
Southwest Transportation Workforce Center
Long Beach State University
tyler.reeb@csulb.edu
562-985-2879

Jess Guerra
Transportation Workforce Institute
Los Angeles Trade Technical College
guerraj@lattc.edu
213-763-3939

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