Session #71 - UC Berkeley Ped & Bike Class - Schneider & Carlton

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Session #71 - UC Berkeley Ped & Bike Class - Schneider & Carlton

  1. 1. UC Berkeley Pedestrian & Bicycle Transportation Class Robert Schneider & Rebecca Sanders Carlton ProWalk/ProBike Panel Session September 16, 2010
  2. 2. How did the course get started? <ul><li>Pedestrian & bicycle course offered by DCRP faculty every 2-3 years in the 1990s </li></ul><ul><li>Course not taught for at least 5 years </li></ul><ul><li>Prior assumption of department: Not enough interest from students </li></ul><ul><li>~15 masters students organized in Fall 2007 to push for course </li></ul><ul><li>No dept. faculty available to teach course </li></ul>
  3. 3. How did the course get started? <ul><li>Student-taught course in City Planning Department </li></ul><ul><li>Department concerns: </li></ul><ul><ul><li>Will course meet university standards? </li></ul></ul><ul><ul><li>Student leader must have faculty sponsor </li></ul></ul><ul><ul><li>Course should not burden the faculty sponsor </li></ul></ul><ul><ul><li>Faculty should be invited to speak/monitor course </li></ul></ul><ul><ul><li>No $$$, but credits for student leader </li></ul></ul><ul><ul><li>Does student leader have enough expertise & time? </li></ul></ul>
  4. 4. Course Purpose <ul><li>Educate current/future professionals </li></ul><ul><li>Learn about the state of the practice </li></ul><ul><li>Think critically about current methods & research needs </li></ul><ul><li>Improve the credibility of the pedestrian & bicycle field </li></ul><ul><li>Not an “advocacy” course </li></ul>
  5. 5. Course Structure <ul><li>2- or 3-hour class, once per week </li></ul><ul><li>Readings that should be on the shelf of a ped/bike professional </li></ul><ul><li>Course wiki space </li></ul><ul><ul><li>http://cp298pedbiketranspo.wikispaces.com/ </li></ul></ul><ul><li>Class project & assignments </li></ul>
  6. 7. Typical Class Structure <ul><li>Presentation on weekly topic </li></ul><ul><li>Discussion of readings & issues </li></ul><ul><li>Guest lecturer/discussant </li></ul><ul><ul><li>Government agencies </li></ul></ul><ul><ul><li>Consultants </li></ul></ul><ul><ul><li>Researchers </li></ul></ul><ul><ul><li>Advocacy organizations </li></ul></ul>
  7. 8. Student interests (2008-2010) <ul><li>Cultural change needed to get more people bicycling (and walking); public health connection </li></ul><ul><li>Innovative pedestrian & bicycle facility designs </li></ul><ul><li>Numbers to show benefits of ped/bike transpo. </li></ul><ul><li>Pedestrian, bicycle, driver behaviors </li></ul><ul><li>Perceptions of safety and risk, “Safety in numbers” </li></ul>
  8. 9. Example student projects <ul><li>Safety evaluation of Masonic Ave. (SF) </li></ul><ul><li>Safety of I-880 interchange crossings (Fremont, CA) </li></ul><ul><li>Hudson River Greenway & 9 th Avenue Cycle Track (NYC) </li></ul><ul><li>Efforts to increase walking & bicycling (NYC) </li></ul><ul><li>Bus stop area bicycle lane design </li></ul><ul><li>How-To Guide to Bicycle Parking </li></ul><ul><li>Complete streets & physical activity </li></ul><ul><li>Idaho “Stop as Yield” Law </li></ul><ul><li>Bicycle Sharing Programs </li></ul><ul><li>SRTS Local School Project </li></ul>Taylor Reiss, 2010 Alia Anderson, 2008
  9. 10. Intersection Redesign <ul><li>Final assignment </li></ul><ul><li>Field experience </li></ul><ul><li>Work in groups </li></ul><ul><li>Professional-style presentation </li></ul>Meredith Glaser, Troy Reinhalter, & Nicole Schneider, 2010
  10. 11. Monica Altmaier, Andy Kosinski, & Taylor Reiss, 2010
  11. 12. Meredith Glaser, Troy Reinhalter, & Nicole Schneider, 2010
  12. 13. Monica Altmaier, Andy Kosinski, & Taylor Reiss, 2010
  13. 14. Course Changes (2008-2010) <ul><li>2 credits to 3 credits </li></ul><ul><li>Fewer required readings </li></ul><ul><li>More detailed assignment instructions </li></ul><ul><li>Evening to mid-day, back to evening </li></ul><ul><li>Panels of professionals </li></ul><ul><li>More legal background & behavioral issues </li></ul><ul><li>More international examples </li></ul><ul><li>Paid student instructors </li></ul>
  14. 15. What the Students Say… <ul><li>“ Class was a lot of work for a Pass/Fail course.” </li></ul><ul><li>“ Wish this had been required for transportation concentration. I ended up dropping it and just sitting in.” </li></ul><ul><li>“ The 3-hour course from 5-8 p.m. was a bit tough.” </li></ul><ul><li>“ At times…the course moved too slowly.” </li></ul><ul><li>Have “less reliance on guest speakers.” </li></ul><ul><li>“ Would like more time for discussion.” </li></ul><ul><li>“ In-class time to work on intersection redesign.” </li></ul>
  15. 16. What the Students Say… <ul><li>Having lecture and guest speaker every week “mixes it up nicely & offers a variety of perspectives.” </li></ul><ul><li>Liked “the real world focused projects and the walking tour.” </li></ul><ul><li>Liked “that we are learning cutting-edge stuff.” </li></ul><ul><li>“ It covered a topic that the department desperately needed.” </li></ul><ul><li>Liked “the discussions where we actually disagreed.” </li></ul><ul><li>“ One of the best classes I’ve taken here. And, it got me a job.” </li></ul>
  16. 17. Course Challenges <ul><li>Balancing core competencies and instructor strengths </li></ul><ul><li>Scheduling guest lecturers </li></ul><ul><li>Balancing lecture, discussion, and assignment time </li></ul><ul><li>Encouraging students to prioritize the class </li></ul><ul><li>Long-term vision for course </li></ul><ul><ul><li>Taught by full-time professor </li></ul></ul><ul><ul><li>Instituted into planning & engineering curriculum </li></ul></ul>
  17. 18. Thanks!

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