The First Summer Transportation Institute (Sti) At The University Of Puerto Rico: An Experiment In Motivating High School Puerto Ricans To Study Transportation Related Careers

The Civil Infrastructure Research Center (CIRC) of the University of Puerto Rico at Mayagüez (UPRM) managed the first Summer Transportation Institute at the University of Puerto Rico during the summer of 2001. The objective of this program was to expose a group of high school students to a variety of academic experiences designed to motivate them toward professions in the field of transportation. High school students soon to enter their Junior Year were eligible to participate on our first Summer Transportation Institute in Puerto Rico. The activities were very diverse and included two trips to San Juan, the capital city of Puerto Rico, each time with an overnight stay. Besides these and other day-long field trips, our institute provided class sessions in transportation related topics, as well as participatory working sessions for the students to develop their projects. The participants also learned to write technical reports and prepare presentations, and about opportunities to study and work in the areas related to transportation. A number of sports activities, competitions, and motivational activities complemented the academic activities. Our institute was a complete success due in part to the enthusiastic support we received from National Summer Transportation Institute Resource Center, as well as from the University of Puerto Rico at Mayagüez administration at all levels. We also received support from the state and federal transportation agencies. I. 2001 Summer Transportation Institute Organization The University of Puerto Rico, Mayagüez Campus (UPRM) served as the administrator of the first Puerto Rico Summer Transportation Institute (PR-STI). This STI was beneficial because it provided the opportunity to expose soon to be juniors in high school to a diverse group of transportation educators and professionals working in various modes of transport. Primarily, the 2001 PR-STI emphasized both the benefits associated with a career in transportation as well as the education required to enter this important field. The PR-STI was designed to create an educational and training delivery system that: (1) attracted secondary school students to and enhance their interests in careers in transportation: (2) improved mathematics, science, and technology skills; and (3) through creative partnerships, strengthened P ge 7.152.1 “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright© 2002, American Society for Engineering Education” the links between the transportation sector and our university. The PR-STI specifically focused on creating high interest among secondary school students by providing opportunities and activities that enhanced awareness and knowledge about transportation careers. A. Facts and Figures The Puerto Rico Summer Transportation Institute took place from June 25 through July 20, 2001 at the University of Puerto Rico, Mayagüez Campus. This non-residential institute had a diverse schedule, which incorporated a combination of lectures, hands-on exercises, and facility tours and activities. The Civil Infrastructure Research Center (CIRC) administered the program. Thanks to the dedicated job of all the staff at the CIRC, the program was very successful and well organized. The theme for the 2001 PR-STI was Multimodal Transportation Systems. Dr. Didier M. Valdés-Díaz had overall responsibility of the project with Professor Freya M. Toledo-Feria as Director of the Academic Program, and Dr. Antonio A. González-Quevedo as Senior Advisor. B. Intermodal Advisory Committee An Intermodal Advisory Committee was selected by UPRM to support and advice the faculty. It was composed of 9 representatives from the institution, state and federal agencies, public transit properties, and professionals in transportation from the public and private sector. It was the responsibility of the Advisory Board to assist us in all aspects of the 2001 PR-STI as necessary and appropriate. They assisted with identifying speakers, coordinating field trips and tours, providing overall support and guidance in the development of the curriculum, their own participation as speakers, and the execution of the graduation ceremony. C. Program Faculty and Staff Faculty members and students from the University of Puerto Rico at Mayagüez assumed the key roles associated with the coordinating and hosting of the 2001 PR-STI. The project director was responsible for all aspects of the project and served as the focus for project contact with the NSTI Resource Center. He also assisted in the development and implementation of all phases of the PR-STI, including the orientation, curriculum development, the graduation ceremony, and the evaluations of the program. The academic coordinator assumed the daily coordination of the PR-STI, including the preparation of the interim and final reports, the development and administration of the budget, the approval of personnel, the development, implementation, and evaluation of the academic program, and the supervision of academic staff and other speakers. Assistant academic coordinator was responsible for conducting academic instruction and related activities, interaction with the students and staff, and other duties associated with the execution of the PR-STI. The Senior Advisor provided general direction and guidance to the rest of the faculty and students. Academic aides were responsible for coordinating and overseeing activities, projects, and any other duties necessary for the daily operation of the program. P ge 7.152.2 “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright© 2002, American Society for Engineering Education” II. 2001 PR-STI Participants The education of students in engineering and transportation, mathematics, and the sciences is crucial to supplying the future demand for highly qualified individuals in the scientific and technical fields. Thus, through the recruitment of high-quality students to participate in the 2001 PR-STI, the institution worked to attract the best and brightest to the transportation profession. Student recruitment for the 2001 PR-STI began late in April 2001. Students in 10 grade who were starting their Junior Year in the following fall were targeted for program participation. Recruitment activities included, but were not limited to, PR-STI staff visiting local high school campuses, mailing of application materials to high school guidance counselors, and direct mailing of applications to students targeted by guidance counselors. Student selection was based on criteria such as grade point average, letters of recommendation, and a written essay. It was the intent of the project team to recruit approximately 20 students to participate in the program. Students selected to participate were notified by mail and received all the necessary forms for participating in the program. III. Academic Program The key component of the 2001 PR-STI was the academic program. The following sections provide a description of the objectives and development of the University of Puerto Rico at Mayagüez program and the participants’ evaluation of the program. A. Program Objectives The University of Puerto Rico at Mayagüez broad-based and multi-modal program had as its objective to expose students to the following key components of the transportation profession: • the history and significance of the transportation industry and all modes of travel • career opportunities in public and private sector transportation, with an emphasis on emerging and new occupational requirements for the new millennium • various transportations modes, including public transit, automobiles, buses, vans, trains, airplanes, as well as freight, rail, ports, waterways, and pipeline with an emphasis on intermodalism • advanced technology and intelligent transportation systems, including aviation and space technology • career options in transportation design, engineering, planning, and research The overall composition of the program, along with the evaluations administered by the PR-STI staff, helped to determine to what extent the objectives of the PR-STI program were met during the program.