Benchmarking sustainable urban mobility: The case of Curitiba, Brazil

Transportation planning is currently being confronted with a broader planning view, which is given by the concept of mobility. The Index of Sustainable Urban Mobility (I_SUM) is among the tools developed for supporting this new concept implementation. It is a tool to assess the current mobility conditions of any city, which can also be applied for policy formulation. This study focus on the application of I_SUM in the city of Curitiba, Brazil. Considering that the city is known worldwide as a reference of successful urban and transportation planning, the index application must confirm it. An additional objective of the study was to evaluate the index itself, or the subjacent assessment method and reference values. A global I_SUM value of 0.747 confirmed that the city has indeed very positive characteristics regarding sustainable mobility policies. However, some deficiencies were also detected, particularly with respect to non-motorized transport modes. The application has also served to show that a few I_SUM indicators were not able to capture some of the positive aspects of the city, what may suggest the need of changes in their formulation. Finally, the index application in parts of the city suggests that the city provides fair and equitable mobility conditions to all citizens throughout the city. This is certainly a good attribute for becoming a benchmark of sustainable mobility, even if it is not yet the ideal model. (C) 2012 Elsevier Ltd. All rights reserved.

PBL and B-Learning for Civil Engineering Students in a Transportation Course

The results of a pedagogical strategy implemented at the University of Sao Paulo at Sao Carlos are presented and discussed. The initiative was conducted in a transportation course offered to Civil Engineering students. The approach is a combination of problem-based learning and project-based learning (PBL) and blended-learning (B-learning). Starting in 2006, a different problem was introduced every year. From 2009 on, however, the problem-based learning concept was expanded to project-based learning. The performance of the students was analyzed using the following elements: (1) grades in course activities; (2) answers from a questionnaire designed for course evaluation; and (3) cognitive maps made to assess the effects of PBL through the comparison of the responses provided by the students involved and those not involved in the experiment. The results showed positive aspects of the method, such as a strong involvement of several students with the subject. A gradual increase in the average scores obtained by the students in the project activities (from 6.77 in 2006 to 8.24 in 2009) was concomitant with a better evaluation of these activities and of the course as a whole (90 and 97% of options "Good" or "Very good" in 2009, respectively). A growing interest in the field of transportation engineering as an alternative for further studies was also noticed. DOI: 10.1061/(ASCE)EI.1943-5541.0000115. (C) 2012 American Society of Civil Engineers.