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First, the best-learned lessons are the ones that students teach themselves, through their own struggles.Second, many of the most useful kinds of understanding and judgement cannot be taught but must be learned through practical experience.
While these projects were taken out of the running for this TPICS for Transit pilot demonstration, they could still make for good case studies for an expanded TPICS sysÂ tem in the future.
The announced project date range was defined in the first place to minimize likely staff effort for case study data collection and interview completion. While the earÂ lier SHRP 2 study focused on developing TPICS for highÂ ways, it ended up developing nine case studies for highway/ transit intermodal facilities.
The case method is based on a philosophy of professional education which associates knowledge directly with action (Boehrer, 1995).
This philosophy rejects the doctrine that students should first learn passively, and then, having learned, should apply knowledge.
When instructors assign problems or papers in a course, they are motivated by a similar concern: by working through the problem set on their own or writing the paper, students reach a deeper understanding of the concepts and ideas than they would have if they only read the text or listened passively to lectures.
Case method teaching extends this principle to make preparing for class and the class session itself an active learning experience for students.
The project team initially developed a draft set of project criteria, which was reviewed by the project panel, and then incorporated the approved criteria into an announceÂ ment seeking case study nominations. Compared with the previous work for SHRP 2 C03 in compilÂ ing a highway database, the transit project used a more recent, and shorter time period.
The reason for specifying the 2000â 2010 time period was to ensure a focus on projects that are old enough to have a high likelihood that postÂproject economic development impacts will be clearly completed and hence observable, yet are not so old that it is difficult to find local agency contacts who were in their jobs long enough to rememÂ ber preÂproject conditions and local factors affecting project outcomes.
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