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原文传递 Assessment of Programs That Encourage Students from Diverse Populations to Consider Transportation Careers.

题名：	Assessment of Programs That Encourage Students from Diverse Populations to Consider Transportation Careers.
作者：	D. Jasek;
关键词：	transportation curriculum,students,diverse populations;progress, tranportation careers, program assessment;
摘要：	The primary purpose of this study was to assess the attitudes, experiences, and awareness level of students exposed to a specialized transportation curriculum and to track the progress of participants in a series of summer transportation institutes and other outreach programs held during the period, 1999-2008. These programs include the Summer Transportation Institutes in Texas, Go Girl, On the Move, Career Exploration, the Rural Transportation Institutes, and Students from Nontraditional Backgrounds. Although an attempt was made to contact students from all of outreach events, the vast majority of responses and data were obtained from the participants in the Texas Summer Transportation Institute and the SWUTC funded Summer Aviation Transportation Institute and Rural Summer Transportation Institute. Many of the students contacted are either currently attending a university or beginning their careers. This project attempted to determine the status of these students and document whether and where they are attending college as well as their course of study. If appropriate the team then contacted the student to gauge their desire for interaction with either a University Transportation Center or transportation program. / Supplementary Notes: Sponsored by Southwest Region Univ. Transportation Center, College Station, TX. / Availability Note: Product reproduced from digital image. Order this product from NTIS by: phone at 1-800-553-NTIS (U.S. customers); (703)605-6000 (other countries); fax at (703)605-6900; and email at orders@ntis.gov. NTIS is located at 5301 Shawnee Road, Alexandria, VA, 22312, USA. / NTIS Prices: PC A04/MF A04 / NTIS In-house Control Codes: utatti;12111,1101
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