575.738.81 - Transportation, Innovation, and Climate Change

Course Structure

The course materials are divided into weekly modules which are accessed by clicking Course Modules on the course menu. A module will have several sections including the overview, content, readings, discussions, assignments, and quizes. You are encouraged to preview all sections of the module before starting. Modules run for a period of seven (7) days, Tuesday through Monday, with any exceptions noted in the Course Outline. You should regularly check the Calendar and Announcements for week discussion, assignments, and quiz due dates.

Course Topics

1. Transportation innovation and its critical role in climate change 
2. Theories of climate change and innovation
3. A deeper look at the theories and scientific research underlying climate change
4. Achieving sustainability, resilience, and livability
5. Distinguishing incremental and revolutionary innovations
6. Use of SWOT to evaluate innovations
7. Innovation ecosystems
8. Competition-based versus cooperative strategies of transportation Innovation
9. Implications of connectivity in transportation innovation
10. The consequences of alternative models of government involvement in transport innovation
11. The success, decline and ultimate failure of innovation ecosystems: The illustrative cases of Silicon Valley and the Route 128 regions 
12. Trending methods of making innovation investment decisions
13. The anarchiac nature of international relations and barriers to global climate cooperation
14. Lessons from Exploring the Nature of Innovation in the Context of Climate Change 

Course Goals

The goals of this course are to expand the knowledge and skills of students that will be involved in climate management planning and management at the local, regional, state, federal, or international levels. 

The course focuses on achieving three critical goals: 1) understanding the importance and nature of transportation innovation in mitigating climate change, 2) effectively evaluating the nature of revolutionary innovation in the 21st century, and 3) achieving the enhanced capacity to estimate the relative utility of specific transportation innovations or portfolios to effectuate more effective environmental planning and management processes.

Course Learning Outcomes (CLOs)

• Explain the growing role of ecosystems in producing innovations pertinent to managing climate change.
• Gauge the relative efficacy of climate models and associated empirical data collection methods.
• Identify the exogenous and endogenous factors affecting the performance of innovation producing systems
• Apply alternative evaluation methods to determine priority investments in transportation innovations.
• Assess innovations requiring public intervention and/or funding to achieve critical sustainability, resilience, and livability goals
• Discover 1st, 2nd, and 3rd order connections between climate-related innovations to enhance overall planning and management

Textbooks

Please access government reports through your browser.

• The U.S. National Blueprint for Transportation Decarbonization: A Joint Strategy to Transform Transportation (January 2023):  https://www.energy.gov/eere/us-national-blueprint-transportation-decarbonization-joint-strategy-transform-transportationLinks to an external site

• USGCRP. (2018). Impacts, risks, and adaption in the United States: Fourth national climate assessment, Volume II. D. R. Reidmiller, C. W. Avery, D. R. Easterling, K. E. Kunkel, K. L. M. Lewis, T. K. Maycock, & B.C. Steward (eds.). U.S. Global Change Research Program. https://nca2018.globalchange.gov/

• IPCC. (2024). AR6 Synthesis Report: Climate Change 2023: The IPCC finalized the Synthesis Report for the Sixth Report during the Panel's 58th Session held in Interlaken, Switzerland from 13-19, March 2023 https://www.ipcc.ch/report/sixth-assessment-report-cycle/

  Purchase the following books. (Note: Some books are available through E-reserves):

• Giannopoulos, G. A., & Munro, J. F. (2019). The accelerating transport innovation revolution. Elsevier Press.

  • This book is provided free through the JHU library. Check out eReserves for access

• Sperling, D., (2018). Three revolutions: Steering automated, shared, and electric vehicles to a better future (2nd ed.). Island Press. 

• Bonvillian, W. B., & Weiss, C. (2015). Technological innovation in legacy sectors. Oxford University Press. 

Other Materials & Online Resources

Students are expected to demonstrate proficiency in on-line research to discover trends in innovations relevant to resolving climate change issues and accelerating overall levels of innovation.

Required Software

Please go to https://edges.nist.gov.  Download free software for the Edge$ resilience evaluation tool.

Student Coursework Requirements

It is expected that each module will take approximately 6–10 hours per week to complete. Completing all activities will require the following time investment: reading sections of assigned texts and articles (approximately 2-4 hours per week), viewing Weekly PowerPoint Videos (approximately 1–2 hours per week), and completing postings and assignments(approximately 3–4 hours per week).

If you are having problems completing the readings, at least scan the literature for critical informational items.

This course will consist of the following basic student requirements each of which have a specific possible point total:

Preparation and Participation (15% of Final Grade Calculation)

You are responsible for reading all assigned material and being prepared for discussion. The majority of readings are from the course text and assigned articles.

Post your initial response to the discussion questions by the evening of day 3 for that module week. Each week begins on a Tuesday. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (the goal is Critical Thinking). Just posting your response to a discussion question is not sufficient; please interact with your classmates by responding to their posts. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates and the professor. Please ensure that your postings are civil and constructive. Also, please provide citations or references in your postings to support your position.

I will monitor module discussions and will respond to some of the discussions as discussions are posted. Also, in some instances, I will summarize the overall discussions and post the summary for the module.

Evaluation of preparation and participation is based on contribution to discussions.

Preparation and participation are evaluated by the following grading elements:

• Timeliness (50%)
• Critical Thinking (50%)

Preparation and participation are graded as follows:

• 100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].
• 89–80 = B—Timeliness [frequently participates; all required postings; some postings not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Timeliness [infrequently participates; all required postings; however, most postings are made at the last minute without allowing for response time]; Critical Thinking [marginally competent; information is thin and commonplace].

Assignments (20% of Final Grade Calculation)

Assignments are qualitative assignments (e.g., literature reviews, model summaries, specific issues to be addressed). Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. Each problem should have the problem statement, assumptions, tables (quantitative or qualitative), and conclusions/discussion delineated. All Figures and Tables should be captioned and labeled appropriately. Provide citations and sources.

All assignments are due according to the dates in the Calendar.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

If, after submitting a written assignment you are not satisfied with the grade received, you are encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade. 

Please contact me before you redo an assignment, and we can go over what I felt was missing in your assignment answer.

Qualitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.) Note: Word can do an evaluation of your writing.
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If you do not have direct experience related to a particular question, then you are to provide analogies versus examples.)
5. Outside references are included (15%)

Qualitative assignments are graded as follows:

• 100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].
• 89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].
• 79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].
• <70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

Quantitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (20%)
3. Intermediate derivations and calculations are provided (25%)
4. Answer is technically correct and is clearly indicated (25%)
5. Answer precision and units are appropriate (10%)

Quantitative assignments are graded as follows:

• 100–90 = A—All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate.
• 89–80 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate.
• 79–70=C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate.
• <70=F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing.

This course emphasizes qualitative assignments; however, each assignment could be enhanced through the addition of some form of quantitative assessment and/or data (secondary or primary).

Midterm Quiz (5% of Final Grade Calculation)

There will be a short take-home Midterm quiz on the readings in Module 8. It will consist of some definitions, short answer questions, and a long essay.

You will have all of Module 8 to complete the quiz.

Course Group Projects (50% of Final Grade Calculation; Group Assignment 1 = 20%, Group Assignment 2 = 30%)

Two course group projects will be assigned during the course. The next-to-the-last week will be devoted to groups providing power-point presentations of Group Project II findings through Zoom.  This presentation is worth a total of 10 points/percentage toward the final grade. Note: Group Project I does not have a required PowerPoint presentation.

The two Group course projects are evaluated by the following grading elements:

1. Group preparation and participation by all group members (as described in Group Project Descriptions) (Worth a possible 20 points or 20% of each Group Project).

NOTE: a separate possible 10 points (or 10%) will be determined by the quality of the Group Project II PowerPoint presentation in Week 13.

Each Group Project will be graded according to the following weighted elements:

1. Technical understanding of the course project topic (as related to individual role that the student assumes and described in the Course Project Description) (20%)
2. Group preparation and participation (as described in Course Project Description) (20%) in addressing all components of each group assignment.
3. Group technical understanding of the course project topic (as related to the Group roles assumed by the students (20%)

Course Project is graded as follows:

• 100–90 = A—Student Preparation and Participation/ Group Preparation and Participation [individual/ Group roles and responsibilities well defined and understood; individual/ Group well versed in use of Adobe Connect; individual/ Groupwork product(s) agreed to, well prepared and available to all Group members/ instructors]; Student Understanding/ Group Understanding [rich in content; full of thought, insight, and analysis], Robust involvement by the entire Group. Effective Group PowerPoint Presentation in Week 13 for Group Project II.
• 89–80 = B—Student Preparation and Participation/ Group Preparation and Participation [individual/ Group roles and responsibilities well defined and understood; individual/ Group well versed in use of Adobe Connect; individual/ Groupwork product(s) agreed to and prepared]; Student Understanding/ Group Understanding [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Student Preparation and Participation/ Group Preparation and Participation [individual/ Group roles and responsibilities agreed to; individual/ Group well versed in use of Adobe Connect; individual/ Groupwork product(s) prepared]; Student Understanding/ Group Understanding [generally competent; information is thin and commonplace].
• and strong evidence that certain Group members did not fully participate in the project.

Grading Policy

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Final grades will be determined by the following possible points:

Course Policies

Grading

I generally do not concentrate on grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment.

Please use your Word editor that enables you to both check grammar and spelling. 

Also, if possible, have a knowledgeable friend read over your assignments and postings and provide a third-party assessment of your writing. The friend should not be a class member.

Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that could lower your grade. 

Again, please review each written product and/or have somebody you know review each deliverable for spelling and grammar.

A grade in the A range or higher indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion for every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.