David S. Hurwitz

Evaluation of Driver Behavior in Type II Dilemma Zones at High-Speed Signalized Intersections

Unlike traditional Type I dilemma zones, where inappropriate signal timings or detector placements restrict the ability of motorists to safely proceed through the intersection or safely stop in advance, Type II dilemma zones are attributed to driver difficulties in decision making. Type II issues become more prevalent at high-speed intersections, which have greater variability in operating speeds and greater potential for serious crashes. Although several features related to Type II dilemma zones are known, inconsistency remains in the application of the boundary definitions. This research characterizes driver behavior and comprehension related to Type II dilemma zones for the purpose of defining these boundary conditions. Empirical observations of 10 high-speed signalized intersection approaches were conducted, and the analyses of the observed driver behavior resulted in an expanded understanding of how and where drivers make their decision to stop or proceed when approaching a signal. Specifically, distributions of vehicle location and driver behavior were examined using multiple boundary definitions, and in several instances the distributions of driver behaviors varied depending on the dilemma-zone definition employed.

Backing collisions: a study of drivers' eye and backing behaviour using combined rear-view camera and sensor systems

Context Backing crash injures can be severe; approximately 200 of the 2,500 reported injuries of this type per year to children under the age of 15 years result in death. Technology for assisting drivers when backing has limited success in preventing backing crashes. Objectives Two questions are addressed: Why is the reduction in backing crashes moderate when rear-view cameras are deployed? Could rear-view cameras augment sensor systems? Design 46 drivers (36 experimental, 10 control) completed 16 parking trials over 2  days (eight trials per day). Experimental participants were provided with a sensor camera system, controls were not. Three crash scenarios were introduced. Setting Parking facility at UMass Amherst, USA. Subjects 46 drivers (33 men, 13 women) average age 29 years, who were Massachusetts residents licensed within the USA for an average of 9.3  years. Interventions Vehicles equipped with a rear-view camera and sensor system-based parking aid. Main Outcome Measures Subjects eye fixations while driving and researchers observation of collision with objects during backing. Results Only 20% of drivers looked at the rear-view camera before backing, and 88% of those did not crash. Of those who did not look at the rear-view camera before backing, 46% looked after the sensor warned the driver. Conclusions This study indicates that drivers not only attend to an audible warning, but will look at a rear-view camera if available. Evidence suggests that when used appropriately, rear-view cameras can mitigate the occurrence of backing crashes, particularly when paired with an appropriate sensor system.

Development of Knowledge Tables and Learning Outcomes for an Introductory Course in Transportation Engineering

Many decisions about the content of an introductory transportation engineering course are complicated by a wide range of topics and skills to be presented in a limited amount of time. The information presented in this paper was compiled by a working group of educators who represented universities of varying sizes and geographic areas. This working group was charged with developing core concepts and associated knowledge tables for the introductory transportation course for the following core concept areas: traffic operations, transportation planning, geometric design, transportation finance, transportation economics, traffic safety, and transit and nonmotorized transport. Instructors can weave the knowledge tables together by explaining the ways of being of a transportation professional and the course learning outcomes. A key focus of the working groups efforts was to provide more guidance to instructors on core content versus optional content. The intent of the working group was not to dictate what exactly should be taught in a course. The group therefore created more content than could fit into a typical semester-long course so that instructors would have flexibility. Some content should be viewed as more critical to the transportation profession than other material, and the working group will prioritize it accordingly. The objective of this paper is to demonstrate the work that has been completed and to get feedback from industry partners and other academic professionals about the curriculum. The efforts of the pilot studies over the next year will help determine the amount of time needed to cover the information in the knowledge tables.

Assessment of Sign Retroreflectivity Compliance for Development of a Management Plan

The Manual on Uniform Traffic Control Devices (MUTCD) specifies minimum retroreflectivity requirements that include an obligation for agencies to develop a strategy for maintaining compliance. States were given a deadline of January 1, 2012, for the implementation of an assessment or management plan, which led to an increased emphasis on sign asset management. However, a new rule was submitted to the Federal Register to extend and modify the deadlines. With budget considerations, it is important that a transportation agency implement an assessment or management plan that is efficient and provides compliance with the standards required by the MUTCD. The development of an efficient plan requires knowledge of the overall condition of an agencys assets as well as unique considerations regarding its performance. Through a review of previous data collection efforts, this paper details the development of a data collection strategy for assessing the performance of traffic signs maintained by the Utah Department of Transportation (DOT). Agency operations, site selection, and attribute collection were all considered during the development of a collection plan for an agency where limited inventory and installation data were available. Retroreflectivity measurements were taken for 1,433 Utah DOT signs. This sample provided a snapshot of current compliance and assisted in the selection of an asset management plan for maintaining sign retroreflectivity. Results from the study showed that the Utah DOTs signs were well over 90% compliant with the MUTCD standards and preliminary management strategies were presented to address vandalism and other damage.

Fuzzy Logic for Improved Dilemma Zone Identification

A Type II dilemma zone (DZ) is the segment of roadway on the approach to an intersection at which drivers have difficulty deciding whether to stop or proceed at the onset of the circular yellow (CY) indication. The safety of signalized intersections is improved when DZs are correctly identified and steps are taken to reduce the likelihood that vehicles will be caught in such zones. This research purports that using driving simulators as a means of collecting driver response data at the onset of the CY indication is a valid methodology for augmenting analysis of decisions and reactions made within the DZ. The data obtained were compared with data from previous experiments documented in the literature, and the evidence suggested that driving simulation was valid for describing driver behavior under the given conditions. After the data were validated, fuzzy logic was proposed as a tool for modeling driver behavior in the DZ, and three models were developed to describe driver behavior as it relates to the speed and position of the vehicle. These models were shown to be consistent with previous research on this subject and were able to predict driver behavior with up to 90% accuracy.

Assessment of Introductory Transportation Engineering Course and General Transportation Engineering Curriculum

Transportation engineering is a critical subdiscipline of the civil engineering profession as indicated by its inclusion on the Fundamentals of Engineering Examination and overlap with other specialty areas of civil engineering and as recognized by TRB, ITE, and ASCE. With increasing transportation workforce needs, low numbers of students entering the pipeline, and limited hours within undergraduate civil engineering programs, it is important to ensure that civil engineering students receive adequate preparation and exposure to career opportunities in the transportation engineering field. Thus, investigations into the status of transportation engineering within civil engineering programs and specifically the introductory transportation engineering course are essential for understanding implications to the profession. Relevant literature and findings from a new survey of civil engineering programs accredited by the Accreditation Board for Engineering and Technology is reviewed; that survey yielded 84 responses. The survey indicates that 88% of responding programs teach an introductory course in transportation engineering, and 79% require it in their undergraduate programs. Significant variation exists in the structure of the introductory course (number of credit hours, laboratory requirements, etc.). Common responses about improvements that could be made include adding laboratories, requiring a second course, and broadening course content. In addition, nearly 15% of instructors teaching the introductory course did not have a primary focus in transportation engineering. This finding should be investigated further, given that the course may be an undergraduate civil engineering students only exposure to the profession.

Implications of Distracted Driving on Start-Up Lost Time for Dual Left-Turn Lanes

Previous research has found that distracted driving measurably increases driver response times to unanticipated roadway hazards. These instances are of particular consequence as they tend to be highly correlated with vehicle crashes resulting in property damage and/or injury. However, comparatively little attention has been allocated to quantifying the negative impacts of distracted driving on driver reaction to anticipated stimuli. This study empirically determined the impact of distracted driving on queue discharge rates at signalized intersections with protected left turn phases for dual left turn lanes. Observational studies were conducted at 11 intersection approaches at six signalized intersections in three states resulting in the observation of 844 distracted and 3,726 undistracted left turning drivers. A statistical model was developed for the startup lost time resulting from the average headways of the samples in each state. The difference in startup lost times between queues comprised entirely of distracted or undistracted drivers

Nonparametric Modeling of Vehicle-Type-Specific Headway Distribution in Freeway Work Zones

AbstractThis paper presents a vehicle-type-specific headway distribution analysis in a freeway work zone. The goal of this paper is to provide a vehicle-type-specific model with different time periods using empirical work-zone data from highway I-91 in Greenfield, MA. A nonparametric approach with a Gaussian kernel is used to describe the vehicle-type-specific headway distribution in a freeway work zone. No assumption is required on how the headways should be distributed for nonparametric methods. The vehicles are classified into Car, Van, and Truck based on a FHWA vehicle-type classification scheme. Statistical tests indicate nonparametric distribution with Gaussian kernel outperforms the lognormal distribution in statistical sense according to the χ2 values. Further, another work zone dataset from Jacksonville, FL is utilized to examine the mixed headway scenario without specifying vehicle types. The K−S and Chi-square test results suggest the necessity of considering the vehicle types separately. Follo...

Alternative information signs: evaluation of driver comprehension and visual attention

AbstractThe effectiveness of a traffic sign is collectively influenced by the sign’s understandability, legibility distance, glance legibility, and learnability; however, understandability has been repeatedly identified as one of the most important effectiveness measures. This study contributes to best practices for evaluating traffic sign understandability by demonstrating and comparing a variety of online survey questions and immersive driving simulation tasks. These techniques were applied to assess the understandability of five alternative tourist information (TI) signs in Oregon. Several TI sign alternatives were first tested in an online survey with 142 participants, followed by more authentic testing of 42 participants in the Oregon State University Driving Simulator. Sign INFO was correctly understood by 95.7% of the driving simulator subjects. Similar results were obtained for the other testing modalities. Notably, the understandability of TI sign alternatives, including versions with (75.4%) and...

Traffic Signal System Misconceptions Across Three Cohorts: Novice Students, Expert Students, and Practicing Engineers

Both research evidence and theories of situated knowledge suggest that students are not prepared for the engineering workforce upon graduation from engineering programs. Concept inventory results from diverse fields also suggest that students do not understand fundamental concepts of engineering, mathematics, and science. These concerns may result from different knowledge deficiencies: one from a lack of conceptual understanding and the other from a lack of applied knowledge. In an attempt to explain the patterns in misconceptions across three cohorts, the research goals of this paper are to identify misconceptions (knowledge about phenomena that are persistent and incorrect) related to traffic signal operations and design across the cohorts of novice engineering students, expert engineering students, and practicing engineers. Results indicate three misconception patterns (decreasing, increasing, and no change) across the three cohorts. The pattern of decreasing misconception can be explained by a traditional model of learning that suggests improved understanding with additional instruction and student time on task. The pattern of increasing misconception appeared for concepts that are particularly complex and confounding; practicing engineers produce much more complex answers that are mostly correct but include leaps and speculations not yet proven in the literature. Misconception frequencies that stay the same tend to include topics that do not have required national standards or that are buried in automated processes. The process of identifying and documenting misconceptions that exist across these cohorts is a necessary step in the development of a data-driven curriculum. An example of a conceptual exercise developed from four misconceptions identified in this study is also demonstrated.