Instructor Guide by guy23


									Pedestrian Safety Course                                                     Instructor Guide

Instructor Guide
This Instructor Guide provides a brief overview of the course options, preparation checklists,
presentation tips, and instructions for participant activities for the pedestrian safety courses.

Generally, one consultant and one FHWA representative conducts each course. One of the
instructors serves as the Coordinating Instructor and is responsible for items on the Pre-event
Checklist on page 2.

Course Overview
There are three courses available. The client or host state selects the course and the options that
best suit their audience and timeframe. The courses and options are described below.

How to Develop a Pedestrian Safety Action Plan (DPSAP)
The course covers topics in the publication, How to Develop a Pedestrian Safety Action Plan.
This publication is distributed before the course begins or during registration. Course modules
generally follow the Table of Contents. Slide material is in the book, so handouts of the slides
are not necessary unless the local host requests them. Course options are:

Option 1A:       1-day Course (usually combined with a 2-day Designing Streets for Pedestrian
                 Safety course)
Option 1B:       2-day Course

In an ideal scenario, the course results in participants developing the framework for an Action
Plan in their community, region, or state.

Designing Streets for Pedestrian Safety (DSPS)
This 2-day course emphasizes engineering countermeasures that effectively reduce pedestrian
crashes. The course provides more engineering detail than the publication, How to Develop a
Pedestrian Safety Action Plan. The publication PEDSAFE, Pedestrian Safety Guide and
Countermeasure Selection System, is distributed at the beginning of the course. Handouts of
slides are recommended.

Planning and Designing for Pedestrian Safety (PDPS)
This 3-day version of the courses above includes one day covering DPSAP topics and two days
covering DSPS. See above for overview.

Pre-event Preparation
Coordination and communication before the event will help ensure a successful training. The
Coordinating Instructor should contact the local host as soon as the assignment is received. It
takes three months or more to develop and distribute invitations, secure rooms, obtain local data,
and arrange logistics, so early contact is crucial. The checklists on the following pages will help
you track the progress of event preparation. The lists do not include every detail, so add others as

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Pre-event Checklist
Review with host/coordinator (organizer):
   Contact information for host and local coordinator, including cell phone number.
     Confirm event date is firm.
     Confirm coordinator/host have a copy of Organizer’s Guide (available on
     Confirm location is reserved and that it meets requirements for room set up, field review,
      etc., as described in Organizer’s Guide.
             o   Remind host that field review sites farther than ¼ mile from the course location
                 will require transportation.
     Confirm that invitations were sent.
             o Ask to see a copy, preferably before distribution; review for accuracy.
             o Discuss importance of inviting a diverse mix of participants.
             o Request list of registered participants.
     Confirm organizer has obtained relevant standards, design manuals, crash data, etc., as
      described in Organizer’s Guide.
     Confirm organizer has obtained aerial photos/maps and relevant data for field review site
      as described in item 4 of Organizer’s Guide. Maps must be large enough scale for
      participants to draw on.
     Confirm organizer has received publications for class:
             o One copy of How to Develop a Pedestrian Safety Action Plan for each participant
               of the PSAP or combined course.
             o One copy of PEDSAFE for each participant of the DSPS or combined course.
     Review equipment and materials arrangements per Organizer’s Guide.
     Review food / transportation arrangements per Organizer’s Guide.
     After discussing training objectives with the local host and making any needed changes
      to the slide modules, refine the agenda as needed. Prepare an agenda for each course.
      Consider omitting the times from the participant version of the agenda. Instructors need a
      version of the agenda with times to help pace the presentation.
     Provide host with final agenda for each course.

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Instructor assignments
    Collaborate with co-instructor to select modules each will present.
     Review slide modules and make any needed changes, including location and date on
      introductory slides.

Course printed materials
   Discuss slide handouts with local host. If they want handouts, arrange to provide the
     modified (see above) files for printing. Instruct them not to print hidden slides.
     Check for current versions of
      printed handouts (except slide handouts). Collaborate with local host/coordinator to
      determine who will print the following (available on website):
             o Certification of completion for each participant.
             o FHWA Evaluation form.
             o UNC Evaluation form.
             o Exercises and Questions (for DPSAP and Combined Pedestrian Safety Courses).

Instructor Equipment Requirements
     Laptops with course modules are installed.
     Radio-controlled remote control with laser pointer for laptop so you can move around
      and control slides without standing next to the laptop. Do NOT depend on the remote
      control that comes with the projector, as these often don’t work, or are infrared-operated,
      requiring you to point the remote at the projector. Please consider purchasing your own
      remote control so you’re sure it will be compatible with your laptop.

Event Day Checklist
     Arrange tables close to the front of the room as shown in the diagram (on the following
      page) or in other a similar configuration. Set up tables with chairs for six people. Arrange
      chairs so everyone can see the PowerPoint presentation in the front of the room. Number
      the tables. Name tents work well for this.
     Be sensitive to the needs of people who use wheelchairs or other personal assistance aids.
     Mix disciplines and agencies at each table by assigning participants to tables. Review
      registration list. Write the table number for each participant on their nametag. When they
      arrive, ask them to sit at the assigned table. These groups are referred to as work groups.
     Each participant should have a name tent. Ask them to write their names in letters large
      enough for instructors to read easily from the front of the room.
     Check with local host regarding introductions, who speaks first, dignitaries present, etc.
     Review aerial maps (see Field Trip instructions).
     Arrange for someone to put maps, colored pens, tracing paper, and easel paper on each
      table during the field trip.

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Wrap Up Checklist
     Distribute FHWA AND UNC evaluation forms about two hours prior to ending the
      course. Ask participants to fill out both and tell them where to place the completed forms.
      Explain this is their opportunity to help us evaluate our performance and improve the
      course over time.
     Remind participants to fill out and turn in their evaluation forms. Explain why there are
      two forms, using a little humor about the burdens of bureaucracy.
     FHWA staff person takes FHWA evaluation forms.
     Coordinating instructor submits UNC evaluation forms to Charlie Zegeer.

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Slide Presentation Tips:
       Connect laptop to projector; face laptop screen toward the presenter. You should NOT be
        looking at the screen with your back to the audience.
       Adjust window shades and light controls so the front 1/3 or so of the room has no direct
        light on the screen, as this can make images appear washed out. This is difficult to do in
        some rooms, and may necessitate steps such as unscrewing certain light bulbs, or draping
        cloth over windows with no shades, etc.
       Raise the screen as high as possible. Adjust projector so the image fills the entire screen,
        with the top of the image at the top of the screen; this allows attendees sitting in back to
        see the entire image.
       Turn lights back on during discussions, so audience can fully participate.
       There should be name tents for attendees; these are generally easier for instructors to read
        than nametags. When questions are asked, instructors can reply with a first name: “Yes,
        Jennifer, that’s a very good point…” This helps establish rapport with participants.
       It is the instructors’ responsibility to keep things moving without making attendees feel
        rushed. State this up front, and assure attendees there will be frequent opportunities for
        discussion. Techniques to ensure this happens smoothly include:
             o Tell them if they ask a question about a subject that will be covered later, you will
               defer the answer till then. It is time consuming and frustrating to answer a
               question fully once, and then repeat the information when the subject comes up
               later in the course.
             o Tell them the course focuses on the subject matter, and questions about related
               subjects such as bicycling or ADA regs will be answered briefly. You may
               mention the other training opportunities for these related subject matters.
             o Do not let one or two vocal participants grab all the attention, especially if they’re
               talking about matters of interest to themselves. Others will greatly appreciate you
               taking a polite but firm stand on this after the 3rd or 4th time a person takes center
               stage and speaks for too long. Honesty is the best policy: simply state there is a lot
               of material to cover, and you will gladly discuss this person’s issues during breaks
               or after the class.
             o Keep an eye on the clock and the agenda, and adjust your speed accordingly. It’s
               okay to tell the audience you’re falling behind and you need to move along.
       Give the audience breaks 5 minutes shorter than what you really plan. For example, tell
        them to be back after 5 minutes for a 10-minute break, or back at 12:40 from lunch when
        you mean 12:45.
       On the last day, the course usually ends up to an hour earlier than stated on the invitation.

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Participant Introductions
       The opening statements help set the tone for the course. After the host introduces you and
        you have greeted participants, let attendees introduce themselves, so everybody knows
        who’s who. Ask them to state their name, their job title, who they work for, and very
        briefly what they hope to get out of the course, how their job relates to pedestrian safety.

Participant Exercises
DPSAP Course / Planning and Designing for Pedestrian Safety Course (DPSAP
Participant exercises are conducted during the last 15 minutes of each DPSAP module. For
example, the first module entitled “Planning and designing for pedestrian safety: the Big Picture”
is scheduled from 8:30 to 9:45. You should finish the PowerPoint by 9:30. Ask each group to
spend five minutes quickly answering question number one of the handouts. Then ask each
group to read the three to five of the items they listed in the exercise. A scribe (an instructor or a
host volunteer) should capture these on butcher paper or in an Excel file as they are presented.
The scribe can quickly note similarities and differences in the responses from each table. Then
move on with the next agenda item. The scribe can finesse the notes during the next presentation.

Repeat this process after each module. By the end of the day, participants will have a very good
list of action items that they can take home to incorporate into their own Pedestrian Safety
Action Plan.

Field Trip and Related Activities
Prepare for field trips by having your host review the problem areas, projected on the screen (ask
for digital copies ahead of time if possible). Information should include crash data, corridor
information, walking patterns, and information on relevant plans.

Field trips may be conducted as one large group escorted by the instructors, or in smaller groups.
It is up to the instructor to determine what will work best. If your group is larger than 25, it might
be most effective to break into two or more groups. Groups walk (or are transported) to the site.

If you use smaller, self-guided groups, have each group solve problems at one assigned site.
Stagger departure times to avoid having too many people in the field at once. A Walkability
Checklist or reduced copies of the aerials can be used to collect field data. Tell participants what
time they should be back in the room.

Identify Issues and Countermeasures: Upon return, ask each group to use the materials on
their table to identify deficiencies and countermeasures for the problem sites. Allow 45 minutes
per problem area, 90 minutes total. Offer suggestions only if asked. All reasonable solutions are

Policy changes: This is probably the most important part of the workshop. Ask work groups to
write down 5-10 policy changes they’d like to see made so pedestrian safety is enhanced. The
policy changes are not related just to the problem intersection they’re solving. Encourage

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Pedestrian Safety Course                                                    Instructor Guide

participants to think broadly and include policy, funding, and legislative changes at all local,
regional, state or federal levels. Remind them several times, as they tend to work exclusively
on solutions. No table is done till they come up with a least 5 policy changes.

Solutions report: Each table reports its solution, with Q & A from others. Then have them read
and explain their proposed policy changes. The note keeper records them on a laptop.

Brainstorming policy changes: During the break, go over the policy changes with the note
keeper. Wordsmith them so they’re clear and concise, and consolidate policies that are identical
or very similar. Place them into a spreadsheet to record votes. Create 2 columns: one for points,
one for the policies, so they can later be arranged in order.

                                                                          After the break, project
                                                                          the suggested policies
                                                                          on the screen. Tell
                                                                          participants they each
                                                                          get 5 to 7 votes. It’s up
                                                                          to them to jot down
                                                                          which 5 to 7 they plan
                                                                          to vote on, and to be
                                                                          honest! Read through
                                                                          each policy, and ask the
                                                                          class to vote for each
                                                                          one by a show of hands.
                                                                          Record the votes in the
score column, and at the end, do a sort so the policies with the most votes are at the top, as
shown in the sample above. This is a good opportunity for some light-hearted humor about
voting and honesty.

Lead a discussion on what it would take to implement the top 5 or so changes. Look at which
ones could be implemented right way, which would take legislative changes etc. Be prepared to
improvise depending on classroom dynamics. This is a good time to discuss funding, as there is
often a perception there is not enough money to do what participants know is needed.

Special instructions for Planning and Designing for Pedestrian Safety Course
Field Trip
The three-day course has two field trips: a planning focus trip on day one (new) and the standard
design focus field trip on day three.

The “Planning Focus: Field Trip: The basics of the planning field trip are the same as
standard design focus field trip – break into groups, go for a walk, come back to the tables and
work on the maps etc. However, the topic is fundamentally different.

When reviewing the aerial prior to the field trip, focus on connectivity (or the lack of it). Look at
planning and land use issues such as building orientation, parking lots, street connectivity, and
connections from neighborhoods to shopping areas, schools and other destinations. If a there is a

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super block, look for connections through the super block – north/south and east/west. Look for
connectivity between major stores, between parking lots and stores. Look for connectivity
between transit and pedestrian destinations.

The walk should focus on identifying at least three things:

        1) existing connectivity for pedestrians (and motor vehicles);
        2) missing connectivity that prevents pedestrian (and motor vehicle) access; and
        3) any other planning issues related to pedestrian safety such as building orientation,
           location of bus stops etc.

Very often, a site will not work for either pedestrians or motorists, causing major congestion
points. Encourage groups to look at the big picture, not details such as non-compliant ADA

Exercise—Problem solving and solutions report: Once back in the classroom, run the
mapping exercise in the same way that it is done for the standard design focused field trip.
However, in this case, have the participants identify on the aerial image, existing and missing
connectivity and other planning issues they've identified. Don’t get into too many details – use
the “fat magic marker” approach to identify the existing and missing connections and other
changes. The result should be an interconnected system that will allow pedestrians safe and
convenient access into and through the site. As with the standard design exercise, have each
group list up to five policy changes that should be implemented to ensure better planning and
connectivity in future developments. Then have each group report out like it is done for the
standard problem solving exercise. A scribe should record the findings of each group

Wrap-up, next steps
DPSAP and PDPS Courses
Ask participants to tell you what is needed to create a Pedestrian Safety Action Plan. Finish up
by asking each participant to repeat his or her name and job title, and to state what he or she will
do, starting immediately, to improve pedestrian safety. This is often the most rewarding part of
the workshop.

DSPS Course
Ask each participant to repeat his or her name and job title, and to state what he or she will do,
starting immediately, to improve pedestrian safety. This is often the most rewarding part of the

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