High School Students on Track for Transportation Careers — The Mineta Summer Transportation Institute of San José State University

Abstract

As the leader of both the California State University Transportation Consortium (CSUTC) and the Mineta Consortium for Transportation Mobility (MCTM), the Mineta Transportation Institute (MTI) of San Jose State University (SJSU) is dedicated to fostering the next generation of transportation professionals and skilled workers. To engage Bay Area high school students in transportation-focused careers, for over 15 years MTI has partnered with the United States Department of Transportation (USDOT) and the California Department of Transportation (Caltrans) to serve as a host site for one of the National Summer Transportation Institute (NSTI) Programs. This report asses parent and student feedback from past participants of the program.

Full text

Introduction
New and emerging technologies are driving rapid change in the eld of transportation. While these
new technologies have given rise to a wide range of employment opportunities, there continues to
be a widening gap in the transportation workforce. New and existing areas of transportation continue
to struggle to attract, retain, and advance the employees needed to keep up with the transportation
needs of the nation. Additionally, nearly half of the workforce employed in transportation-related jobs
either are or will be eligible for retirement in the next decade (Woodend Jones). While struggling
to replace retirees at an efcient pace, the transportation industry is also working to overcome
gender and racial barriers that limit the industry’s growth and impact its 9.4 percent contribution to
the nation’s gross domestic product (Bureau of Transportation Statistics).
As the leader of both the California State University Transportation Consortium (CSUTC) and the
Mineta Consortium for Transportation Mobility (MCTM), the Mineta Transportation Institute (MTI)
of San Jose State University (SJSU) is dedicated to fostering the next generation of transportation
professionals and skilled workers. To engage Bay Area high school students in transportation-
focused careers, for over 15 years MTI has partnered with the United States Department of
Transportation (USDOT) and the California Department of Transportation (Caltrans) to serve as a
host site for one of the National Summer Transportation Institute (NSTI) Programs.
With the goal of addressing future transportation workforce needs, this transportation-focused
career awareness initiative is designed to introduce nancially disadvantaged secondary school
students to all modes of transportation-related careers, provide academic enhancement activities,
and encourage students to pursue transportation-related courses of study at the college/university
level (Caltrans). To meet this goal, the program was designed to meet these three objectives:
1. Recruit 35-40 high-school students from diverse ethnic backgrounds to participate in
the program;
2. Expose participating students to a variety of academic and practical experiences in the
transportation eld in the Bay Area;
3. Provide participating students with a variety of science, technology, and employment skills.
As one of four competitively selected California host sites, the Mineta Summer Transportation
Institute (MSTI) offers a free, in-person (non-residential), three-week curriculum where 35 students
ages 14-18 earn college credit in an accelerated three-unit Introduction to Environmental Studies
High School Students on Track for Transportation
Careers — The Mineta Summer Transportation Institute of
San José State University
Irma Garcia
Project 2121
June 2021
MINETA TRANSPORTATION INSTITUTE transweb.sjsu.edu

(ENVS) course. The course covers the human impact on the environment and satises Area D1
(Human Behavior) of the California State University and University of California General Education
requirements.
In addition to the ENVS course, students receive a behind-the-scenes look at the inner workings of
the transportation industry through a series of eld trips to public and private agencies, interactions
with guest speakers, and hands-on activities led by transportation professionals and university
professors. The students experience college life as commuter students, having to chart their own
way to and from campus using a personal (parent) vehicle, public transit, and/or active modes. The
participants also have access to student resources and campus facilities like the Martin Luther King
Jr. Library, SJSU Career Center, SJSU Writing Center, and eateries in and around the campus.
According to exit surveys, students who complete the program come away with a better understanding
of the relationship between transportation and the environment, climate change, higher education,
and transportation careers. In fact, in 2019 69% of the MSTI students indicated an increased interest
in transportation careers.
Figure 1. Overall MSTM Student Satisfaction (2019)
Historical Background
In 2002, MSTI hosted its inaugural class with just 18 students, of which 84% represented minorities.
These students engaged in a variety of activities, including eld trips, guest speakers, projects and other
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2

hands-on enrichment. The exit survey results from this rst group provided MTI with the groundwork
to improve and grow the program, identifying the challenges the students encountered and how the
program could better encourage the students to take a greater interest in the transportation industry.
For instance, when given a four-point scale through which to measure the program outcomes, where
1 is the lowest possible score and 4 the highest, the students indicated an average score of 3 to their
satisfaction with program speakers, staff, and activities. When given the opportunity to offer further
feedback, several students positively noted the program exposed them to new career options.
For example, one subject indicated that “Participating in the STI program was a great experience
because I didn’t think that there were so many different jobs in transportation. I really learned a lot
in this program because of the speakers and eld trips we went on.”
Another commented, “Coming to STI was fun. I learned about new careers involving transportation.
I got to see how some transportation groups work, and what they do. The most interesting thing
was that all the people that we met and talked about their transportation careers were happy with
what they were doing.”
In the years that followed, MSTI grew in participant size, program duration, and curriculum. In 2019
the 32 enrolled students were made up of 81% diverse (non-white) individuals. Additionally, 31%
of students also indicated that they qualied for free or reduced lunch at their school, indicating a
low income household.
Figure 2. MSTI Race/Ethnicity Demographics (2019)
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Figure 3. MSTI Gender Demographics (2019)
The program duration also grew from two weeks to four before later settling on three to accommodate
the addition of a college course in 2006 that would earn high school students college credit.
Environmental Studies Course
The MSTI program has signicantly evolved since it was rst offered in 2002. The many changes
include increasing the number of student participants from 18 in 2002 to 32 in 2019 as well as adding
program leads and chaperones to accommodate the increased number of minors. Additionally, the
program offers a greater variety of eld trips, competitions, and hands-on activities, resulting in an
increased cost for the higher level of practical engagement.
Despite the many upgrades, MSTI has continued to see the value of offering the three-unit ENVS
course free of charge to the students. Without MSTI’s nancial support, the course, which is offered
through SJSU’s Summer Session, would cost $450 per student.
The course is taught by an SJSU professor from the Environmental Studies Department in the same
way that a semester class would be, consisting of presentations, discussions, term papers, and
exams. The course’s overall objective is “to offer students the opportunity to gain an understanding
of the causes and cures for many of our environmental issues. Our world and its living populations
are compromised by an expanding human population, poverty, increasing disparity between the
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well fed and the starving, between the rich and poor, conversion of non-renewable resources
into municipal solid waste and pollution, political manipulation of the public for corporate benet,
the abuse of public and natural resources, and the dangers of toxic emissions imposed onto the
environment and into ourselves.”
The subjects covered in the curriculum include but are not limited to:
• Environmental worldviews and history, which explore how other nations interpret and
manage environmental changes;
• Scientic principles of matter, energy and ecosystems;
• Land use and city planning;
• Sustainability and agriculture;
• Deforestation and air pollution;
• Water and waste management; and
• Climate change and air pollution.
While the three-week program meets Monday through Friday from 9a.m. to 3p.m., the ENVS class
meeting times vary to accommodate the out of class activities, like eld trips and guest speakers,
without taking away from the lessons. During the planning stages of the program, the course
professor and MSTI program lead identify and develop a schedule to ensure the students’ success
in the course as well as ample time to partake in the transportation career exploration activities.
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Sum19-ES01MinetaSchedV1 (1).docx/Volumes/GoogleDrive/Shared drives/MTI/Workforce Development�/WFD-High
School/Summer Transportation Institute (STI)/2019 (22-1100-6017)/Bruce.O_materials/Sum19-ES01MinetaSchedV1
(1).docx
SUMMER 2019 ENVIRONMENTAL STUDIES 001
MINETA TRANSPORTATION INSTITUTE (MTI) SCHEDULE
1) PLEASE NOTE: We discuss current environmental issues that are in the news. This may cause schedule changes.
2) YOU MUST ATTEND CLASS DAILY TO STAY AWARE OF THE COURSE SCHEDULE!
3) Narrated lectures are also available on line. A separate sheet lists them.
Class
#
Day
Date
Topic
Readings/Study Assignments
1.
MONDAY
6/10
Afternoon
•
Welcome to EnvS001, What is Env. Studies?
How to do well in the course: your Professor.
• Discussion of News Analysis Assignment
Introductions, Course Description, Greensheet,
Schedule, Grading Form, Glossary, Learning Skills,
News Analysis, p. S4, S6.
2.
TUESDAY
6/11
Morning
• Overview of Issues, Env. Careers
Preface, Chp.1, Index
3.
• Environmental History
• Environmental Worldviews
p. S.31 (S5), Chp. 25.
4.
• Scientific Principles: Matter, Energy, and
Ecosystems
• T.Env. Perspective/Critical Thinking
Chps.2, 3 (4, 5 & 7 review). Pay particular attention
in class to know what to focus on.
5.
• Human Population Dynamics
Chp. 6
6.
WEDNESDAY
6/12
Morning
• Sustainable Cities: Urban Land Use (if time)
Chp. 22
7.
• Food Resources and Poverty
Chp. 12
8.
• Food and Poverty, Pest Management
Chp. 12
9.
• Soils/Tragedy of the Commons
Chp. 12
10.
WEDNESDAY
6/12
Afternoon
• Forests
Chp. 10
11.
• Public Lands; Environmental History,
Politics, and Ethics, Wilderness
Chp. 10
12.
• Biodiversity
• Pay particular attention in class to know what
material in the book to focus on.
Chp. 4, 5, 8-11
13.
• Midterm Review
14.
THURSDAY
6/13
Morning.
• Discussion of News Analysis
15.
• MIDTERM #1 (Classes 1-9)
16.
WEDNESDAY
6/19
Morning
• NEWS ANALYSIS (in-class discussion)
• Water Resources
• Water Pollution
News Analysis Due
Chp. 13
Chp. 20
17.
FRIDAY
6/21
Morning
• Energy Principals: Non-Renewables
Chp. 15, p. 59 (S 10)
18.
•
Energy Principals: Efficiency/ Renewables
Chap. 16
19.
• Midterm Review: Classes 10-16
20.
•
Essay Assignment: Discussion
21.
TUESDAY
6/25
Morning
• MIDTERM #2 (classes 10-16)
MIDTERM #2
22.
• Air Pollution and Acid Rain
Chp. 18
23.
• Climate Change and Ozone Depletion
Chp. 19
24.
• Solid Waste Management and Non-renewable
Minerals Discussion
Chp. 14 and 21
25.
TUESDAY.
6/25
Afternoon
• Politics, Environment and Society
Chap. 23 and 24
26.
• Exam Review/Catch up lectures/Essay Review
27.
WEDNESDAY
6/26
•
HENRY COWELL STATE PARK
•
Guest speaker: Dr. William Russel
28.
THURSDAY
6/27
Afternoon
• ESSAY DUE—discuss papers
ESSAY DUE
29.
• MIDTERM 3/FINAL (classes 17-end and
material from exams 1 and 2)
Figure 4. 2019 Syllabus Calendar for ENVS 001 Course Taught by Dr. Bruce Olszewski
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Partnerships and Guest Speakers
The success of the MSTI program is due largely in part to the unique experiences and exposure
to transportation-related careers that the students receive. In addition to partnering with the
Environmental Studies Department to offer the introductory course, the MSTI program partners
with other colleges and departments on the SJSU campus, such as the College of Engineering,
the Department of Aviation and Technology, and the Department of Urban and Regional Planning.
For instance, from 2017-2019 the MSTI students were invited to the College of Engineering to
participate in two or three days of mostly hands-on engineering activities led by volunteers from
the college and SEMI Foundation’s High-Tech U staff. The SEMI (Semiconductor Manufacturing
Trade Association) Foundation is the educational and philanthropic division for SEMI based out of
Milpitas, CA. To discover and test potential careers, MSTI students completed a coding crash course,
explored basic physics topics related to motion, and employed their statistics skills. The students
had the added opportunity to listen to guest speakers—like CEOs from Micron Technology and
representatives from Applied Materials—who sponsor the materials used in the students’ hands-on
activities. Their activities culminated in career talks, resume workshops, and mock interviews, and
in 2017 three students were awarded scholarships amounting to $2000.
As the only California State University (CSU) that offers aviation as a major, MTI felt it critical to
take full advantage of the Gerald Shreves Flight Simulation Lab on the SJSU campus. During the
MSTI’s visit to the Gerald Shreves Flight Simulation Lab, the students broke off into groups of
three to maximize their time in a lab intended to train future pilots and ight crews. The rst group
of students learned the basic principles of ight (lift, drag, thrust, and weight) by building model
plane wings and testing their models in a wind turbine machine. The second group of students
applied their geographical skills to assess mystery terrains using coordinates and aeronautical
maps to simulate ground control’s communication with pilots in the skies. Meanwhile, the third
group of students took on the roles of pilots and co-pilots in ight simulators to practice take-offs
and landings using equipment similar to those found on small passenger aircrafts.
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Figure 5. MSTM Student Working with SJSU Aviation Student on Aerial Mapping
In 2019, Sonja Kos, AICP, of the Department of Urban and Regional Planning and formerly with
the City and County of San Francisco, served as a guest speaker for the MSTI students. Her
discussion augmented the students’ ENVS lessons around city planning, race, and equity. Mrs.
Kos shared her unique insights into historical racial inequities that have had lasting effects on city
planning. Additionally, she offered a rst hand account of the challenges persons with disabilities
often face in an urban environment.
While on the SJSU campus, students are also encouraged to explore other departments and student
success centers to consider disciplines that interest them. These and other campus resources are
covered during an SJSU campus tour that details the experiences of college students and offers a
historical overview of California’s oldest university.
To further encourage students to consider transportation careers, MSTI partners with public and
private agencies that contribute to the transportation industry. These critical touch points offer
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students a look into the many roles that are required to move people and goods. To ensure this
information is delivered in an engaging and enriching format, each agency prepares its own
unique method of presenting to the students. Through tours, hands-on projects, career talks, and/
or demonstrations, the students gain a deeper understanding of the opportunities afforded to them
through a career in transportation.
Table 1. All MSTI Partnerships (2002-2019) and Activities Conducted
Partner/Agency
Location
Tour
Guest Speaker(s)
Hands-On Activities
Applied Materials & SEMI
Foundation
San José State University x x
BART Warm Springs
Fremont Extension
Fremont, CA x x
California State Railroad
Museum
Sacramento, CA x x
City of San José Trafc
Control Center
San José, CA x x
Club Auto Sport San José, CA x x x
Diridon Station San José, CA x x
Gerald Shreve Flight
Simulation Lab (SJSU)
San José State University x x x
Golden Gate Ferry
San Francisco, CA
x
x
Google Sunnyvale, CA x x x
Henry Cowell State Park Felton, CA x x
x
Hiller Aviation Museum San Carlos, CA x x
Micron Technologies & SEMI
Foundation
San José State University x x
Mineta San José
International Airport
San José, CA x x
Moffett Federal Aireld Mountain View, CA x x
NASA
Mountain View, CA
x
x
x
NUMMI/ Tesla Fremont, CA x x
Port of Oakland Oakland, CA x x
Prospect Silicon Valley San José, CA x x x
Reid Hillview Airport San José, CA x x
Sam Trans San Francisco, CA x x
San Francisco Maritime
Museum
San Francisco, CA x x
San José City Hall
San José, CA
x
x
San Francisco- Oakland
Bridge
San Francisco, CA x x
Santa Clara Valley
Transportation Authority
San José, CA x x
Tech Museum of Innovation San José, CA x x x
USS Hornet
Alameda, CA
x
x
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The following are summaries of students’ experiences at some of the agencies listed above.
At History Park in San José, the students gained a historical perspective and saw rst-hand just
how far transportation has come in the last century. After a brief self-guided tour of the historical
buildings preserved at this park, the students visited the Trolley Barn, which houses the many
locomotives that once rumbled through Santa Clara County and beyond, and then continued for
a guided tour by a retired conductor and locomotive mechanic. The tour completed with a ride
through the park line on one of the restored trolleys. When juxtaposed with a tour of Diridon
Station in San José and Santa Clara Valley Transportation Authority (VTA), students gained a deep
understanding of how transportation continues to evolve.
Figure 6. 2018 MSTM Students and Program Leads at VTA Graduation Ceremony
Google welcomed MSTI students to their Sunnyvale Campus where they had the opportunity to
tour their facilities and hear from guest speakers about global and local collaboration projects. The
students showed keen interest in bike share programs, Waymo’s autonomous vehicle launching,
underwater internet cabling installation, and other cutting edge technologies that demonstrate
Google’s commitment to reducing their carbon footprint.
Students who joined the program in 2017-2019 were invited to view “Dream Big: Engineering Your
Future” at The Tech Museum’s IMAX Theater. The lm demonstrated the humanitarian impact
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that engineering can have on entire populations. In addition to the lm, students spent half of
their MSTI day exploring the museum’s many exhibits and partaking in some of their hands-on
science experiments/demonstrations, including coding, game development, a simulated jet chair
ride, earthquake simulator and more.
When visiting the Mineta San Jose International Airport, students received a career and job talk
from plane mechanics, ight attendants, pilots, TSA agents, and took a tour of the luggage sorting
machinery before stepping onto the tarmac as planes pulled in to refuel.
At each of these locations, students are encouraged to ask questions, test out approved equipment,
and propose ideas for areas of improvement (i.e. ridership, youth engagement, etc.).
Recruitment
In an effort to cultivate a diverse student population for the MSTI program, MTI is involved in several
in-person and online recruitment opportunities. MSTI begins recruiting from local Title 1 public
schools using a curated list of STEM contacts from the two districts in the SJSU area—San José
Unied School District (SJUSD) and East Side Union High School District (ESUHSD)—followed by
other schools in the Santa Clara County area.
As part of the program, MTI hires a program coordinator to aid in the recruitment and summer
program as a whole. This individual is a high school teacher with a STEM background and interest
in the subjects covered in MSTI. Their direct classroom connection to students who might already
show an interest in MSTI topics allows them to aid in recruitment efforts.
Because of MTI’s involvement in workforce development activities year-round, there are ample
opportunities for engagement that double as recruitment opportunities. In the past events such
as those that follow have allowed for in-person tabling events or classroom discussions to recruit
students into the MSTI program:
• College career fairs
• Science fairs
• Guest speaking opportunities
• Youth conferences
• Summer camp fairs
• School assemblies
At these in-person events often called “tabling,” students are encouraged to ask questions about
the benets of the program, university life, career exploration, program costs, etc. It is immediately
following these in-person recruitment events that there is a spike in program registrations.
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The online registration form, which collects information on the student in order to screen for those
most interested in what MSTI has to offer, is the rst step in being accepted into the program. This
form not only serves to streamline the application and admission process, but also ensures that the
program is adhering to two of its major goals: recruiting a diverse student population and making
the program available to low-income students.
Along with contact information for the student and a parent/guardian, the form asks for the
following information:
• What high school do you currently attend?
• What is your current grade level?
• Are you enrolled in an academy or career pathway program? If so, which one?
• Have you completed Algebra/Math 1?
• What math are you currently taking?
• List your most recent science course(s).
• Have you taken any advanced placement (AP) courses? If so, which ones?
• What career interests or college major would you like to pursue?
• Do you have a computer with internet access to complete your assignments?
• Do you have transportation to and from San José State University?
• Do you have any allergies or disabilities that you’d like the instructor/program director to
be aware of?
• Can you walk comfortably for 30 minutes?
• Do you qualify for free or reduced lunch at your school?
• Will you or your siblings be the rst in your immediate family to enroll in college or university?
• Are you able to attend the entire 3 week course?
• Provide the name and email address of a teacher, counselor, coach, administrator, etc.
who will provide a recommendation for you to participate in this program.
• In 250 words or less, write an essay on how this institute and the 3 units of Environmental
Studies credit from SJSU will help you with your career or college goals and why you
would like to participate. Include extracurriculars, awards, or volunteering activities that
are relevant.
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• How would you rate your current interest in transportation as a eld of study or career?
(scale of 1 (lowest) through 5 (highest) provided.)
In addition to these questions, students were asked about interest regarding a supplemental
program in partnership with the National Flight Academy in Pensacola, Florida.
Completing the Program
In order to complete the program and earn the three university credits, MSTI students must pass
the Environmental Studies course with a 74% (letter grade of C) or better. The students must also
not have more than two unexcused absences from the class, this includes being asked to leave
due to behavioral issues or classroom disruptions.
The students who complete the program receive a certicate of completion and have the three
units added to their ofcial college transcript, which can be retrieved at any time using the SJSU
registrar portal. Transcripts can be sent to other CSU or UC institutions, and students can also
petition their individual school administration to have the units serve as additional credits in high
school. While this latter opportunity is not available at every high school, MTI works with individual
students and their school administration to provide any available documentation for the petition.
Upon completing the program, the students are recognized during a certicate awarding ceremony
hosted at VTA headquarters. Students’ families are invited to attend and enjoy lunch as well
as view a recap of the MSTI activities. During this award ceremony, MTI also recognizes the
accomplishments of the “most successful students” in the class with a plaque for their exceptional
efforts and participation in the program.
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National Flight Academy
Figure 7. Two 2018 MSTM Students at the National Naval Aviation Museum in
Pensacola, FL.
In both 2018 and 2019, MTI secured additional funding that would allow a dozen students from the
MSTI program an additional scholarship to attend the National Flight Academy (NFA) in Pensacola,
Florida. This fully immersive program welcomes students from across the U.S. aboard the world’s
largest simulated aircraft carrier to further inspire STEM interest in 7-12th graders.
After a full day of air travel—a rst time experience for several MSTI students—they spent 6 days
in a 102,000 square foot facility experiencing theme-park style thrills surrounded by advanced
technology, ight simulators, and virtual reality games that ignite imagination and encourage
learning. This once in a lifetime experience further engaged students in transportation careers as
well as opportunities available to them by serving in one of the military branches.
While the simulated missions for the MSTI students are all of humanitarian nature, the “heart-
pumping, adrenaline-lled mission includes squadrons competing to successfully nish a task.
Whether it is a race or rescue, science, technology, engineering, and math (STEM) skills are
used in tandem with the equally important 21st Century learning skills including critical thinking,
problem-solving, teamwork and communication to advance the team” (National Flight Academy).
Additionally, during their stay MSTI students had the opportunity to work with a diverse group of
their peers from different backgrounds and sometimes entirely different personal experiences.
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In order to be selected to attend NFA, the students had to have demonstrated a keen interest
in transportation, aviation, engineering, or a related eld as well as have a good standing in the
environmental studies course. To demonstrate their desire to attend NFA, the students were asked
to submit a two minute video that would persuade the viewer to grant them permission to attend.
In those two minutes the students had to answer the following questions:
1. How has participating in the Mineta Summer Transportation Institute impacted your
thoughts about a career in transportation?
2. Why do you want to attend the National Flight Academy?
3. What advice would you give a student thinking about participating in the Mineta Summer
Transportation Institute next year?
The students are encouraged but not required to appear in their video; however, their voice must
narrate the responses. In addition to tips like using photos from their MSTI activities to enhance
their responses, the students are also provided with SJSU resources like SJSU media services,
Martin Luther King Jr. Library’s Student Technology Training Center, and student success centers
on campus to aid them in their video making.
Once submitted, the videos were reviewed by two members of the MSTI team and ranked using
a rubric that determined how well each requirement for the video was met. Using a point system
of 1 (being the lowest) through 5 (being the highest) each video was rated on a maximum 30
point system.
Upon determining the twelve students that would attend NFA, they and their parents/guardians
were contacted and given directions on how to register their children for the program as well as to
grant permission for their child to travel. Additional details regarding travel, NFA rules, packing tips,
and chaperone contact information were shared as the departure date drew nearer. Students were
encouraged to document their journey and to stay in touch with their parents/guardians via text or
phone at each interval of their travel, including departures, landings, and layovers.
MSTI students returned home with unique experiences, new friends from all over the U.S., and a
greater understanding of how interconnected STEM is with the transportation industry.
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Table 2. Grading Rubric for National Flight Academy Video Submissions
Criteria
1 point
2 points
3 points
4 points
5 points
Demonstrates interest and
dedication in the MSTI program.
Little interest
shown
Some interest
shown
Adequate
interest
shown
Good interest
shown
Great interest
shown
How has participating in the
MSTI program impacted thoughts
on a transportation career?
Did not
answer
Sort of
answered
Briey
answered
Answered Discussed/
persuaded
well
Why do you want to attend NFA? Did not
answer
Sort of
answered
Briey
answered
Answered Discussed/
persuaded
well
What advice would you give a
student about participating next
year?
Did not
answer
Sort of
answered
Briey
answered
Answered Discussed/
persuaded
well
Overall quality of the video
presentation (communication
skills, integration of graphics,
etc.).
Poor Low Adequate Good Great
Overall performance in the
program.
Poor Low Adequate Good Great
Conclusion
MTI’s MSTI program seeks to address the employee shortage in the transportation industry as well
as to increase youth interest in transportation related careers. Through the multi-pronged approach
of college credit, guest speakers, eld trips, and opportunities for further enrichment, MSTI delivers
on its goal of addressing future transportation workforce needs through transportation-focused career
awareness initiatives that are designed to introduce disadvantaged secondary school students to all
modes of transportation-related careers, provide academic enhancement activities, and encourage
students to pursue transportation-related courses of study at the college/university level.
Tracking MSTI alumni has proven challenging due to the limitations around the vast majority of
MSTI students being minors when they complete the program and the passage of time. However,
in developing an alumni survey that is shared via email when the students graduate high school,
MTI has managed to collect alumni data. This data indicates that while many MSTI students do not
anticipate joining the transportation industry, they do enroll in degree programs or paths related to
STEM, which can lead to a career in transportation. The data indicates that 40% of respondents
are pursuing STEM related elds, but only 10% indicated pursuing a transportation career.
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Figure 8. MSTI Alumni Survey Results on STEM-Related Fields
Figure 9. MSTI Alumni Survey Results on Transportation Careers
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In addition to the survey, MSTI alumni have reached out to share their post-MSTI experiences,
request recommendations, and inquire as to potential internships and career opportunities.
While MTI was not able to offer MSTI in both 2020 and 2021 due the COVID-19 pandemic, MTI
intends to offer the program in Summer 2022 (pending funding).
Parent and Student Testimonials
“My son has had an amazing experience, full of learning, fun, team building, innovation, exposure
and a host of other wonderful things I cannot begin to verbalize, which truly touches my heart,”
2018 MSTI parent.
“This was a great program that can expand the minds of students of the outside world and new
future career paths. I would recommend this program to classmates, though I would tell them to be
a bit serious in this,” 2018 MSTI student.
“[My daughter] has attended almost every summer program out there since elementary school. STI
is truly her favorite. You have one of the best programs out there for high school students…[she]
will carry what she learned from MSTI to her Transportation internship for the remainder of the
summer and continue exploring the world of transportation and engineering,” 2018 MSTI parent.
“I enjoyed the program with the good amount of eld trips and hands-on activities offered. I
especially loved the last week of the program with high tech U. I wished those 3 days were longer,”
2018 MSTI student.
“This was a once in a lifetime experience and I hope it has opened her eyes to many career paths
she had never thought of. This [NFA] trip has been a gift to [my daughter] that has brightened her
outlook and has given her not only something to look forward to, but something she takes great
pride in participating in,” 2018 MSTI parent.
“I loved this experience with no aws at all. Everyone had such a great positive attitude, and I
wouldn’t change anything,” 2018 MSTI student.
“I love watching (my child) enjoying all of these activities. He comes home telling me his day and
can see the enthusiasm in him,” 2019 MSTI parent.
“We are so grateful to all the sponsors who made this rich learning program possible. When we
attended the graduation ceremony, I heard that many of the kids’ favorite experience was standing
on the tarmac at San José’s airport, and one student commented, ‘I’d never been to an airport
before.’ I was reminded that Olivia was just one of the kids who benetted from the new windows
MTI opened,” 2019 MSTI parent.
“The unique MSTI program provided my son the opportunity to learn about different transportation
careers through practical experiences and university seminars. I cannot praise enough about it,”
2019 MSTI parent.
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“I would like to say that I had a great time being a part of this program, and it’s had a profound
effect on me that I will carry forward with me. Thank you so much for allowing me to be part of this
experience,” 2019 MSTI student.
“The chaperones and teachers were very kind and made me feel welcome,” 2019 MSTI student.
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Sources
1. “Aviation and Technology | San José State University.” Aviation and Technology, San José
State University, www.sjsu.edu/avtech. Accessed 15 May 2021.
2. Bureau of Transportation Statistics. Transportation Economic Trends 2018. Washington, D.C.:
United States Department of Transportation, 2018. https://doi.org/10.21949/1502599.
3. California, State of. “National Summer Transportation Institute (NSTI).” National Summer
Transportation Institute (NSTI) | Caltrans, dot.ca.gov/programs/civil-rights/national-summer-
transportation-institute.
4. “National Flight Academy: Welcome Aboard.” National Flight Academy, www.
nationalightacademy.com. Accessed 15 May 2021.
5. “Summer Transportation Institute.” Mineta Transportation Institute, 12 Feb. 2021, transweb.
sjsu.edu/workforce-development/summer-transportation-institute.
6. “Transportation Statistics Annual Report.” Transportation Statistics Annual Report | Bureau of
Transportation Statistics, 1 Dec. 2020, www.bts.gov/tsar.
7. Wittwer, Ernie, et al. “21st Century Workforce Development Summit.” Wisconsin Department of
Transportation, Sept. 2009, wisconsindot.gov/documents2/research/WisDOT-policy-project-
0092-09-14-nal-report.pdf.
8. Woodend Jones, Diane. “Navigating the Transportation Industry Workforce Shortage and
Leadership Gap – The Solution Is Hiding in Plain Sight.” Eno Center for Transportation, 27 Aug.
2019, www.enotrans.org/article/navigating-the-transportation-industry-workforce-shortage-
and-leadership-gap-the-solution-is-hiding-in-plain-sight.

MTI is a University Transportation Center sponsored by
the U.S. Department of Transportation’s Oce of
the Assistant Secretary for Research and Technology
and by Caltrans. The Institute is located within San José
State University’s Lucas Graduate School of Business.
Acknowledgements
Thank you to the MTI staff, including Executive Director Karen Philbrick, PhD; Deputy Executive
Director Hilary Nixon, PhD; and Graphic Designer Alverina Weinardy for their perpetual dedication
to workforce development and contributions to this project. Thank you to copyeditor Lisa Rose for
lending her skills to this report. Finally, thank you to FHWA, Caltrans, and MTI’s incredible partners
in the transportation industry who make MSTI possible. A special thank you to the past program
leads, especially Peter Haas for providing historical information on MSTI, and the MSTI alumni and
parents/guardians for their honest testimonials on MSTI.
MINETA TRANSPORTATION INSTITUTE transweb.sjsu.edu
This report can be accessed at
transweb.sjsu.edu/research/2121
About the Author
Irma Garcia serves as MTI’s Communications
and Operations Manager where she manages the
institute’s internal and external communications,
events, and workforce development programs
and partnerships. Irma holds a M.A. and B.A. in
English and Comparative Literature from
San José State University.
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