Professional Capacity Building (PCB) for Communications History



Rural transportation engineers design and implement ITS installations in some of the most remote locations in California. These Rural ITS deployments are becoming increasingly complex in order to adequately address the challenges that rural transportation presents. However, even though rural communications engineering is a mission critical skill, many engineers have relatively little experience with the myriad of technologies that could be applied. Furthermore, because technologies are changing and becoming obsolete very quickly, transportation professionals find it challenging to stay abreast of the latest technologies available on the market.

The research team first conducted a literature review to gauge the amount and depth of training opportunities available to rural ITS engineers in telco and plant wired and wireless communications. IP networking fundamentals and usage was later added to the list of subject areas. After defining a list of potential topics, a needs assessment was conducted with a representative group of Caltrans ITS engineers.

A variety of training options for communications are available commercially, from academic institutions, organizations, and industry. However, opportunities to gain training particular to transportation communications is limited. There are even fewer options directly addressing professional capacity development for rural transportation communications.

All of the opportunities documented could provide valuable training and information to a transportation engineer looking to build professional capacity in telecommunications. However, because the education is so diverse, it would be extremely difficult to gain sufficient, up-to-date, and practical skills or professional capacity to adequately address the challenges of rural ITS communications outlined by Caltrans.

In addition to developing a comprehensive curriculum, part of Phase 1 of this project was dedicated to organizing and facilitating a pilot training course. Based on the information gathered in the literature review, needs assessment, and subsequent gap analysis, along with input from the project Curriculum Review Committee, the project team chose plant wireless communications as the subject of the pilot course. The subject area was narrowed further to focus on RF System Basics. To secure subject matter experts to present the pilot course, the project team chose Break-Thru Training Solutions (BTS) for course delivery. The pilot course was titled RF System Design and was presented to 10 Caltrans ITS engineers October 4th-7th, 2010. To read more about this course, see the November 4th, 2010, PCB Project update.

Two training courses addressing two different subject areas were delivered by subject matter experts during Phase 2 of the project. Optical fiber was the topic of the first course as part of a focus on plant wired technologies.   Eric Pearson of Pearson Technologies delivered Mastering Fiber Optic Network Design and Installation in September of 2012. Phase 2 then shifted to the IP networking fundamentals subject area with a September 2013 course on Ethernet and TCP/IP fundamentals taught by Andrew Walding of Cellstream, Inc. through Dashcourses International. More information about these two courses can be found in the
November 7, 2012, PCB Project update and the November 12, 2013, PCB Project update respectively. Additionally, the curriculum scope and sequence was revised in light of the development and delivery of the Phase two courses and the results from Phase 1.

Phase 3 of the project focused on Telco wireless technologies, or systems that are leased from telecommunications providers. In March of 2015, Scott Baxter of TONEX delivered Telecom Wireless Fundamentals to twelve Caltrans ITS engineers and technicians. To read more about this course, see the PCB Project update from April 6, 2015. During Phase 3, the project team also conducted another needs assessment survey and gap analysis, and subsequently revised the curriculum scope and sequence based on the results.

Further training will be facilitated in Phase 4 and subsequent phases.