DOCUMENT RESUME

ED 073 326 VT G19 455

AUTHOR Daugherty, Ronald D.; And OthersTITLE Highway Traffic Accident Investigation and Reporting:

COurse Guide.INSTITUTION Ohio State Univ., Columbus. Center for Vocational and

Technical Education.SPONS AGENCY National Highway Traffic Safety Administration (DOT),

Washington, G. C.PUB DATE Dec 72NOTE 43p.

EDRS PRICE MF -$0.65 HC-$3.29DESCRIPTORS Behavioral_ Objectives, Bibliographies; Course

Descriptions; *Curriculum Guides; Data Collection;*Investigations; Job Training; Learn'.ng Activities;Resource Materials; *Skill Development; *TechnicalOccupations; *Traffic Accidents; Transportation;Vocational Education

ABSTRACTThis course guide for administrators and curriculum

planners is intended for use with lesson plans for the instructor anda student study guide, available as VT 019 457 and VT 019 456,respectively. As part of a curriculum package developed by The Centerfor Vocational And Technical Education after a nationwide survey,this document contains information related to the field of accidentinvestigation, a training plan with a course content outline andmodel schedule, personnel requirements, facilities and equipmentrequiremmts, instructional materials with sample lesson plans, andstud'r.t .3tudy guide and evaluation information. Intended to developentry-level skills and to train technicians to identify, collect,re-ord, and report data regarding the driver, vehicle, andenvironment as 'they relate tc the pre-crash, crash, and post-crashphases of an accident, the course consists of five flexibleinstructional units. Each lesson plan provides teaching procedures,behavioral objectives, and suggested learning activities. A relateddocument is available in a previous issue as ED 069 848. (DE)

DOT-H S.-115-1-169

FILMED FROM BEST AVAILABLE COPY

Highway Traffic Accident Investigation and Reporting:

COURSE GUIDE

R(.4.141 U rialnitiefty

Anne Hare,:

Sandra R ristry

The Center for Vocational and Technical EducationThe Ohio State University1960 Kenny RoadColumbus, Ohio 43210

Prepared for

U.S DEPARTMENT OF TRANSPORTATION

NATIONAL HIGHWAY TRAFFIC SAFETY ADMINISTRATIONWASHINGTON. D.C. 20590

1

U S OEPhRTVIENT OF HEALTHEDUCATION & WELFAREOFFICE OF EDUCATION .

THIS DOCUMENT HAS BEEN REPROOUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGiNATINn IT POINTS OF VIEW OR OPINIONS S FATE° 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EOUCATION POSITION OR POLICY

HIGHWAY TRAFFICACCIDENT INVESTIGATION AND REPORTING:

COURSE GUIDE

Ronald D. Daugherty .

Anne C. HayesSandra R. Orletsky

Prepared forU.S. Department of Transportation

National Highway Traffic Safety AdministrationWashington, D.C. 20590

December 1972

N

Course GuideContract DOT-H.S.-115-1-169

Contractors undertaking sech projects under government sponsor-ship are encouraged to express freely their judgment in profes-sional and technical matters. Points of view or opinions (hi not.therefore. necessarily represent those of the National HighwayTraffic Safety Administration.

U.S. DEPARTMENT OF TRANSPORTATIONNATIONAL. HIGHWAY TRAFFIC SAFETY ADMINISTRATION

WASNINGTON, D.C.

FOREWORD

Transportation technology demands information. Most criticalin highway traffic are the data and facts required to counter acci-dents. The Center for Vocational and Technical Education, throughr LA . suct'Training Committee ofthe National Safety Council (NSC), noted the inclusion of accidentinvestigation in the NSC's monograph Highway Safety Manpowerand Training (18). Accident investigation was likewise noted in TheRole of the Community Co! eges in Developing Traffic Specialistsand Technicians (3), a publication of the American Association ofCommunity and Junior Colleges.

The Center conducted a nationwide inventory of sub-baccalau-reate-level programs and training materials related to a variety ofhighway traffic safety occupations. Among priority needs wastraining in accident investigation and reporting (5).

The National Highway Traffic Safety Administration (NHTSA)in the U.S. Department of Transportation administers nationally astate and community program referred to as Standard No. 18,"Accident Investigation and Reporting." It was in connection wit-hthis program that The Center for Vocational and Technical Educa-tion was contracted to plan and conduct an in-service instructortraining course (6).

Resource materials o^ accident investigation techniques from agreat variety of sources were evaluated as to suitability for a basiccourse, for intermediate courses, or for an advanced course.

The Basic Course: Instructor's Lesson Plcals (8) and the StudentStudy Guide (7) are basic-level accident investigation guides re-ferred to and described in the Course Guide. They were developedin conjunction with the national Accident Investigation InstructorTraining Institute.

Robert E. TaylorDirectorThe Center for Vocational

and Technical Education

I I I

ACKNOWLEDGEMENTS

The project, '`Accident Investigation Instructor Training Insti-tute," was directed by Ronald Daugherty, assistant director of FieldServices and Special Projects. The Center for Vocational and Tech-nical Education. Project associates were Anne C. Hayes and SandraR. Orletsky, graduate research associates. Kenneth Spooner,research comilinator-. Vocational Education Department. Univer-sity of Northern Colorado, served as evaluation consultant to ana-lyze the evaluation of the project *

The project staff was assisted by several individuals in the devel-opment of the accident investigation curriculum package, either byplanning or through workshop participation. Appreciation is here-by extended to the following persons: Aaron Adams of NHTSA,who served as contract technical manager; regional workshopconsultants Bernard T. Fagan. associate professor of trade andindustrial education. University of Kentucky. Carroll Hyder, assis-tant professor, Department of Industrial Education, East TennesseeState University. and Ivan 'valentine, professor of vocational re-search. Colorado State University; Richard Fredericks and JohnKeryeski from NHTSA who contributed to the technical review;and Sgt. D. G. Slemmer of the Ohio State Highway Patrol Academy,who contributed to the curriculum package and to the final tech-nical editing.

The names of the 64 state and locli instructors who represented35 states at the regional workshops appear in the Appendix. Theseinstructors also contributed to the original draft of the Instructor'sLesson Plans for the curriculum package.

The local host institutions for the five workshops were:The Atlanta Area Technical School, Atlanta. GeorgiaWest Campus. Denver Community Colleges, Denver. ColoradoCity College of San Francisco, San Francisco. CaliforniaWilliam .Rainey Harper College, Palatine, IllinoisManchester Community College, Manchester. Connecticut

The technical reviewers of the Instructor's Lesson Plans wereselected from the participants at the five workshops. They were:Glenn E. Clark, Karl Hutchinson, John Knight, H. Wayne Coverson,Wayne Seal, and Irvin B. Smith. Photographs are courtesy of theState Highway Patrol of the Ohio Department of Highway Safety.

* Information about this projec' can be found in Daugherty, Ronald D.;Hayes, Anne C.; and Orletsky, Sandra R. Arcidi,I Investigation nch-nrcian Instructor Training Institute-Final ifport. Washington. D.C.: Na-tional Highway Traffic Administration, 1972. Available from the NationalTechnical Information Service.

V

TABLE OF CONTENTS

Forewordiii

AcknowledgementsV

Accident Investigation3

Function3

Manpower4

Instruct or Institute6

Training Plan7

Purpose of the Course Guide7

Objectives7

Limitations7

Course Content8Lesson Plans9

Model Schedule10

Methods of Instruction11

Use of Lesson Plans-12

Personnel12

Instructor's Characteristics12

Student's Characteristics13

Facilities and Equipment14

Instructional Materials14

Instructor's Lesson Plans15

Student Study Guide18

Instructor-Developed Aids18

Reference Text Materials18

Training Evaluation19

job Activity Sheets20,24

vii

Appendix 25

Roster of Workshop Participants 26

Program Standerd No. 18, Accident Investigationand Reporting . 30

Student Opinion of Teaching and Course 32

Selected Bibliography for Administrators 35

viii

HIGHWAY TRAFFIC ACCIDENTINVESTIGATION AND REPORTING:

COURSE GUIDE

ACCIDENT INVESTIGATION

Function. The growing need for accident investigation techniciansin the United States has been established by various federal, state,and local government and law enforcement agencies. The man-power estimates for accident investigation technicians by 1977 arefor 12,000 full- or part-time persons employed by state or localagencies (Highway Safety Occupational Program DevelopmentGuide by Daugherty, Brooks, and Hyder, July 1971).

In recognizing the need for a coordinated highway safety effort,the Highway Safety Program Standard No. 18, "Accident Investiga-tion and Reporting," has been developed by the U.S. Departmentof Transportation (Appendix). The new standard calls for all statesto develop uniform comprehensive systems for the collection oftraffic accident data. The training of basic-level accident investiga-tion technicians to identify, collect, record, and report the cause ofaccidents is an essential phase of the overall highway safety pro-gram.

The new Standard No. 18 made it necessary to locate substan-tive resource materials on accident investigation and reporting atthe basic level. The principal sources tapped in the search for thesematerials were unpublished as well as published studies conductedunder auspices of the National Highway Traffic Safety Administra-tion. These studies consist of: (1) a task analysis for accident in-vestigation technicians conducted for the National Highway TrafficSafety Administration by Battelle Memorial Institute, Columbus,Ohio, and (2) the training course materials developed by theCornell Aeronautical Laboratory for training multidisciplinaryteams of accident investigators.

Other principal sources utilized in developing the curriculummodel were: the investigation and reporting procedures for theextensive files of incoming reports housed in the NHTSA, an analy-sis of the performance skills required, and course materials usedin the training of the national research network of "multidiscipli-nary go-team" investigators. Complete references are to be foundin the Accident Investigation Technician Instructor Training Insti-tute-Final Report, available from the National Technical Informa-tion Service (6). ..

Figure 1 illustrates the adapted NHTSA model developed totrain a basic-level accident investigation technician. The followingis a description of the model.

There ale:1. Three phases of accident investigation, consisting of p'e-

crash, cram, and post-crash2. Three components of accident investigation, environment,

vehicle, and driver

3

s,

Q

3. Four functions of the basic-level accident investigation tech-nician. involving the skills necessary to identify, collect.record, and report (15)

Information gained about the pre-crash phase contributes tounderstanding accident avoidance, that gained about the crashphase contributes to injury prevention, and the knowledge learnedabout the post-crash phase helps reduce the severity of accidents.

Skillful! identificationprovides quid( and com-plete surveys acid analysis

Se-lected items and conditionsare accurately designated

\ VIof complex situations. Se-

and defined. Skillful! col-lection

1

requires prioritydecisions and results in thequantification and quail- _

fication of accident infor- P,

mation times, frequencies,amounts, and distances.Skillful recording providesinput materials to allow thepreparation and presentation of summaries of investigations ofaccidents. Field notes, sketches, and photographs are requireddocumentation. Skillful reporting provides the end product orservice. Oral briefings or written documentation are invaluable tounderstanding and allow continuing efforts for reduction offatalities, injuries, and property damage. '

Current literature in the field of accident investigation and re-porting describes practices from the crudest to highly scientificcomputer modeling. This, along with the logical roles of the severalagencies in both the private and public sectors, was considered inthe determination of scopes and content of a basic-level course inaccident investigation and reporting.

ff-

Manpower. It proved relatively easy to identify numbers of sci-entists and researchers, engineers, educators. and other authoritiesin the field. Labor force inventories and projections dealing- withnonprofessional. i.e., technical manpower. applied man-year equiv-alencies or levels of effort rather than head-count data. Accidentinvestigation and reporting was found at present to be a functionwithin a broader function such as law enforcement. Police officers,among other duties, do accident investigation. A number of job'orpositions, such as traffic engineering technicians and emergencyvehicle dispatchers, require, among other skills, a high degree ,ofone or more accident investigation skills.

4

FIGURE IMatrix for Highway Traffic Accident Investigation

and Reporting Curriculum

Environment

Vehicle

Driver

=

An additional type of job classification may be obsert edlic service or governmental agencies. It includes sof h wisdoms as.intern, assistant. or aide. Qualifications are 111111par:dile In thepolice patrolman, the emergency medical technn tan, thr dm et-license examiner, traffic records. programmer. and others. It is forsuch in-service state and local agency personnel that training inskills of basic-level accident investigation ..md reporting' will pro% cmost. beneficial.

Potential employers for accident in estIgaturn technii lans I.Inbe found in _four general areas: public service. comm:rcial. manu-facturing. and government. A partial listing of potential employersin each area might he as follows:'

row iCIjnstirot 'mad.tiLdr prirIA.. I pelt...

oNtanry.IIIUbNas drpalusrnt

Ambul.tn.r ..1mit.enws

Maimeistierts4'110T tTIS ft. t IT

pIn. 1,14'1A,TITIS , 1,4 i

.y.: IN. hs ty i 1'N . .

11.1...F., ugraeguat 4

"t trkt, a-- r-

iftiftiCIOT trtslitutc A cwrik--, id It\ 0 regional instructor training in-, re' ronductit doting the spunk of 1972. The two overall4.5tiops 4iele curriculum- materials development

rnL Ow icoprio,i-ana-..t ut yeti-In:wants' teaching skills. There were atfa.d of workshop participants representing 35 states. Theseaidr. 'dals werc- pi imariiv u coved with some phase of policeIf:Jiro:1g lerom accident investigation, and traffic engi-ri,iiiv, ja.agrdins at lornrnunity t alleges, police academies. or

highw jcitr aderiws The average participant hadti...,11111, more th,in four ve.ats of accident investigation experience;, a.idita.oll to tout %ears of teaching experience

Of the t5 trindulec iltus:-;x,ed In the Figure 2 model. numerous,?1.-atola i%olated skills that obviously were identical to skills re-

led traffic patrolmen. although often at ahigher sf.phistiation than required to meet the objectives41 dm., mir,o. Ii V1tit, lor this reason !!(at instructional personnel.

eidla,roienz ro.,-.4i.ons of !Art led community colleges, and11 !if .I 1.1.( e tequested to contribute their skills and ex-ni-ricto a- to t he further dm, elopment of lesson plans and student

!c. this basic coute It requir.d. in many instances, thatdifteriait and ottlitomal lesson midterm' be developed and

stotstituti-ai. tot 1-undiar loniz&stablished lesson units that em-ob,,,,i,a-ti the 1.its culprit f uni lion

the sa toe:tole used to do viol) I urricidion inateriais was as fo'( I) deketiiii a a iitlii lilt !Maki to Include all mailable dat

.tcht otlic !..kos. (2) develop proposed course content out-;fft-1( oltim usiiihksh Criforia and select teacher Pciu-

..iior onsuitants. 1.11 establish criteria and select workshop par-t, :pant Vo. Plan ,ind ondoi t five regional workshops to develop

unds, edit and reuse drift lesson units, and (7)pi.in and i onduct th-a tolle,wep technical editing workshop.

5.

TRAINING PLAN

Purpose of the Coins: Guide. This publication has been preparedin order to assist administrators and curriculum planners in orga-nizing and conducting a course for basic-level accident investiga-tion technicians. Included in the Course Guide is information re-lated to the field of accident Investigation, a training plan with acourse content outline and model schedule, personnel require-ments, facil:fies and equipment requirements, instructional mate-rials with sample lesson plans, and student study guide and evalua-tion information. The Bibliography is limited to publicationsselected as being most significant to the course planning responsi-bility. The Appendix contains further accident investigaton-related information such as Highway Safety Program StandardNo. 18.

Objectives. The curriculum package has two major objectives: VI)to develop the skills essential for an accident investigation tech-nician to possess for a basic-level position and (2) to train basic-level accident investigation technicians to identify, collect, record,and report data regarding the driver, vehicle, and environment asit relates to the pre-crash, crash, and post-crash phases of an acci-dent.

The technical functions are performed most effectively when anunderstanding and appreciation of related theories and knowledgeare possessed.

The course is designed to emphasize the skills of investigationwhile avoiding direct involvement with actual accident situations,vehicles, or drivers. It is not dependent upon legal authority norrequirements to present evidence in court. On the other hand, pro-vision is made through a Job Activity Sheet for trainees who, in thenormal course of performing their work, have occasion to applyskills in an actual accident situation. The course assumes thetrainee possesses normal abilities and understandings of the psy-cho-physical nature of humans and the common performancecharacteristics of vehicles, and that he is familiar with the system,,of urban and rural streets and highways.

The demonstration nature of the training precludes extensivetreatment of theoretical materials or any but routine investigativefunctions. Examples are alcohol blood-equivalent testing and speedcalculation by test skids.

Limitations. The content of the curriculum is geared to train per-sonnel for basic-level accident investigation technician positions.Therefore, the curriculum is not appropriate for training higher

7

level technicians. such as experienced members of multidiscipli-nary accident investigation teams.

A further limitation is imposed by the fluctuating "state of theart" of accident investigation, which provides parameters withinwhich this curriculum package must fit. Although this curriculumpackage is .lesigned to teach the skills of accident investigation, Itis not necessarily intended to he law enforcement-oriented. Thisorientation may pose some problems in implementing the curri-culum at some institutions.

Course Content. The accident investigation course is organized toprovide instruction in skills associated with facts and informationidentification, collecting. recording, and reporting. (See Figure 2.The course outline corresponds to the curriculum model previouslydescribed in Figure 1.)

The course consists of five lesson units involving a flexible num-ber of training hours. The hours -requirement was designed tohe unspecified in order to provide the maximum flexibility for thecurriculum. The first unit serves as an overview of the highwaytransportation system, emphasizing the purposes, responsibilities,and objectives of the accident investigation technician, as well asprovides a general introduction to planning the investigation.

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,.._- _...-111111i.

The second unit stresses the identification function of investiga-tion as it relates to the driver, vehicle, and environment in examin-ing for pre-crash, crash, 'and post-crash contributory conditions andcauses as well as determining definitions and classifications.

The third unit emphasizes the learning of the skills an investi-gator must have in order to collect data through interviews, mea-

8

surements. photography, and determining speed estimates.The fourth unit introduces the methods of recording accident

data gathered through photographs', field sketches, and interviews.The fifth unit emphdsizcs concepts involved in accident recon-

struction, reporting the investigation of an accident, and preparingand presenting the accident report.

Lesson Plans. The lesson plan topics are oriented to teacher andstudent activities, stressing skills required for an accident investi-gation technician to possess when identifying, collecting, record-ing, and reporting the necessary data as it relates to the driver, thevehicle, and the environment. The final lesson provides a simulated(mock) accident investigation situation in which the student candemonstrate the technical skills he has acquired through the course.

Each lesson provides an application phase to insure that the stu-dent becomes actively involved in the learning process.

The training class can be exposed to real life traffic accidentsat the discretion of the instructor.

The course may he offered in conjunction with other courses inmajor areas. such as law enforcement, automotive, civil engineer-ing, emergency medical care, etc.

Figure 2 presents a detailed outline of the course content fortraffic accident investigation technician training as offered in theInstructor's Lesson Plans A descriptive statement for each lessontopic can be found in the Student Study Guide.

FIGURE 2

Course Content Outline for Highway Traffic AccidentInvestigation and Reporting: Basic Course

LESSON

Introduction

1 Highway transportation system2 Purposes. responsibilities, and

ohiectives of the accidentinvestigatorPion the investigation

Identify

4 Definitions and classifications

The driver

5 Identify the driverfi Identify pre-crash conditions of

9

LESSON

the driver. with reference to alcoholdrugs

7 Identifv pre-( rash and post-crash conditions of the driver.with refereni e to emotions. fatigue.and physical illnessIdentify behaviors as driverpersonality and altitude

q tilentify natural alolittes of thedriver

Itl identify learned capabilities of thedriver

11 Identify persons other than thedriver as potential srurces ofinformation

LESSON

The vehicle

12 Identify vehu le apes findcomponents

13 Identify pre- rash. i rash. andpost-( rash t eho le damage anddefei is

14 Identify soon es of Injury toOtt upants and or pedestrians

The enviornment

15 Identify and determine environ-mental atributes

18 ldentift pre-crash marks on theroadway. shoulder, and environ-ment

17 Identify position and angle ofmilli lion

18 Identify debris19 Identify vehu le parts with crash

marks on the roadway & surroundingent moment

20 Identify area of impm I frommarks on the roadway

21 identify post-( rash roadway marksin relation to the at c (dents

Collect

22 Pre-crash and post-crash at lionsand rem dons

LESSON

23 Interyiett24 Cone( t and presert e phi sic al

et om( I'

25 Make relm ation measurements26 Photograph27 Make speed estimates

Record

28 Introdm lion to aet hods of 1mo-d-ing data

29 How to re«ird t la photography30 Hots to re«ird t to field sketches31 flow to record t la notes horn

interviews

Report

32 Reconstrut Hon principles andimisation analysis

33 Report the investigation of anm cident

34 Prepare and present the auulentreport

35 Simulated (mock) trafficuatzstIti

Model Schedule. Seventy hours of instruction are suggested. Thisrepresents the equivalent of a one-semester course with two-hoursessi ins twice each week. Figure 3 presents a model with hoursassigned to Glasswork and laboratory or field work.

FIGURE 3

Highway Traffic Accident Investigation and ReportingCurriculum Model Schedule

HOURS

Lab orrlio,sts (irk Field Work

1

3 8

UNITS LESSONS

Introduction 1-3Identification 4-21

10

HOURS UNITS LFSSONS

(Jr!, Firld IS or!,

5 1' Collection 22-275 VI Recording 28-315 12 Reporting 32-341 4 Summary and

Completion 35

20 30

Provision is made for in-service students whose routine dutiesprovide real life experiences in one or more of the investigativeskills, e.g., photographing accidents Validated entries in thecourse's Job Activity Sheet may be substituted for laboratory orfield work exercise. (See Student Job Activity Sheet, Figure 5.)

Methods of Instruction. The curriculum package is designed toassist the instructor in teaching the skills and knowledge necessaryfor the preparation of basic-level accident investigation tech-nicians. It is emphasized that teaching should consist mainly ofdemonstration, with learning occurringAlirough application andpractice. Each lesson plan has a specific set of behavioral or per-formance-based objectives that attempt to encourage learningthrough stud( nt activity.

The lesi..ns are not designed to be a complete blueprint or"how- to- do -it," step-by-step manual but are the best availableexpert suggestions for teaching the skills and knowledge necessaryin the accident investigation field.

The curriculum materials are designed to meet the needs forpreparing an individual for a basic-level accident investigationposition. The objectives for each lesson plan are written in behav-ioral terns in an effort to reinforce the concept of learning throughstudent-oriented activity as opposed to teacher-oriented activity.Included in this guide is a Job Activity Sheet that can serve as an in-dividual progress chart for each student as he masters the skillsnecessary for basic-level accident investigation technician.

Reading references are identified for those students who desirein-depth study. Independent study may be required, dependingupon the background the student brings into the course.

The authors envisioned something other than the traditionalsetting of the classroom when designing this curriculum. Mocksimulation settings of traffic accidents, junk yards, and field tripswere viewed as more effective settings for the successful imple-mentation of this curriculum. While the nontraditional classroom

I I

poses more of a problem for the instructor than the student, it wasfelt that this diffPrent and aotivity-oriented setting would do moreto encourage and mobiate the student to learn th,: lesson materialthrot Ah au application process. Much of the effectiveness of thecourse depends upon field work and group tours conducted to pro-vide extemporaneous observations and narration.

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mainal .._'.A1111'...'.44111E1111111,

4 ILIII*91, iUse of Lesson Plans. All lesson plans in the Instructor's LessonPions are designed to serve as guidelines for the instructorto use inteaching the 35 lesson topics on accident investigation. Creativeapproaches and innovations in teaching techniques are encouragedin an effort to stimulate learning and motivate the student. The ob-jectives of each lesson unit have been written in behavioral terms.The lesson plans, therefore, reflect a student orientation and notnecessarily an instructor orientation. Wherever possible, studentactivity and involvement are suggested. While the traditional lec-ture method is the easiest for the instructor to rely upon, the mosteffective learning occurs when the student is motivated throughinvolvement in action-oriented activities. Learning by doing ratherthan learning by telling is a guideline suggested for this curriculum.

By informing the student at the outset of the instructor's objec-tives for each lesson unit, both the student and the instructor canwork together to accomplish the stated objectives.

PERSONNELInstructor's Characteristics. Instructors for the course shouldideally possess prior experience and knowledge in the variousareas of accident investigation. The course is designed with studentperformance of specific skills as a major objective. Therefore, it isessential that instructors of these curriculum materials be able toperform at least at the proficiency level desired of the trainee.

12

,,

Instructors should be geared to helping students learn by ex-pressing interest and offering guidance when necessary. Instructorsshould he committed to the philosophy upon w hich this curriculumis predicated. Specifically, this means that the learning process isenhanced by actively involving the student in curriculum-relatedactivities as contrasted with the traditional lecture approach.

An unusual burden is placed on the instructor by making itnecessary to identify. arrange, and utilize training resources that.though .typical, are unique to a given community. e.g.. trafficcourts, frequent crash sites, and crash damaged t eludes. An ener-getic and imaginative individual is essential ros instructor. A back-ground of firsthand observations of crash occurrences and theaftermath in a variety of situations under differing conditionswould permit the instructor to lend realism and practicality.

Course materials contain a minimum of reference to teachingmethods and techniques. It is recommended that the instructorwill hate completed a course comparable to that published by thelI.S. Office of Education. Preparation of Occupational instill( tors

The Accident Investigation Technician Instructor Training Insti-tute conducted by The Center for Vocational and Technical Educa-tion provided an opportunity for educators and non-educators toutilize behavioral objectives in developing curriculum materials aswell as experience methods designed to improve teaching skills.Findings and supplemental materials can be found in the final re-port available from the National Technical Information Service.

Student's Characteristics. The course is developed with basic-let elpersonnel in mind, although nothing precludes offering it as in-service training. The student must be capable of relating to people(driver) and understanding vehicle construction and performance(vehicles), and he familiar with typical streets and highways (en-vironment). Beyond that, he must possess an aptitude for produc-ing legible paper and pencil work. facility with the camera he willuse, and ability to express concepts and ideas both orally and inwriting.

The student is required to practice and perform the training,tasks under conditions that often may he inconvenient, if not un-comfortable. Many of the units require that he sincerely play therole of an accident subject, a role that involves interviewing andsimulating driver behavior and victim injuries.

The basic course provides dhly that the student deal with objec-tives and factual information. lie will not he involved in assessmentof courses, agency jurisdictional policies and practices. or implica-tions of legality. It may be expected that the'student will workunder the direction of personnel. such as physicians. prosecutors.engineers, and policemen, whose authority and responsibility en-compass such complexities.

1A

FACILITIES AND EQUIPMENT

Course arrangements are based on the assumption that a class-room-will be required. It will serve as a staging area and providespace for briefings, paperwork, and practice with equipment andinstruments.

In general, drivers. vehicles, and roadways. which are alwaysand everywhere at hand, will provide training resources. There isno necessity for the training groups to be involved in real life trafficaccidents. Training in the skills, however, requires that drivers anddriving behavior- be observed and analyzed, that crash-damagedvehicles be studied, that injuries be noted, and that typical localhighway characteristics and configurations become -familiar. Fieldwork under tightly controlled conditions is an essential require-ment in meeting the objectives of the course. Arrangements withauto wrecking concerns, garages, street departments, ambulancecrews, and court authorities are limited only by local ingenuity:

Standard classroom equipment is required, including chalk-boards, opaque projectors, tape recorders, and increasingly com-mon portable TV camera and playback equipment.

The identification unit of the course will require handbooks,specification charts. blueprints, labeling, and marking devices.

The collection unit of the course will require such measuringinstruments as tape lines, marking crayons, labeling and markingdevices, camera, specimen containers, and a watch. The recordingunit will require sketch pads and sketching equipment, notebooks,camera, tape recorder, report form blanks, typewriters, and copy-ing machines. The reporting unit will require drawing equipmentmodels and mockups, maps, typewriter, and projection equipment.

Sufficient transportation for the class must be scheduled whenfield work involves travel to designated sites in the locality and forfrequent observation and monitoring tours.

INSTRUCTIONAL MATERIALS

Instructional materials are the published Basic Courselost roc-tor's Lesson Plans and the Student Study Guide. Great reliance isplaced on the individual local instructor to search out and inventorymeaningful current material to enrich each unit. Examples arephotographs, slides, film specimens, investigation files and re-ports, and report forms. Locations for field work will have to beidentified, arranged, and scheduled.

The instructor may be expected to possess an assortment oftextbooks, in the field of accident investigation. Required outside

14

reading is at a minimum but should be available to students who(1) possess less than usual experience or knowledge of driver,vehicle, or roadway, (2) desire to study theoretical aspects of acci-dent investigation, or (3) desire to study specific applications to aparticular jurisdiction or agency. such as police testimony in courtcases.

Instructor's Lesson Plans. A lesson plan is provided for each of the35 units of the course. The plans are organized in a uniform formatto provide ready familiarity to the instructor throughout the courseand to he convenient to follow while actually teaching.

Lessons are of two typesthe manipulative skill lesson and therelated technical information lesson. In both instances, lessons areorganized for presentation in a sequence of phases or steps: (1)preparation of the learner, (2) presentation, and (3) applicationwith suggested activities for student evaluation. (See an example ofa lesson plan sheet in Figure 4.)

Published material references in most lesson plans are includedto assist in the instructor's personal development and review. Theyare not intepded for student reading assignments. Entries arelimited to those readily obtainable by the instructor.

FIGURE 4

LESSON PLAN 2

UNIT IntroductionLESSON PLAN TOPIC Purposes. Responsibilities and Oliiettwes of the Accident

investigator

OBIECTIVES The student will be able to.I Explain the purpose of an tic( ident investigator at the scene f! an accident to

the instructor's satisfaction2 last the basic responsibilities of the accident Investigator as outlined in the

lesson3 Explain the olnectives of an accident investigator with the use of the four "E"

concept.

PREPARATION OF THE LEARNEHIf you do have the responsibility for investigating traffu accidents, you will need

to examine the accidents systematically and with some professional skill We knowthat-

I All accidents ace made up of a series of events2 Certain links in this series of events are vet.% important to determine the i ause3 It is hard to talk about the cause because, at times, there is more than one

'causeHighway and traffic pattern improvement must he based upon accurate. factual

information. But you cannot gather this information unless you know the part %ouare to play in the total traffic safety team For you to perform efficiently you must

15

know what your ph is before the emergency arisesCan you visualize this accident scene?

1 You are the investigator with no formal training2 It is 11 15 p m and you go oft duty at 11.30 p m3 You arrive at the scene of the accident at the edge of the city limits4 The cars are smoking5 You see three motionless bodies6 There are three injured persons pinned-in the xelut le7 The highway is blocked.a Bystanders are asking questions and making suggestions

What training do you need?1 P P rpose Why are you there?2. fl Responsibilities What are you trying to do?3 0 Objective What are you trying to accomplish and why?

Are you a PRO investigator? You can be! Let's discuss these questions.

PRESENTATIONI As a group discuss the following

A. What :s the Purpose of the Investigator'Why are (you. we) there?1. Statute requirements to investigate.

a Deathh Injuryc. Properly damage extent as required by law or where one vehicle must be

towed away (National Standard)d. State lawe City ordinancef County regulationsg Law requirements

2 Departmental policy or procedure.a. Rules set out in your chpartment regulationsh Special needs

3. Investigation:

a It is a careful and systematic inquiry into the fa( is and circumstances ofaccidents to discover causes

4. Determination of the t ausea Not really an accidentb. Not an art of Codc There is a cause or (dosesd We do not have to accept accidents as the pro e of convenience of the

automobile.r Act ulents t an he prevented:f Ac culents are the result of certain unexpected causes

B What are the Responstfulair'N of the act ident investigator?What are you going to do?1 Prot eed to the scene quwkl but safely.2 Secure ac cidentfai is

a In writingh In sketchingc. In photographingd. In interviews

3. Identify, collect. record and report all pertinent evidence

10

4 Meet state and lot al requirementsa Statute lawsb City ordinani esc Count v ordinaro esd Departmental polii v and proceduree Supervisor's requirements

C What are the Ohio lives of the :at ciden! in ostigator?What are you trying to do as an at cadent investigation IN hmcian and why?1 Enforcement

a A omplete investigation will suggest(1) Cause(s) of the accident(2) Violations of law(3) Ev ence facts for use in court against violator

2 Educationa Comple investigation will suggest needs for

(1) Driv g improvements(2) Haza d driving areas(3) Raw eeds for education in driver improvement areas

3. Engineeringa. These profess' als use our investigative information to.

11) Locate problem areas(2) Determine where engineering work needs to he focused.(3) Make their study of the problem location

APPLICATIONInstructor: Use a transparency. chalk board, or felt hoard, etc and have

students summarize the purpose, responsibilities. and objectives of the ac-cident investigator.1 Display a "11" and ask students.

cl: What does the P of PRO represent? (Purpose)b Why are you at the accident merle? (Reconstruct the Purpose as

set out in outline)2 Display an -H- and ask students.

a What does the II of PR() represent? (Responsibilities)b. What are you going to do at the accident scene? (Reconstruct the

Responsibilities as set out in the outline)3 Display an "0" and ask students

a What does the 0 of PHI) represent? (Objective)b Now that you are at accident scene, what are you going to do and

why? (Reconstruct our objective from the outline)4 What are the (4) four "E"(s) relating to accident investigation? (Phu e4 "E" on hoard.)

a Ask students to name each, put the word on felt beside an "E'' andask students to describe how at ldent investigation technicians assistin each(1) E Enforcement(2) E Enactment(3) E Education(4) E Engineering

17

4 End( tmenta Result of our investigation the lawmakers determine-

(1) Need for additional lags(2) Revisions in pr-sent (arts(3) Legislation that is more (mph( a'ile to problem(4) Research basis for traffic records systems to several state Im al

agencies lc g, motor %chicle administr.ilon, public healthemer-gency meth( at and highway department)

SICGESTED BEFEB eNCES

1 Baker, I. Stannard Traffii A' okra lovvstieui or s %Immo! ha. Polar Evanston,Illinois The Traffu Institute. Northwestern University. 1971

2. Military Poll( e Troll', Control Soper% 1%1(01 Fort Gordon. Georgia.3. Your State Statutes. City, and County Ordinances (Traffic Laws)

Student Study Guide. The student is provided the statement of thecourse objectives, the course outlines of lessons, the statement oflesson objectives, the assigned application, and the criteria for stu-dent accomplishment. Equipment, tools, and supplies are in-dicated.

As the course progresses, loose-leaf handout sheets can be pro-vided by the instructor for inclusion in the Student Study Guide.

A feature of the Student Study Guide is the job Activity Sheet,which provides those students who have the opportunity to put theskills of the course into use outside the class and to confirm andrecord the experience for recognition by the instructor and em-ployer. (See Figure 5.)

Instructor-Developed Aids. While a variety of visual aids and equip-ment could be used to augment the lesson units at the discretion ofthe individual instructor, the development and use of supplementalinformation has been left up to the individual instructor. Some sug-gested equipment and visual aids are included with the lessontopics in the Rosic CourseInstructor's Lesson Moos.

Much of the graphic arts material, such as charts and graphs,rapidly becomes obsolete. The same may be said for photographicmaterials. The instructor will find many sources in pamphlets,journals, and newspapers. For greatest effectiveness, materialshould use local drivers, vehicles, and highways so they will befamiliar to the student. Exceptional items of student work fromprevious classes provide a rich store of instructional material forfuture use. Any slide collection used should be continuously ex-tended and updated.

Reference Text Materials. No one specific textbook has beenselected for use as an instructor's or student's reference in imple-menting the highway traffic accident investigation and reporting

18

curriculum. The instructor may recommend in specific ".Sf'S that .1student- do study or research from a textbook that is read11% ,1% ail-able. There are a number of recommicniled cominect.tall availabletexts that could be used to supplement curriculum de% elopmeittReferences from 1.S. Baker's Traffic An ulcrit:litt /...tp2titiem Ideicisiihave been cited for ,student use -in connection tith the Bil..1,CourseInstructor's Lesson Plons.''These suggested texts are listedin the Bibliography of the Course -Gm& .

, . TRAINING EVALUATION

Evaluating the student's performam:e to ascerram whether hehas met each objective can he accomplished m several t% ays. Eachlesson topic has incorporated within it some form of applicationactivity to determine an adequate performance level. There_basbeen a concerted effort to restrict the use of the traditiial truefalse. multiple-choice, or essay examination in this suggested cur-riculum. However, some topics more readily lend thernsek es tocreative, nontraditional performance-le% el testing than others. Theinstructors are encouraged to use the application aCiivities ofperformance techniques suggested in the lesson units rather thanrely upon the standard testing methods.

The success of the course is determined liy the ability of the stu-dent. upon employment, to deliver a product of a stated quality inan appropriate period of lime. i.e., correct identification. acturate4collected measurements, a legible sketch. or a factual written re=port. This is differentiated from the testing of the student's retell- .

lion of information or knowledge.The Job Activity Sheets allow evaluation of the student's

product" or accident investigation process. The course should be-analyzed and evaluated at intervals to confirm that three factorsare operating satisfactorily. Those factors are that: (I) the coursecontent is appropriate for the aptitudes and abilities of the trainees:(2) only trainees who are capable ofachieving the course objec-tives are enrolled; and (3) the instructions. including the facilit y antiequipment, are all conducive to the anticipated learning and per-formance.

Provisions have been made for evaluating both the -Instructorand the course. through the use of the Student Opinion of Teachingand Course Evaluation Form. This form can be found in the Ap-pendix of each document in the Curriculum package. The suggesteduse of this for :n is primal:11y for course revision over improt einemof instruction. .

A local advisory committee will prove very effective in hot on4evaluating the training course but also in providing initial guid-ance and continuing support.

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LESSON PLAN 26

I 'NIT Collet I

LESSON PLAN TI WIC Reim (Own Measurements

OBJECTIVES the student w III be al-le toI Identify if the measurements at an ac :ident are of positions who h are tem-

porary or short-lived in nature2 Utilizing a mock traffic, collision scene or scale diagram. each student will

demonstrate to the mstrto tor's satisfaction, two methods of making relm (awnmeasurements. including how. bum what point, and to where they should bemade

PREPARATION (1F niE LEARNERThe recording of relocation measurements fin a sketch of the collision scene is

one of the important functions of an accident investigator in conducting a system-atic inquiry into a traffic collision. Proper planning and sketching information isnecessary to provide undormity in reports and to avoid useless detail

Careful measurements take the guesswork out of locating positions of objects atthe scene Rei.onstruction of the events of an ac,Adent from the first point of percep-tion to the final position of the involved parties is derived from the measurementsmade by the investigator either at the accident scene or other locations requiredPRESENTA TR IN

I. Need for Relocation Measuremeni3A Remove guesswork by recording measurements made at the sceneB Re (instruction of an accident scene

1 For purposes of recording information2 For purposes of obtaining evidence

II. What to MeasureA. Purpose

1. To he able to relocate the position on a trafficway.al a later date if itbecomes necessarya Reminder-11 is always better to have too many measurements than to

need one later and not have itB. Important measurements

1 Point of impact2. Physical evidence

a. Skid and tire marksb. DAilsr. Other factors relating to the collision

(1) View obstructions.3. Final position of vehicles or injured person

III. When to MeasureA Procedure

1 Determine if the measurement needs to he made2 Determine the type of evidence present.

a Temporary in naturelast only few minutesb. t.hort-lived in naturemay last hours or even days

B General1. Taking measurements is only part of important duties at the scene.

a. Meatfurements may have to be taken after other duties completed,2. Temporary widenr.P should hr takenirst.

21

a Chalk or crayon may he used to mark the evidence until it 1 an bemeasured and recorded

3 Check the scene before departing to insure all measurements hate beentaken

IV EquipmentA Materials

1 Tape measure2 Procedures for pacing measurements3 Visual measurements

a Known measurements of objects present at the scene may be usedExample11) The white (broken) lane lines are nine (9) feet in length with a

fifteen 115) foot space in lbetween.(2) The reflective wedges are forty-eight (411) feet apart

4 Material by which to record measurementsV Measuring Distant es ..--...,...._.

A Gent -al1. Decide what is to be measured.2 Have necessary tools available to accomplish task3 Have adequate traffic control to assure safety of investigator

B. Procedure1. Short distances

a Use cl pocket-type tapeh Pacing method

2 Long distancesa. 100 -font tapeIL Pacing methodc Odometer of vehicle

VI. Accuracy of MeasurementsA The measurements taken are only as good as the accident site invesli-

gator and his tools.2. The measurements may be used in court.

a. The investigator will have no problems in court if accurate notes arekept.

b Measurements may be checked by a second person when they aremade to insure accuracy

B. Errors in measuring devices1. Time and temperature affect devices Example.

a A steel tape will have a two (2) inch error in 100 ft when newh. A cloth tape will have cl three (3) inch error in 100 ft. when newc A steel tape will len;ithen '/1 of an inch in a temperature change from

0 to 100° Fahrenheit.'C Errors made by investigator

1. Most errors are made by carelessnessa Mis-reading numbersh. Losing aunt of the number when making long distance measure-

mentsVII. Methods of locating evidence

A. Points of reference1 Always use a permanent object to measure from

a Mile post markerh Edge of roadwayr. Center line (or lane line)

22

. . 4 44 4. .4 r *4 at 44

d Curb edge2 l) not use Ohl PrIS that are not of a permanent mit ure_

a Telephone or power pole.b 41.u1 hosesr Edge of drivewaysd Apes of a corner with no curbing

B Ica di 1011 by t ',ordinationI Refer to a sample skett h on a transparere % or draw a skett h on the

halkboard using the coordination method2. Coordination method used to eliminate i latter when their are too man%

measurementsa Letters are used instead of numbers at the lot anon on the skett h

for a measurementb A legend on the sketch contains the measurements

3 Complicated method of measuringC Location by triangulation

I Refer to a sample sketch on a transparency or draw a skett h on thehalkboard using the triangulation method

2 The triangulation method vases triangles to onnet I eat h spot with twopermanent (Mpg isa Separate triangle for each point to be measuredb As old slender triangles

I) Location by reference pointI Refer to a sample sketch on a transparency or draw a sketch on the

t halkboard'usinglhe.referem e point method2 The reference point method is the most common type used

a Simple to useI) Presents confusion

. 3 Measurements IP taken (rm a permanent point and then all othermeasurements are made (nn that point

VIII Re( ()Ming MeasurementsA. Record measurements as they are madeB Identify measurements on a field sketch

APPLICATIONI The class will be taken to a mm k at e'dent site

a Accident scene will has 1' physical es 'dent e present. vehu les. debris.alt

b. Each student will demonstrate to the instructor's satisfaction host torelocate designated objects at the 51 ene(I) Ea( h of the three methods shall be used,

(a) Coordination(h) Triangulation

) Reference pointt Each student will draw a field skett h to be submitted as prescribed

by the instructor

SI 'L;GESTED if ELTHENCF:S

I Baker, Stannard Troth( ..1« :dem los esti:vow s for Poll( v Ewnston,Illinois. The Traf fit Institute. Northwestern I ;ni ersity, 1971

2 California Highway Patrol Manual 1t I Or?! Iri eqievItmt) Sacramento, Califorma, 1971

23

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APPENDIX

clO. . 4 OS - 0.. . s- se. w .4 4 .41.41

ROSTER OF WORKSHOP PARTICIPANTS

Each of the following individuals attended one of the fiveregional workshops and contributed to the development of thelesson plan units. We appreciate and acknowledge their contribu-tion.

Thomas Ai I mist'Hudson Valley Communit

College80 Vandenburgh A enueVros. New York 12180

Herbert AllenPeace Offil er I nst rut 'ionLewis-Clark State CollegeLew icon Idaho 935(1i(208l 746-234(. est 320

James H Amu k. SergeantCriminal Justu e At atlern)South Carolina flights as

Patrol4242 Broad River RoadColumbia. South Carolina

29210

Harry Babb. Captain -Suffolk Counts Pole

Departmento State Ilni versify .'fNew York

Agril ultural and Tchni alCollege

Farmingdale, New York 11735(5161 888 5543

Eugene L Bell, SuperintendentVeho le ()per itHarrisburg Post Offii (-Harrisburg, Penns% Is ania

171051711 782-4436

Charles E Bias kstockSuperintendent

Vehii le OperationsKnoxville Post Offu eKnoxville. Tennessee 37901(615) 637-9300. mil 4545

William F /Burner, I nstrui torPolo e e

Fox Valley Technic al Institute1025 North Bluemound DriveAppletim, Wisconsin 54911(414) 739-8831

26

Robert G BondGeneral Foreman

Vern( le ( tperationsl'nited S4ates Postal Seri, it I'Main Pos Off u e ( :co ageTerminal AnnexSeattle Wa hington 98114(2051 442-2460

John I BootsPreparators Career Etitto alumPolif e Sr sent e ProgramHass keye Institute of

Teo hnologyWaterloo. Iowa 50704(119) 234-5951

William M Brewer, Coloneland Direr !fir

Department of LassEnfor. merit

Mississippi Gulf Coast JuniorCollege

Iefferson Das is CampusGulfport, Mississippi 39501(601) 896-3355

John BullardF:Imhurst Polo r Department409 tanterherry LaneOak Br k. Mottos 110521(312)323 4738

Glenn F. Clark. Instils( forLaw linfoo ementColumhus Tw hnu

Institute550 East Spring StreetColumbus, Ohio 43215(614) 221-6743. est 75Dome 231-8704

Thomas Connors AssistantDirector

Division of Sol 1.11 Si lentand Polito Sell, a es

60 Bidwell StreetMani hester,_Connei to tit

06040(203) 646.4900

4.4 .. :. .4. 4... ea.. - 4 . ,4 ....... .444.4.. .44 44- ' .

a

David I CoxHawaii Community I allege1175 Mandan Street1111o, Hawaii 96720Horne 935.2581Olio e 935-0091

Herman B Day is. Instrto torDepartment of Criminal Juste( e500 Long% iew RoadLong% iew Community CollegeLees Summit. Missouri 64061503-7777, eat 76

John Doyle, Instrui lorPolo e Si ten( eMatt atm k Community

Colleee236 (;rand StreetWaterbury Conms III Id 06702(203) 757-4661

Hobart L Erti kson. instrut forCoordinator Polo e Si tent eEl Centro CollegeMain and LamarDallas, Texas 75202(214) 740-2360

Mary in Ericson. Instill( torPolo e Science(former Chief of West( hester

County Parkway Pohl e)West( hester Community

Collegf;75 Grasslands RoadValhalla, New York 105951914) 946-1616

Wolcott S Gains. Instruc torI.m Fnfori ement lec honing!,Southern Main Viii ational-

TN hnu al InstituteSouth Portland, Maine VOW1207) 799-73113

Peter Gardner. Instill( torCity College of San Franc Imo638 !Miramar AvenueSan Fran( isi 0. California 941121415) 585-5055

Ito hard Delgeson. AttorneyLaw Enforcement and Business

Law Instrio torClackamas Community College19600 South Mulolla AvenueOregon City, Oregon 97045(503) 656-2631

John P (jai k) Hill. Coloneland DR noon Chairman

Publo Stir% tees Tei hnolumesThomas Nelson Community

CollegeRiverdale Station. Drawer KHampton, Virginia 23366(701) 826-4800

27

Walla( e [Bighting. ( .hoirmanLaw Enfor ement DepartmentPhoenix Community College1202 West Thomas R04111PhOPrIl% Arizona HUM1602) 264-24I1, est .157

Lee Ilughs,Coordinrlifor-Instrui tor

Department of Criminal lustuf.Western Wyoming College2500 College MI% eRm k Springs, Wy oming 8291)1(3071 382-2111 est 51

Robert R HunterClark College1800 East McLoughlin BlvdVan. miser Washington 986631206) 694-6521

Karl Hutchinson. Coordinot,Law EnforcementEl Steilacoom Community

CollegeP 0 Box 3186Tacoma, Washington 98499(206) 588-3621 or 582-5648

Robert Johnson, Instrui torI,aw F:nfon ement ProgromBlack Haw k College6600 34th AvenueMoline, Illinois 61265(309) 755-1311. est 210

Robert I Kilpatrif k. Avvistan_Professor

Florissant Valley CommunityCollege

.1400 Pershall RoadFerguson. Missouri 63135f A4-2020

Clarence F Knight. ChairmanLaw Enforcement F:iltu ationSt ( ;lair County Community

College323 Erie StreetPort Huron. Michigan 48080(313) 984-3881 est 27-3

/oho Knight. SergeantCalifornia Highway Patrol

Academy ,3100 Meadow View RoodSacramento, California 95832(918) 422-5770

Newell G K night, TrainingOfficer

Utah Highway Patrol309 State Off ice BuildingSalt Lake City. Utah 841141801):(28.5621

-

4 44K 4 4W* . . .

Iohn Kw hrr Instrui lor1..1%% F:nfor. enirntLane Communit% tollg400 Last 10th A. miteFaigrne Oregon 9740115011 747-4101

F".(1%%ard I,enno% First 'sergeant!stir% land State e

flradquartersPikes% :Ile Mar. land '120811011 481 - 1101

1rrr% W I 1.11 Of I.. vrCalifornia I ligh%% a% Pal ro l8341 Indiana AA MU.'RI A PrS1110. Calilorma 92%04

Grrald Marshall CorporalA'erinont Slate Polo eSI Albans. Venn- .1 05478(802) 481-0228

John AllistrrNort hwestrrn tonne. 1.. 111

Communit% 11(111.p.Park Plat . EasIWinsted tonne. to Iii 10,098(203) 379-8541

Kenneth I. I M. k

InsIrin forLa.. F:nfm. emen.Alpena Commond% Collegefifi6 !Anson StreetAlpena. Mu higan 44'07(517) 154-1111

John N1egerson Chairman14%. F:nforl ement ProgramDos Moines Arra Common:1Y

College200h Anken% ..rdAnkrnv. lima '309211515) 964-01411

Arnold I. NIillerChairman-Instr.:. for

Department of Lat. Flloro ementand Administration

Arapahoe l'atinitionit% College5900 S0 Samba Fr Dm..ill Delon, Color Ito 81121013(E1) 761.2289

Marvin Mills, PmlessorTraffil I as% Enfort ementMarshall I IniersityS..frIs 1-1,41tif Mom

prparlinen1 of SafelyFAN atom

Huntington. l'i'st Virgmia25701

2fl

Paull! Moore 1 .torilinatoiCriminal lust Prgi.no11. illiam Rai n.. II.,rpri 1 "neg.Algonquin and Rose)). RoadsPalatine Illinois N101,-11121 (14 4200 ea 461

I larr% I ersohnTraining IltirmsDade Count% Poldo Salon

1)rpartment1320 N. orth%% est 1410 StreetMiami. Florida 11121; 1051 17"--808

1-1011 %8sIlitVrh 11 01101'.111110).550 01.110 SinvelSan Fran. Is. a Calthiitia

9410'1(415) 111,1499

Ralph 0.11rian \IaIerialsialist

Industrial and Tr. hnolido. atom

Instrio Ilona! Materialsalloratoi%

I 'nuersit% ol kro1.. t.Lexington Kentio k% 10106111001 217 4^10

11 Via% nr U.rr.on Imam. forPolo 0 S. e

W1.1)..r 0.00 .111101;03750 Damson Hook% arilOgden Ptah 84401(8011 194 -5941

Darold I) Padle% I r1'S Post Olio4.15 Smith SI Clair StreetTobleobt ()h... 131.91

14191 219-6417

James Pollard Imam. forSpokane Com:month College340:1 F:dst Missinn A% ...lin.Spokane, Wash:110ln 99201(509) 410-2902

K I Prin.... RestdntInsinu lor

Ilighs a% Patrol AI .1111)1Aidgm a% and I.noith,nsvnDri% e

Tallahassee, Florida 12104(9(4) 1711.1244

lames Rose CoordinatorAdolf FAL'. at ion ProgramsAthens Arra V.,. ational

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Student Opinion of Teaching and Course*

Date

Instructor

Characteristics of the Instructor ,Each of the Items below deals with a characteristic of instructors which studentsfed to he important Indicate your rating of your instructor by 'a check at the ap-propriate point on the scale. The exact point at which you rate is less-importantthan the general impression

Example:

NOT HELPFUL ACTIVELY HELPFUL:

Write in after the question any additional comments that you wish to make Giveexamples wherever possible.

1. Is the instructor 'actively helpful when students have difficulty?

NOT HELFPUL , ACTIVELY HELPFULExamples or Comments-

2 Does the instructor appear sensitive to students' feelings and problems?

UNAWARE RESPONSIVEExamples or Comments:

3. Is the Instructor flexihle?

RIGID FLEXIBLEExample or Comments:

9. Does the Instructor make students feel free to ask questions, disagree, expresstheir Ideas, etc.? _

....3.--

INTOLERANT ENCOURAGES STUDENT IDEASExample or Comments:

Adapted from Wilbert I MiKeartop, T.1. hang Tips 1 Guidebook (fir Ific 11,141n flint: ( Olif 't:fTeacher (Lexington. Mass DC Heath and Company. 19691. pp 247-252,Based on an evaluation form used by the Depaitimmt of Pivl hoimtv at the I !no ersitv.of Michi-gan .

M

32

GO

5. Is the instructor fair and impartial in his dealings with the students'

FAVORS SOME FAIRExample or Comments:

6 Is the instructor's speech adequate for teaching?

UNINTELLIGIBLE GOODExample or Comments- (Volume, Tone. Enunciation. Rate.Vocabulars. eh I

7. Does the instructor belittle students'

BELITTLES RESPECTSExample or Comments-

,

8. Does the instructor tell students When they have done particularly well'

NEVER ALWAYSExample or Comments:

9. Does the instructor dwell upon the obvious?

DWELLS ON OBVIOUSExample or Comments- .

INTRODUCES INTERESTING IDEAS

10. Is the instructor interested in'the subject of accident investigation?

4 SEEMS UNINTERESTED SEEMS INTERESTEDExample or Comments:

11. Does the instructor use enough examples or illustrations to clarify the material'

NONE MANYExample or Comments:

12. Does the instructor present material in a well-organized fashion?

DISORGANIZED WELL-ORGANIZEDExample or Comments:

13. Does the instructor follow an outline or a lesson plan to accomplish objectives'.

NOT AT ALL VERY CLOSELYExample or Comments:

33

-

14 Does the instructor stimulate thinking?

1)1 'I I. STINIIILATING

Esample or Comments

15 Does the Insirm for put his material across in an interesting way?

Dt 1..I.Example or Crinments

VERY INTE:RE:STING

lo Other important charm teristics7please specify

Considering all of the above qualities which are applicable (including thi sethat Lou added) how would you rate this instructor?

EXGELLEN''' VERY GOOD GOOD FAIR POOR VERY BAD

Now go bark user be list and place a check (XI before the five items huh%%ere most important In, you in making your lodgement

34

The references listed m the Course ( ;nide include onl a limited numberof selections that are mailable to give prospective administrators, plan-ners, and instructors an insight into the field of accident int estigationItems are those selected from the extensit e «illection resulting from t on-tract DOT-HS-115 1-169 The following are recommended as being ofparticular interest to administrators of highw a traffic safet agem les andtraining institutions who contemplate initiating the Accident Investigationand Reporting: Basic Course.

Mori extensive reference lists for accident tnestigation are includedin the Instructor's Lesson r ins anti the Student Study Guide

1 Baker, J. Stannard Traffu .1« 'dent Investil:ator's \lanual for Pole fEvanston. The Traffic Institute, Northwestern University. 1963

2. Bishi,p. R. W. and associates. Mimpou yr Development in ofSafety Tallahassee: Highway Transportation Consultant's Educa-tum and Training Programs. 1971

3. Bishop. Richard and Sheehe. Gordon. The Bole of the Comminute f:ollege in Developm2 Traffy Sp.' musts anti It t hnn suns Washington.D.C.: American Association of Junior Colleges. 1968

4, Collins. James C. and Morris. Joe 1. f inthwat: Colisson AnalysisSpringfield: Charles C. Thomas. 1967.

5. Daugherty. Ronald; Brooks, Kent; and Hyder, Carroll. Highway SafetyOccupational Prmulan Deve!,ipment Guide Columbus: The Centerfor Vocational and Technical Education. July 1970.

6 Daugherty. Ronald: Hayes. Anne C.; and Orletsky, Sandra R. AccidentInvestigation TN him am Instrut for Training Institute Final IleportWashington, D C: National Highway Traffic Administration. 1972.

7 Highway Traffa Accident investigation and lieportiattStudent Study Guide Washington. D.C.: U.S Government. PrintingOffice. 1973

8. eds Highway Traffic Accident Investigation and Report-ing Basic Courseinstructor's Lesson Plans Washington. D.C. U.S.Government Printing Office. 1973

9. Fralish, John C. and Wolf, Rober-t A. "A Brief History of Motor VehicleAccident Investigation" Presented at Collision Int estimationMethodology Symposium. Warrenton. Virginia. A ugust 1060

10. Garrett. John W. and Pitcher, E. M. Program of Instruct um for High-wa Colbsum Invest !Lull ion Training Prtittram Buffalo: CornellAeronautical Laboratory, Inc. CAI. Report No. VJ 2980-V-1, June1971.

11. Keryeskc John M. and Garrett. John W. "Research to Improve theProcess of Accident Investigation." Buffalo: Cornell Aeronauth...1Laboratory. Inc. CAI. No. VJ 2515-V-2. October 1968.

12. McKeachui Wilbert J. Tem long Tips. A Guidebook for the Bet:innint;College Teacher Lexington; D. C Heath and Company. 1969. pp.247-252.

13. National Highway Accident and Injury Analysis Center. "Summary of1968-69 Multidisciplinary Accident Investigations." Washington.D.C.: U.S. Department of Transportation. National Highway SafetyBureau. December 1969.

37

14 Notional Hight% at SO int ondord% Washington. D(; Insurance In-silt UN' for Highway Safety. dune 1%7

15 National Highway Traffu Safety Administration edrol flQrstrVol. 37, No 150. Washington, DC I'S Department of Transporta-tion. August 3. 1972

16. "Highway Safety Literature" No 70-39 Washington,1) C-I1 S. Department of Transportation. No% ember 27. 1970.

17 Tral In Educalon and Training Committee Annual 1« ofrur I'm 1.Hoof, Chicago. Illinois National Safety Council

18 1 flignt n Saki Miniu IT and Truro, ...; Chicago, Il-linois: National Safety Council. 1972

19 I' S Department of Health. Education and Welfare. The Pr/Toro/ionat On( tipational lo.0no tor% Washington. D C. II S GoternmentPrinting Office, 1966

38