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Institutions of higher education, particularly those with large student enrollments, constitute special generators that contribute in a variety of ways to the travel demand in a region. Despite the importance of university population travel characteristics in understanding and modeling activity-travel patterns and mode choice behavior in a region, such populations remain under-studied. As metropolitan planning organizations continue to improve their regional travel models by incorporating processes and parameters specific to major regional special generators, university population travel characteristics need to be measured and special submodels that capture their behavior need to be developed. The research presented herein begins by documenting the design and administration of a comprehensive university student online travel and mode use survey that was administered at Arizona State University (ASU) in the Greater Phoenix region of Arizona. The dissertation research offers a detailed statistical analysis of student travel behavior for different student market segments. A framework is then presented for incorporating university student travel into a regional travel demand model. The application of the framework to the ASU student population is documented in detail. A comprehensive university student submodel was estimated and calibrated for integration with the full regional travel model system. Finally, student attitudes toward travel are analyzed and used as explanatory factors in multinomial logit models of mode choice. This analysis presents an examination of the extent to which attitudes play a role in explaining mode choice behavior of university students in an urban setting. The research provides evidence that student travel patterns vary substantially from those of the rest of the population, and should therefore be considered separately when forecasting travel demand and formulating transport policy in areas where universities are major contributors to regional travel.
Second, the dissertation focuses on the implementation of a vehicle fleet composition model component that can be used not only to simulate the mix of vehicle types owned by households but also to identify the specific vehicle that will be used for a specific tour. Virtually all of the activity-based models in practice only model the choice of mode without due consideration of the type of vehicle used on a tour. In this research effort, a comprehensive vehicle fleet composition model system is developed and implemented. In addition, a primary driver allocation model and a tour-level vehicle type choice model are developed and estimated with a view to advancing the ability to track household vehicle usage through the course of a day within activity-based travel model systems. It is envisioned that these advances will enhance the fidelity of activity-based travel model systems in practice.
Analysis of data revealed that participants engaged with music when outside of school by practicing, teaching, gigging, recording, playing music with others, attending live musical performances, socializing with other musicians, listening, and engaging with non-jazz musical styles (aside from listening). They engaged with music because of: 1) the love of music, 2) the desire for musical excellence, 3) financial considerations, 4) the aspiration to affect others positively with music, and 5) the connection with other musicians. Participants indicated that they learned by practicing, listening to recordings, attending live performances, playing paid engagements, socializing, teaching, and reading. In-school and out-of-school experience and learning had substantial but not complete overlap.
The study implies that a balance between in-school and out-of-school musical experience may help undergraduate jazz studies students to maximize their overall musical learning. It also suggests that at least some jazz studies majors are fluent in a wide variety of music learning practices that make them versatile, flexible, and employable musicians. Further implications are provided for undergraduate jazz students as well as collegiate jazz educators, the music education profession, and schools of music. Additional implications concern future research and the characterization of jazz study in academia.