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The classification of secondary crashes is a useful performance measure of incident management systems. Previous classification methodologies used a static threshold for classifying secondary crashes. Such a threshold represents the spatial and temporal influence of a primary incident, such as 3.2 km upstream (2 mi) and 2 h after the incident. The dynamic methodology described herein improves upon existing static methodology by marking the end of the varying queue throughout the entire incident using incident progression curves. The four steps in the development of incident progression curves are: (1) processing of intranet incident reports; (2) filling in of incomplete incident reports; (3) nonlinear regression of incident progression curves; and (4) merging of individual incident progression curves into a master curve. The result from a 640 sample validation set shows that the dynamic methodology reduces Type I error by 24.38% and Type II by 3.13%. The application to a 5,514 freeway crash data set shows the results from using dynamic versus static methodology can differ by more than 30%. DOI: 10.1061/(ASCE)TE.1943-5436.0000187 CE Database subject headings: Traffic accidents; Data processing; Traffic management; Traffic safety. Author keywords: Traffic crashes; Data processing; Traffic management; Traffic safety.

The Accreditation Board for Engineering and Technology (ABET) and practitioners recognize professional practice issues as important in undergraduate civil engineering education. This paper describes a creative approach for incorporating professional practice issues into the civil engineering curriculum through a course entitled 'Civil Engineering Practice.' This course has the following advantages: (1) It encourages active learning via activities as opposed to a traditional seminar; (2) forms long-term teaching partnerships with engineering professionals; (3) offers a venue where important yet distinct topics can be presented systematically; (4) provides the local engineering community with the opportunity to share its accomplishments and to further continuing education credits; (5) reinforces the professional practice elements of the capstone design project; and (6) supplies structured time where students can interact with potential employers and vice-versa. The course feedback from students, faculty, engineering professionals, and ABET evaluators has been overwhelmingly positive. CE Database keywords: Professional practice; Undergraduate study; Curricula; Engineering education.