Laurence Rilett, Ph.D., P.E.

Associate Director, UNL

Laurence Rilett, Ph.D., P.E., Associate Director, UNL

Professional Preparation

  • Ph.D., Civil Engineering, Queen's University (Ontario, CA), 1992
  • M.S., Civil Engineering, University of Waterloo (Ontario, CA), 1988
  • B.S., Civil Engineering, University of Waterloo (Ontario, CA), 1987


  • 2004-Present (10 Years), Keith W. Klaasmeyer Chair in Engineering and Technology, University of Nebraska – Lincoln (UNL)
  • 2004-Present (10 Years), Distinguished Professor of Civil Engineering, UNL
  • 2004-Present (10 Years), Director of Mid-America Transportation Center, UNL
  • 2003-2004 (1 Year), Professor of Civil Engineering, Texas A&M University (TAMU)
  • 2001-2003 (2 Years), E.B. Snead II Associate Professor of Civil Engineering, TAMU
  • 2000-2001 (1 Year), Associate Professor of Civil Engineering, TAMU
  • 1995-2000 (5 Years), Assistant Professor of Civil Engineering, TAMU
  • 1995 (1 Year), Associate Professor of Civil Engineering, University of Alberta (Canada)
  • 1992-1995 (3 Years), Assistant Professor, University of Alberta


Five Products Closely Related to the Project

Five Other Significant Products

  1. Appiah, J., L. R. Rilett, B. Naik, and R. Wojtal. “Driver Response to an Actuated Advance Warning System,” ASCE Journal of Transportation Engineering, Volume 139, Issue 5, (May 2013): 433–440.
  2. Appiah, J., L. R. Rilett, B. Naik, and Scott Sorensen, “Calibration of Microsimulation Models for Advance Warning Systems,” Journal of Modern Traffic and Transportation Engineering Research (MTTER), Volume 2, No. 1, (January 2013): 41–47.
  3. Vanajakshi, Lelitha, B. Williams, and L. R. Rilett. “An Improved Flow-Based Travel Time Estimation Method from Point Detector Data for Freeways,” ASCE Journal of Transportation 135, No. 1 (2009): 26–36.
  4. Naik, B., J. Appiah, A. Khattak, and L. R. Rilett. “Safety Effectiveness of Offsetting Opposing Left-Turn Lanes: A Case Study,” Journal of the Transportation Research Forum 28, No. 2 (July 2009): 71–82.
  5. Cho, H., and L. R. Rilett. “An Improved Traffic Signal Preemption Strategy for Signalized Intersections near At-Grade Railway Grade Crossing,” ASCE Journal of Transportation Engineering, Vol. 133, No. 8 (2007): 443–454.

Synergistic Activities

  • Serves as managing editor of the ASCE Journal of Transportation Engineering (since 2007; associate editor 2003–2007) and editorial board member of the Journal of Intelligent Transportation Systems: Technology, Planning, and Operations.
  • Developed a summer program that teaches undergraduate students from underrepresented groups how to navigate graduate school successfully. The instructors are faculty members from underrepresented groups from a variety of universities, including Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs). The program focused on African American students in 2010, African American and Hispanic students in 2012, and will focus on Native American Students in 2014.
  • Successfully partnered with the Indian Institute of Technology (IIT) – Madras to develop a Joint Intelligent Transportation Systems Research Center of Excellence sponsored by the Indo-U.S. Forum. This program allows faculty and students from both institutions to travel and participate in education and research programs in India and the U.S.
  • Created a summer institute in 2006 that facilitates work between university faculty and middle/high school math and science teachers (particularly those serving underrepresented groups) to develop curriculum materials related to teaching science, technology, engineering, and mathematics (STEM) concepts and encouraging students to consider careers in STEM-related fields. To date, 79 teachers have developed 73 lesson plans that have been presented to more than 3,500 students. Teachers nationwide can download these plans from the UNL website.
  • Led an initiative that developed an after-school program for elementary, middle, and high school students focused on STEM concepts. To date, more than 850 students in three elementary schools, eight middle schools, and two high schools across three states have participated in the program.