Section 7, Question 1

Below are a ton of different topic directions. You need to skim through them, or move through them methodically, whichever works for you, and I want you to then tell me THREE possible directions that would be intriguing to you. If nothing in the list of things below interests you, let me know. Tell me your areas of interest generally, and I’ll try to find a way to help you connect your passions with this topic.

 

Direction one: Bicycling/Walking/Hiking and Tourism- I love hiking and being outside, and I’m interested in seeing what goes on behind the scenes in motivating others to get outside. I think it is very fun to get outside and enjoy nature with others. I’ve grown up being outside, as my family is a big supporter of these kinds of programs.

Direction two: Feeding bodies well and preparing ourselves physically to be able to bike or walk/Health Education- I am always trying to learn more about being healthy and I really strive to make smart decisions regarding my health. I want to be more active and I think it would be really cool to learn more about how I can both improve my own well-being and my community.

Direction three: Gender and mobility- I always like to learn about how different groups view their life experiences. You only really know the reality that you have, so I think it is very important to learn and understand certain groups and why they feel the way they do because of the things they have experienced in their lives. As a woman, I love learning about issues that affect women and what we can do as a community to make our environment more inclusive and safe for all individuals.

Section 6, Question 5

Compare our video with (link) and think back to the UC Davis video. What are alternative ways that the university might create a “sticky” story about pedestrians and bicyclists?

 

When compared to these other videos, I do not think that JMU does a very good job at creating a “sticky story” for their students. Our video is informative and gives a lot of good information but does not tell a story that makes students want to get involved. This video and UC Davis’ video provide the facts while also presenting the information in a story format with visuals, descriptions, and a logical flow. It does not feel like you’re watching a service video with rules; it feels as if you’re learning about the culture of the campus and how it affects you as a student.

Alternative ways that the university could create a “sticky” story about pedestrians and bicyclists is to change the type of story being told and the medium in which it is presented. Instead of presenting a video that simply tells facts, JMU could present their information in a story format where JMU focuses on our own solutions to these problems and how they fits in the overall context of sustainable living. This is how the other videos presented their information, which was very effective in engaging the viewers and allowing them to see how their school was making positive changes to create a community for biking. Another approach could be to change the way the story is told, by changing the way people interact with the content. If you use a video to display your information, there needs to be a reason that a video makes the most sense. If the content is simply spouting off facts, here might only need to be a flier for information that is handed out throughout campus. Posting the information on social media could additionally allow students who otherwise wouldn’t search it out to see it.

Section 6, Question 4

Watch the JMU safety video offered to freshmen at orientation. Given the information about storytelling in the previous question, how well does our video convey concepts about pedestrians and bicycle safety to new students? What would you change, and why? 

 

This video does a decent job of conveying information about pedestrian and bicycle safety to students using the storytelling technique. The video discusses the rules for biking on campus, the resources available to students, and JMU’s master plan for bicycling and walking. It uses an informative style to teach content to students, while still coming off with a fun and conversational air with a variety of interviews. All of the information connects to describe a community where biking is encouraged and safe for all users. It is very clear, informative, and does a good job of explaining the information.

While this video is informative, I think they could have done a better job making it relatable to students. From the video, JMU doesn’t appear to be a school that encourages walking and biking. Just because these options are discussed does not mean they are used or seen as a “real” form of transportation by the students. The information is there, but they did not really tell a story that helps to draw the viewer in and want to make an independent change. I think the video could use some of the “sticky story” tips in order to create an engaging video for students that makes them want to bike as a form of transportation, bike safely, and make further smart decisions regarding their transportation options.

Section 6, Question 3

Read the article about sticky stories. As you read, think back to the videos and the materials from UC Davis and Stanford. How do these two institutions videos/web sites conform to the story telling information provided here, and how could JMU add to their storytelling in order to sway students, faculty, and staff to try more active commuting options? 

 

The videos and web sites we visited from UC Davis and Stanford use “sticky” stories to draw our attention and engage us as humans. These narratives help people make sense of the world around them. The media that we have already engaged with use these methods in order to connect with their audience and incite social change. The issue of sustainable transportation is brought up through the key parts mentioned in this story: introducing the challenge, the solution, the strategies behind the solution, the impact, and then the call to action. Once these have been determined, it is vital to connect to the audience in a coherent, dynamic way. They primarily used the “impact” method to show how change has been made due to the work that has already been done, but also show the change that can still be made if we come together and act as a community now.

JMU needs to add to their storytelling technique in order to convince the people of Harrisonburg to try to add more active commuting options. Storytelling is a great way to connect to your reader and convince them of your goal while keeping your audience entertained. As of 2017, JMU’s pages on sustainable transportation primarily give facts (rather than dynamic information) about how these decisions affect our daily lives. An important aspect of storytelling is making the information relatable and applicable, so there should be some personalization to JMU students specifically. In general, there should be more information included on the site as to how these changes will impact the lives of our students and the community.

In reality, there is no reason for anyone to try more active commuting options unless they are currently interested in trying to walk or bike on their own. By showing the effect these changes could have on Harrisonburg, there might be an increase in the amount of people who know that the decisions they make are making a difference. These are the people who could be swayed to try more active commuting options through this type of storytelling.

Section 6, Question 2

Have a look at the government’s two documents on walkable cities and health. What’s the basic argument. How does it fit (or not fit) with Streetfight’s premise? Should JMU consider strategies for encouraging more walkable possibilities for students living off campus? Why or why not?

 

The basic argument for these articles is that we need to provide access to transportation for everyone, regardless of their mobility. This is vital moving forward as physical activity helps reduce the risk of disease and promotes overall well-being. These documents outline the importance of creating walkable communities to allow physical activity for individuals of all ages and abilities. We need to create safe and convenient places to walk and wheel, for those with limited access. We can do this by making walking a national priority and implementing change on a basic level. By changing our infrastructure, we will be able to make the decision to walk much easier for our community members, which will then benefit our city as a whole.

These documents fit with Streetfight’s premise because they discuss how to create an inclusive neighborhood for all, one where everyone is welcome on the roads. It also describes how communities thrive when they are able to accommodate all modes of transportation. This is especially apparent when we see walkers increase foot traffic for businesses in residential areas. JMU should really look into encouraging more walkable possibilities for students living off campus, if at all possible. Students would more than likely use these methods if they existed and were safe and accessible for them to use. This could be very beneficial downtown, where many students already walk and could use an easier commute to campus. I think it would be very beneficial to try to create sidewalks for walkers on a community level. Even if the changes do not necessarily increase the amount of walkers to campus, it will increase the amount of people who are able to walk from point A to point B.

Section 6, Question 1

 

Read/skim the university’s bike and pedestrian plan. This is a huge document. Look at the table of contents to see the kinds of things discussed, and then read through the summary at the beginning of the document. What are the compelling issues that they try to address for pedestrians and bicyclists. 

 

The main purpose of this document is to describe the ways JMU is going to promote multimodal means of transportation across campus. One of their goals is to create links that introduce JMU destinations to the broader community. This document describes how the infrastructure currently works and the changes they plan to make to accommodate, encourage and enhance the biking experience on JMU’s campus. This new system additionally includes a comprehensive system of routes, facilities, infrastructure, and signage.

While it seems this document was made with the right intentions, I’m not sure how well the ideas were implemented. I have been a student here since 2015 and have not seen any change in the amount of bicyclists on campus. I have even commented recently on how there are not as many bicyclists as you would expect to see on such a beautiful campus. While the school might be trying to encourage biking and walking through small changes in the system, there needs to be encouragement in the form of getting involved with students and finding out what would need to change for them to want to bike more.

Section 5, Question 3

Have a look at two web sites from other institutions. What recommendations would you offer to JMU from looking at these other sites?

 

I really would like to see JMU promoting more sustainable modes of transportation. There is a ton of information on Stanford’s site about the resources they offer in order to teach their students about the different options they have available to them. They additionally included videos to show students what certain modes of transportation are like and offer custom planning to create a route that’s best for them. UC Davis has a specific page for bikes that includes every resource you can think of on how to bike safely and properly.

The JMU page, however, includes six tabs for users to click and learn more information about a variety of subjects. Out of the six, three are modes of transportation that are only really used for individuals going home on breaks, two are for alternative modes of transportation, and one is for parking. I think the bus and bike tabs should be differentiated so that users can see that these are alternative, everyday methods that are accessible to them. I also think that within these two categories, more information should be provided to help students make informed decisions on their choice based on all the knowledge available to them. By making these sections more user friendly, students may actually be encouraged to use alternative modes of transportation instead of brushing them off like I did.

Section 5, Question 2

Read this text, taken from the first video… Do you think the message is compelling (and if yes, then why?) If no, imagine that you’re trying to convince people about the value of sustainable transportation. What would be your message? 

 

I really do think this video’s message was effective. Before even reading the blurb taken out of the video, I remember thinking that that was a good closing line when I heard it in the video. I think it is clear that the students at UC Davis will become experienced bike commuters due to the rules they will have had to learn in order to even be allowed to bike on campus. I was also able to visualize a very powerful image when thinking of 20,000 cars on the road when juxtaposed with the videos of all the bicyclists riding together in harmony.

If this video was able to make an impact on me, a non-bike rider, I definitely see how it can influence someone who already rides at this school. Once someone is able to identify with this statement, they are then included in the “you”-  “Your actions are having a direct impact, making for a clearer, healthier, and more livable world.” Taking a note from the chapter on social influence, I believe that this closing in itself might make more people want to keep riding, as they already identify themselves as people who ride and subsequently are the ones making a direct impact. This message is quite valuable because it encourages sustainable habits while also attributing those habits to the individuals who are making the choice whether or not to ride.

Section 5, Question 1

Watch UC Davis’s 2 videos. Summarize what you notice/learn in both videos. 

K. This video shows how UC Davis fosters a biking culture that encourages a high number of bicyclists to be on the road. The video goes on to discuss how bikers tend to think of themselves as a form of transportation in between pedestrians and motorists, which leaves the question open as to what rules apply to them (or what rules they think apply to them) while they are on the road. This video is meant to inform bicyclists on what rules apply to them, both at the state and school level. The flow of the video was an introduction to biking on campus, instructions to bikers as to what rules apply to them when they are biking on campus, and then resources and information on how to take care of their bikes. Some of the topics that were discussed are how to use the roundabouts, who is allowed on the sidewalks, when to put lights on your bike, and how you can get your bike fixed on campus.

L. This video focuses on UC Davis and how they have created a leading bike-friendly campus due to their thoughtful infrastructure. They have implemented an integrated network that connects the city to the campus and allows for more biking, as well as bike facilities that make biking more safe and comfortable for college students. This video is meant to inform others outside the community about the infrastructure UC Davis has that makes biking on campus so successful. While this video focuses on the changes they have made to create a bike-friendly campus, it also makes sure to mention that education and enforcement are two reasons why this type of campus has been so successful.

Section 4, Questions 2 & 3

Read through the two chapters by Cialdini- chapter two and three; think about how his arguments might be useful in considering a safety campaign or a bicycling/pedestrian campaign designed to reduce motorist use around campus and increase bicycling/walking amongst faculty, staff, and students. Summarize the arguments. 

 

Chapter two discusses the rule of reciprocation, or repaying what another person has provided us. This sense of a future obligation helps to foster social advances because the giver knows that whatever is being given has not been lost. This is a rule that is inherent to humans and can be manipulated in order to get a desired effect by asking for a small favor after a large one, or by giving a gift to improve the chances of someone acting in your favor. This method could work in a safety campaign, as long as the campaigners find a way to make the public feel indebted to them. This in turn makes them feel more open to the idea of a campaign. An easy strategy that could be implemented would be to ask for big favors from the public, which will get turned down, but then ask the real, smaller favor that has a better chance of being accepted.

Chapter three discusses the idea of social influence, specifically how humans desire to appear consistent with decisions we have already made. Finding a way to help individuals feel like they are being consistent will keep them in line with reducing motor use, just like the toy companies who manipulated parents to buy more toys. By finding a way to help people under the guise of social influence we can help them keep making decisions that are similar in nature. In this way, making an initial commitment to not drive their cars might end up with the individuals making additional, similar commitments under the rule of social influence due to the fact that they want to appear consistent with what they have already stated. This is intensified when the commitment can be seen by the public eye. This also works by having individuals agree to a small commitment, such as taking another form of transportation one day a week, and then slowly moving up the stakes once they have already made it clear they can commit to the one small favor.