RESEARCH

Summary

Transit culture includes the psychological, social, and cultural relationship people have with getting around. The UT transit and mobility culture includes identity, autonomy, and motivation. Many UT students who grew up in car-centric communities come to campus having greater mobility options but little understanding and confidence to use them. They tend to stick to one or two if they find it helps them get where they are going.

Key Takeaways

• There is an illusion of choice when choosing a mode of mobility. There is an unequal desire to use the various options of transportation, cornering students into the few realistic choices they can use to move. These options of mobility are forced upon students by situations and systems. Because of a lack of real choice, using alternative modes of mobility requires significant and unique motives.

• Friction between modes of transit influences propensity of use. The time spent between transit modes or how long it takes to transition from one to another can heavily influence adoption.

• Students like public spaces that support and comfort them like access to shade and benches/tables. Functional affordances are favored more than art, the next popular characteristic of desirable spaces.

• There’s an attitude of “only if I have to” when it comes to taking public transit in Austin. Students have a preference to take what’s easiest and familiar to them. Dealing with lots of environmental and transit system disruptions is too much of an effort to go outside of their norms. Regarding public transit, 74% of students who took our surveys felt that when using transit other than a car, they’ll only “use it if they can’t drive”. Compared to 14% saying they love it. The rest of the comments were either indifferent to whichever mode or felt transit was inaccessible/uncomfortable.

• Students are already problem-solving their commutes. Students have unique journeys in their commute filled with techniques, short cuts, or routes that make it easier for them to deal with friction. This can look like taking unpaved shortcut routes, using garage elevators to go up hills, or standing behind bus stops for shade. When late, their plans shift to more expensive and faster methods while also making riskier choices for crossing streets to beat the clock.

• While students have a desire to explore more of Austin, their unfamiliarity with modes of transit and assumptions about obstacles they might encounter dissuade them from making a trip.

• In our survey data, there was not a strong intrinsic motivator to choose public transit to get to a destination. The main motivators were usually environmental frictions, needing to be on time, and having few options.

• For students, using transit often requires a motive beyond the current mobility system’s offerings. The aim of being sustainable, the action of trying not to use a car as much as possible (personal angst or desired focus on something else), that owning a car is too expensive or too much of a hassle to store, the identity of being a cyclist.

Opportunities

• How might we increase students’ mobility awareness, skills, and confidence on and beyond campus?

• How might we develop a better waiting experience (while waiting for a bus, or even crossing a street) to encourage an enjoyable and joyful journey and minimize stress?

• How might we inspire motivation in students to learn alternative modes of transportation to gain access to places and events that build Austin culture and ultimately, develop an alternative-transportation culture?

• How might we take advantage of the ways students are “hacking” their commutes to create a path of least resistance, ultimately finding the most effective route?

Summary

Overall, we discovered that literacy, while a contributing factor to whether people liked/used public transit in their commute, was not as big a factor as the commute experience (micro-obstacles, time, comfort) itself. Still, the public transit system tends to be a little confusing to use, and UT students rely on their phones and apps to fill in knowledge they don't get from signs, schedules, messages, or landmarks. This reliance on technology, while helpful, seems to further abstract people’s intrinsic navigation skills.

Key Takeaways

• Micro-obstacles in West Campus (defined as small-scale hindrances to pedestrian, bike, scooter, or skateboard commutes like construction, street repairs, maintenance, detours, and infrastructure damage) cause changes in students’ mobility as they walk. These micro-obstacles have less impact on drivers. People walking on campus must actively overcome these as they walk, bike, skate, or scooter. The heat and weather informs people’s commutes as well.

• The maps at the stops are often in disrepair, confusing, and reliant on a preconceived understanding of direction/orientation. Paying for the bus without a student ID is also very difficult and frustrating.

• Students tend to struggle with cardinal directions which may contribute to the observed difficulty with knowing which side of the street to go to. Those who did use cardinal directions used them in a landmark-based way (“The river is north, and it’s in that direction, so that way is north.”)

• Most students (nearly 90%) rated their own transit literacy as “okay” or greater. Students mostly gained literacy through traveling with friends (60%) or from personal experience (69%). Greater safety and combined knowledge increases willingness to travel in unfamiliar situations, which jump starts literacy. Participants also mentioned that it was more fun to ride the bus with a friend.

• Students are using Google Maps (1), the Cap Metro app (2), and Apple Maps (3) to get around. Most users felt they could not have navigated to the HEB without their phones. Physical signage and surroundings are used by over 65% percent of our survey sample to find their way around.

• The Austin transit system is not standardized: what buses look like, what features (route preview, stop request system) it has, what stops look like, what features (live bus tracking board, audio info, shade, seating) they have. Our participants especially struggled with requesting a stop because the method is different on some buses.

• From our journeymaps, there is a distinction between active navigation (driving, walking) and passive navigation (bus, train). When users are actively involved in navigational decision-making throughout their entire commute, they tend to have a more concrete mental model of their commute: they recognize more landmarks and have a better sense of direction. Being a passive passenger seems to abstract a rider's mental model of their commute.

Opportunities

• How might we use landmarks to provide students- especially non-native Austinites- with support in building their mental image of the city? How can landmarks help students know where they are beyond UT, feel connected to the surrounding communities, and develop mobility confidence on par with native Austinites?

• How might we improve people’s spatial awareness of movement by increasing the levels of desirable, active engagement throughout the navigation process?

• How might we make sure that new modes of transit are compatible and accessible through Google and Apple Maps?

Summary

Students of all mobility modes are currently relying on basic instinct instead of defined road rules, often leading them into unsafe situations. Furthermore, due to the inaccessibility of campus and its surrounding areas, students with disabilities feel like they are not valued by UT, or Austin as a whole. Seasonal events cause massive traffic disruption that takes away from the celebratory nature of events occurring on or near campus, causing students to question whether or not the events were worth attending in the first place. Lastly, students worry about how the construction will affect their lives in the future, often describing their intention to move away instead of living in Austin while construction occurs.

Key Takeaways

• Students are facing daily obstacles to their commutes, including other forms of mobility on the streets not following the rules of the road, construction, unkempt sidewalks, unclear road/pedestrian signage, and Texas’ extreme weather.

• Students with disabilities are facing major disadvantages getting around campus, especially those whose mobility is impaired. The roads surrounding West Campus are in disrepair, and the walkways are narrow and often blocked by obstacles.

• The busiest streets to cross Guadalupe Street as a pedestrian are 24th, 22nd, 21st, and 23rd. The busiest crossing times are ~8:30am-9:45 am, and ~4pm-6pm (with an exception for 24th st: Busiest times are 7:45am-8:45am, 5:45-6:45pm)

• Each mode of mobility in West Campus disrupts the others, causing a chaotic and disruptive mobility experience for all.

  • Pedestrians often jaywalk in West Campus and compete with cars for the right of way, putting themselves and others in danger. They also walk carelessly in front of bike riders and in bike lanes, risking crashes.

  • Cyclists often do not follow road rules, not stopping at stop signs or red lights, passing carelessly in front of cars, not using turn signals, and riding on sidewalks, putting themselves and others in potential danger especially when riding alongside cars.

  • Electric scooter riders disregard traffic rules to the same extent as bike riders, but also ride them while impaired and distracted, and discard them in places that block walkways.

  • Drivers also often disregard road rules, driving through stop signs and red lights, driving the wrong way down one way streets, blocking pedestrian crossings, and competing with pedestrians for the right of way, causing potentially dangerous situations.

  • Self-driving cars disregard road rules to the same extent as drivers, but are also often unpredictable in their routes and their driving, leading to increased traffic, and narrowly avoided accidents.

  • Bus riders often complain that routes are unpredictable and unreliable, leading many to develop back up plans for mobility and choosing other options. Busses also get stuck in traffic often, leading to increased ride times and a decreased feeling of control for riders.

• Students are finding major seasonal disruptions occurring during events on or near campus. These seasonal event disruptors occur primarily on game days, concert days, school-held ceremonies, and move in days. Traffic is extreme during these times, and buses are rerouted or canceled to accommodate for traffic.

• Students worry about how construction will be affecting the immediate West Campus area, and an attitude of not wanting to be in Austin while the light rail is being built.

• Students have a sense of detachment from the project due to plans of moving away from Austin before the light rail is built. “How is this going to affect me? I’m not going to be here.”

Opportunities

• How might we design with seasonal and event disruptors in mind, so that students can feel like their time is cared about and considered more?

• How might we encourage people who use all modes of mobility to adhere to road rules? How do we decrease the amount of chaos and dangerous mobility situations occurring around campus?

• How might we design solutions to ensure communication of these disruptors to the construction team, the public transportation system, and the student population?

• How might we design for heightened safety around the light rail, especially when considering the amount of intoxicated students moving through West Campus?

• How might we design systems that make students with disabilities feel seen, heard, and considered in the design process of the new light rail system?

• How might we design for the students that will endure the construction of the new light rail system during their entire UT experience?

Summary

Personal expectations and beliefs being inconsistent with real world experiences can breed apprehension. Students reported that the bus system is overwhelming due to its complexity and inconsistency. They also reported that they don’t feel secure when using other forms of transit (such as bikes and scooters). Students stated that public transit is not reliable and timely. Overall, students opt for using private transport (the personal or individual use of transportation which are not available for use by the general public) as opposed to public transit because they feel more in control of their schedule, where they are going, and the environment of their commute.

Key Takeaways

• Complexity and Cognitive Load: The bus system is often complex, with numerous routes, schedules, and payment options. Navigating this complexity places a significant cognitive load on passengers, particularly those who are infrequent users or unfamiliar with the system. The need to make multiple decisions, such as choosing routes, transferring between modes, and ensuring proper payment, can be overwhelming.

• Lack of Information and Communication: Inadequate access to real-time information about transit options, delays, and disruptions can lead to uncertainty and anxiety. Students may not have reliable ways to stay informed about their journeys, making them feel vulnerable and less in control.

• Negative Cognitive Biases: Cognitive biases, such as confirmation bias (people's tendency to process information by looking for, or interpreting, information that is consistent with their existing beliefs) and the availability heuristic (the mental shortcut where we make decisions based on emotional cues, familiar facts, and vivid images that leave an easily recalled impression in our minds), contribute to apprehension. Negative experiences or sensationalized media coverage of transit incidents can disproportionately influence perceptions of risk and safety, leading individuals to overestimate potential dangers.

• Infrastructure and Accessibility Issues: Concerns related to the physical environment, including disrepair, lack of signage, and accessibility challenges for individuals with disabilities, can deter people from using public transit. These issues can contribute to discomfort and safety concerns. Apprehension can also be rooted in inequities in access during the commuting process. Those with limited mobility, low income, or health conditions may face additional barriers that make commuting less accessible and convenient. This can inhibit their freedom of movement and eliminate choices for modes of transportation.

• Social Dynamics and Safety: Passengers' experiences on public transit are influenced by social dynamics and perceptions of safety. Crowded or poorly maintained transit spaces, encounters with unruly behavior, or harassment can create feelings of discomfort and insecurity.

• Individual Preferences and Needs: Students have varying preferences and needs when it comes to their commute. A student may prefer a less efficient or desirable route of travel due to personal preference, for example, they may take a less efficient route due to a favorite coffee shop being along it.

• Lack of Community and Positive Experiences: Creating a sense of community and positive experiences within transit environments can mitigate apprehension. Students who feel connected to their fellow commuters and perceive transit spaces as welcoming are more likely to use public transit with confidence.

• Language and Culture barriers: UT is a multicultural school with a student population that has many unique and distinct backgrounds. Texas as a whole is also a state composed of many different races, ethnicities, and backgrounds. Differences in language and culture can make it difficult for students to navigate confidently, especially true for international students.

Opportunities

• How might we mitigate apprehension towards the bus system by offering assistance to first time users and providing better schedules, signage and maps?

• How might we simplify the public transit experience to reduce cognitive load?

• How might we mitigate apprehension by creating consistency within and across transit and mobility modes through better affordances, imagery, and information?

• How might we mitigate apprehension by fostering a greater sense of community, increased safety, knowledge sharing, and help among students as they navigate campus?

Summary

Student sentiments regarding the implementation of the Light Rail system in the area are mixed. While current traffic conditions on Guadalupe Street are seen as hazardous and frustrating, there is an openness to changes in traffic management. People generally hold a positive view of the Light Rail project and support efforts to integrate it, emphasizing its potential to improve accessibility. However, concerns about UT cultural preservation, the need for pedestrian-friendly spaces, and a desire for personal autonomy in transportation persist, underscoring the complexity of balancing past and future needs.

Key Takeaways

• There is skepticism around the actual implementation of the Light Rail. It almost manifests itself as a sense of distrust in city government, authority, and people in charge of transit.

• Light rails implemented through/near other college campuses are a vital resource for students. In 2021, a survey by San Jose State University’s Transportation Solutions program found that 29% of students rely on the light rail and bus services to get to campus.

• Current traffic on Guad is perceived as dangerous & frustrating. Students aren’t happy with the current state of affairs when it comes to mobility in West Campus/Campus. There is a decent level of open-mindedness when it comes to changes happening to traffic on Guad.

• There are concerns among students regarding the safety of public transportation, which can influence their willingness to use the new light rail. Safety apprehensions make many students nervous about utilizing the system; e.g. students at UNC Charlotte, the University of Minnesota, and the University of Maryland - all of which have light rails running through/near campus - have spoken openly about their safety concerns online.

• Students have a generally positive perspective towards the Light Rail and its effects. People are supportive of the effort being made towards integrating the Light Rail. While there are powerful feelings about different aspects of the Light Rail implementation plan, people are generally pretty supportive of what it brings to the table.

• Students feel uninformed about the Light Rail plan and don’t know how to access information about it to become more informed. There are also significant concerns over preservation. Students are open to change, but there must be a balance with the past.

• Light Rail will increase accessibility. There is a shared want for Wampus and Campus to be more pedestrian-friendly and easier to navigate from/to. The Green Line in Minneapolis, which connects to the University of Minnesota, has greatly enhanced connectivity for students, faculty, and staff.

• Freedom provided by car culture is ingrained into our society. Students (everyone, really) want to feel autonomous.

Opportunities

• How might we integrate and celebrate nostalgia into the design of: Light rail, stations, signage…?

• How might we promote and design for autonomy in the physical environment?

• How might we incorporate the Light Rail into the Wampus environment as seamlessly as possible?

• How might we ensure that culturally significant places in Wampus are commemorated in the integration of the Light Rail?