The article “Online Learning Models for Citizen Academies on Transportation, ” co-authored by CUTR researcher Tia Boyd and former CUTR researcher Jason Jackman (currently with the City of Tampa), is now available in the Transportation Research Record (TRR). This article offers a fresh perspective on public engagement through virtual community academies. It is a must-read for planning and transportation professionals looking to enhance their outreach efforts and connect more effectively with community members.
The project highlighted in this article, the Tampa Bay Citizens Academy on Transportation (TB-CAT), was funded through the National Institute for Congestion Reduction (NICR) with support from the City of Tampa.
Check out the article in the TRR to explore how education and technology can be leveraged to boost public engagement practices and outcomes.
Abstract
Virtual citizen academies are a useful tool in the planner’s toolbox. This paper describes virtual citizen academies and addresses how they support public engagement and community cocreation goals in an increasingly virtual world. The results from the 2021 and 2022 program evaluations of the Tampa Bay Citizens Academy on Transportation (TB-CAT) are used to demonstrate the benefits and limitations of online platforms for citizen academies. TB-CAT was a free 8-week course to familiarize City of Tampa residents with transportation in the city. This academy was initially designed as an in-person course, but to reduce the risk of exposure during the COVID-19 pandemic and provide additional flexibility for participants, TB-CAT was changed from a face-to-face course to a virtual course. Through the TB-CAT evaluations and the experiences of the TB-CAT facilitators, it was evident that online platforms can expand the reach of citizen academies to interested community members and help agencies accomplish public engagement and community cocreation goals. However, they also indicated that intentional and consistent efforts are needed to ensure that all community members, including individuals living in rural areas, can receive the full benefit of online academies. The information provided in this paper provides insights into agencies as they consider how education and technology can be integrated into public engagement practices.
