Office of Operations Freight Management and Operations
Table of Contents

Shaping the Course

Identification of Training Needs

Once the participants had a better idea of the big picture vision for the course, they were asked to begin identifying training needs and target audiences for the course while keeping this vision in mind. Within their shared perspective breakout groups, they were first asked to identify the issues they face in their jobs related to environmental impacts or considerations associated with freight projects as well as other issues that are "out there" that may need to be addressed in this freight and the environment course. As they discussed the issues, they were also asked to identify the types of professionals that have to deal with these issues in the course of their jobs and the impact the issues have on the success of the professionals' efforts and projects.

Overall, 17 issues were identified between the 2 groups. The list of issues and related target audiences and impacts is included in Appendix C – Training Needs.

Target Audiences

Throughout the day, it was repeatedly heard how it important it will be for the course to bring together representatives from the public and private sectors. However, when it came to identifying specific audiences for each issue/training need, State Departments of Transportation (DOTs) and Metropolitan Planning Organizations (MPOs) emerged as the most prevalent audience types. The charrette participants agreed that the Freight and the Environment course should first and foremost be targeted toward State DOTs and MPOs, as they are the most likely to deal with freight transportation environmental issues on a day to day basis. Within these organizations, the participants identified specific job titles, such as:

  • Freight planners
  • Air quality planners
  • Long range planners
  • Transportation Improvement Plan (TIP) planners
  • Land use planners
  • Senior level management and staff
  • Environmental planners and engineers
  • Economic development managers
  • State plan "authors"
  • Civil rights managers
  • Truck program managers

In addition to State DOTs and MPOs, the participants identified a mixture of public and private sector organizations that would benefit from the course, including port authorities and terminal managers (for both sea and air), environmental organizations (including the U.S. EPA), local and county government representatives, and rail and trucking representatives, as well as several other audience groups. The consolidated list of audience types and the number of issues for which each audience was suggested is included in Appendix D – Audiences.

Development of Lesson Areas, Resources, Notable Practices, and Learning Objectives

As each group shared their identified training needs and target audiences, the large group was asked to determine if the issues satisfied the criteria defined in the previous section. For the most part, the issues did meet the criteria. However, some participants noted that some of the issues were too specific and were actually subsets of broader topics. It was also noted that some issues called for the identification of strategies to mitigate certain issues, but the course should actually be focused on teaching strategies rather than identifying them. Furthermore, it will be important to identify and teach mitigation strategies that have multiple benefits. For example, any improvement to mobility and capacity will help to improve environmental issues, and, therefore, mobility and capacity enhancements are a strong force in selling freight projects.

Based on the comments heard during the report from the breakout session, the issues were revisited and combined to create a more concise list of training needs. The framework for the course began to take shape as the training needs were developed into lesson areas. The attendees were asked to break out into mixed perspective groups. Each group was assigned one half of the identified training needs and was given a template in which they were asked to identify:

  • What specific strategies, techniques, tools, references or other resources are available to assist professionals in dealing with these issues?
  • What notable practices have you implemented or closely observed that you feel should be shared with others?
  • One to three learning objectives for each "lesson area." These should be demonstrable or measurable and stated in subject-verb-object syntax.

As the groups began to shape the lesson areas, they noted where the training needs previously identified needed to be modified and also made changes as necessary. The overall lesson framework template is shown in Table 3.

Table 3 – Lesson Framework[2]
Lesson Areas Lesson Content Learning Outcomes
Training Need, Who Benefits and How Tools/ Techniques/ Resources/ References Notable Practices Learning Outcome
  1. Transportation professionals need to understand air quality standards and constraints, how to quantify air quality effects, and reduce emissions to include identifying alternate fuels.
    Specifically:
    • Conformity
    • Project (hot spot)
    • CMAQ
  • SCREEN model (DOE)
  • Make people aware of Mobile 6 model (EPA)
  • FHWA Resource Center
  • Different states use different models – i.e., CA uses EMFAC (CARB)
  • CMAQ – in VA simple spreadsheet analyses are used
  • CMAQ funding for freight – what are the eligibilities for using CMAQ for freight projects?
  • Tools available for diesel emission reduction (idling) (many tools are available)
  • Share unit costs for projects – many states collect this, create a common spreadsheet
  • CMAQ Web Site

 
  • Alert partners to when CMAQ funding becomes available (DVRPC)
  • Gateway Cities Council of Gov'ts Program – incentivize turnover for older trucks (CA)
  • TERP – Texas program similar to CARB's Carl Moyer Program
  • City of LA – task force looking at 70 different kinds of air quality measures, finished product could serve as a resource for cost, timeline, cost effectiveness
  • Pier Pass – extended hours of gate operation in LA/Long Beach with a fee
  • Design of truck stops – provide electric hookups to eliminate truck idling.
  • Students will be able to understand the difference between regional—vs. project-level analyses of air quality.
  • Students will be aware of the availability of CMAQ and acceptable uses of CMAQ.
  • Students will be able to understand the impact of conformity.
  • Students will be able to identify key strategies to improve air quality (idling).
  1. Transportation planners need to understand how to deal with contaminated and clean dredge materials.
    Specifically:
    • Removal
    • Where to put it (re-use)

    Note: except for Ports, this isn't a very broad freight issue
  • Localities Guide to Section 404 Permitting (pamphlet from Corps of Engineers)
  • Sea Ports have developed dredge material management plans. (Hampton Roads Port – Craney Island; Port of NY)
  • Students will be aware of the issues involved with dredge materials and their disposal.
  • Students will be able to understand general conformity (to obtain permit for dredging).
  1. Transportation professionals need to be able to identify noise impacts and mitigation strategies for those impacts; what regulations apply to dealing with noise.

Note: All modes have noise issues but the issues are different among modes.
  • FRA's Train Horn Rule – making improvements to grade crossing safety so trains refrain from using horn (FRA rule)
  • Aviation Noise Model – INM (SCAG)
  • TNM – FHWA's Traffic Noise Model (VA)
  • Study on underwater noise impacts to aquatic mammals (NOAA) – up and coming issue
  • Terminal Design – warehouse areas are berming outside of warehouse to reduce effect of truck noise on local community
  • NJ – Railroads shifted hours of operation so they didn't coincide with when people were home, etc.
  • Design of truck facilities so that trucks don't have to back up (beeping).
  • Building design – move truck bays to the back side so they are not on the street, buildings act as a buffer to noise.
  • Regulation on use of truck air brakes in urban areas
  • Time shifting of hours of operation – has pros and cons
  • SCAG Environmental Justice Noise Analysis for Aviation and Highways
  • Design of truck stops – provide electric hookups to eliminate noise from truck idling.
  • Students will be able to identify types of noise and common noise abatement measures.
  • Students will be able to identify a portfolio of strategies for local conditions. (building materials, construction site design, burming, etc.)
  • Students will be able to identify coordination opportunities between different modes that run in the same corridor.
  1. Transportation professionals need to understand project impacts on global climate change and energy consumption and use, and how to reduce these impacts.
  • EPA Smartway Program – incentive for private sector to get involved.
  • Clean Cities Coalition and others that work with DOE for energy consumption issues.
  • Idle Air
  • Gateway Cities Program
  • Carl Moyer Program
  • NY requires CMAQ program to do energy evaluations
  • Students will become aware of resources available.
  • Students will be aware of chemistry of global climate changes and how freight emissions can impact them.
  1. Transportation professionals must understand cumulative and secondary impacts of:
    • Land use/consumption
    • Reduce VMT
    • Mode shift
    • Congestion management

    …And solutions to these impacts.
  • Primer on Assessing Cumulative and Secondary Impacts for NEPA (Jeanne Stevens)
  • AASHTO Bottom Line Rail Report – looks at freight and rail issues
  • NJTPA and NJ Institute of Technology Study on Brownfield Redevelopment
  • FHWA/FRA Diversion Model – ITIC, geared toward going from truck to rail intermodally.
  • Short Sea Shipping and Inland Barge and Ferry (MARAD)
  • PANYNJ Port Inland Distribution Network Study
  • Sprint Rail Movement – short haul rail (less than 400 miles). Many areas are looking into this, including NJDOT Portway Extensions Program.
  • Smart Growth (EPA's Community and Environment Division)
  • Cross Harbor Freight Study (NYC)
  • Alameda Corridor
  • FAST (Seattle/Tacoma) – looking at region wide modal shift of traffic
  • CREATE (Chicago)
  • Strategic Intermodal System (SIS) (FL DOT)
  • I-81 Corridor (VA DOT) – relative benefits of doing rail enhancement vs. 1-81 enhancement
  • PIDN (PANYNJ)
  • MAROPS (I-95 Corridor Coalition)
  • Elasticity Study – will imposing container fees at ports result in diversion of traffic to other ports (LA)
  • Funds for improvement to shortline railroads (Penn DOT, TN DOT, NJ DOT)
  • Smart Growth (LA, Orlando MPO)
  • Florida 's Efficient Transportation Decision Making Process (ETDM) – automated process, local governmental entities, federal and state agencies involved in environmental issues are involved
  • Wal-Mart/Big Box Retail has affected distribution. Concept of Freight Villages – localizing distribution centers in one area (LA – Watson Industrial Park, Northern NJ)
  • Railroads are consolidating facilities – CSX is including this in strategic plan
  • Trucking Hours of Service – rearranging logistics practices of distributors. (Johnson & Johnson Example – Truck carrying Band-Aids will never drop off all Band-Aids in one place – there are several stops, but trucks are limited to number of deliveries so they need to hire more trucks to make all deliveries in time.) Rule affects a lot of different issues.
  • Off-shoring of manufacturing
  • Students will learn a variety of approaches that are being looked at for modal shift and strategies being deployed locally and nationally.
  • Students will learn the importance of development choices to transportation locational decisions.
  1. Transportation professionals need to understand how to move HAZMAT /waste materials with minimal risk. Professionals need to understand the relationship between Freight and Environmental Justice.

(Need to separate these two issues)

There is a need to educate professionals on how to engage community in dialogue on EJ planning and issues, economic development strategies, etc.
  • (State DOT): Commodity Flow Information
  • MINDOT has freight facility database
  • Most states should have data on which motor carriers have permits for HAZMAT materials
  • ACTION: EPA may have training program on this issue (Confirm with Fred Talcott, Ken Adler knows him)
  • FMCSA publishes regulations on Commercial HAZMAT transport
  • MPO: GIS tools assist in mapping EJ neighborhoods/communities and overlay existing/planned freight facilities in region
  • Federal Executive Order on Environmental Justice (Mike Sims)
  • CDC has data on health impacts of freight projects—they may have best practices as well—targeted to EJ communities
  • Many existing tools/research on process for establishing HAZMAT routes in an urban area.
  • SCAG/COG: Have fairly refined GIS analysis tools on EJ issues related to metropolitan transportation plans
  • NCT COG has tools/research on HAZMAT routes, data, etc. which could help professionals learn how to develop HAZMAT plans in their area.
  • ARC: (EJ-oriented)—Has existing GIS tools to support EJ analysis (can be easily replicated in other areas—offers suggested approach)…helps make the case to the public/explain impacts when promoting freight projects
  • ARC has presentations on EJ-impacts and HAZMAT issues/plans of freight projects in general as well as on specific projects—could offer examples. Presentations included action plans for the MPO in addressing concerns (linked EJ, freight, land-use)
  • Students will understand basics of HAZMAT 101: What materials are restricted, how, what regulations govern this, economic importance of HAZMAT etc.
  • Students are able to assess the impacts of HAZMAT transport on roadways and incorporate into regional/statewide road plans. (The ability to develop these plans may be outside of transportation planner jurisdiction/role…)
  • Students will understand under what conditions HAZMAT restrictions may be implemented.
  • Student will understand and be able to identify EJ issues, how to analyze the impacts of them, and how to resolve the issues.
  • Students will understand tools and ways to engage affected communities in a dialogue on these issues and potential solutions.
  1. Transportation professionals need to understand the impacts of truck idling on the environment and ways to model and reduce these impacts.

There is a need to identify and understand the health impacts of PM 2.5 and toxins

Various federal, state, local laws

Note: May need to broaden this.
  • EPA has guidance on truck idling
  • EPA website identifies Hotspot analysis tools
  • Air Quality Health Assessments (EPA-funded NGO) See Health Effects Institute website.
  • FMCSA rules RE: hours of service rules lead to unintended consequences of those rules that call truck idling—…States and cities have anti-idling laws.
  • SMARTWAY website offers notable practices
  • Private sector motor carrier organizations (____) have done research on truck idling
  • Truck stop electrification (SMARTWAY has examples; TDOT has examples of successful programs; ARC has examples of programs being funded with CMAQ dollars; NY State Energy and research and development authority has some examples)
  • NCHRP and FHWA Environment office has done wide-scale study on use of CMAQ funds
  • Pony packs—Aux Power Units on trucks (turns off main engine and allows lower HP engine to power the electronics of the vehicle)
  • Logistics
  • Weigh-in motion systems/CVISN
  • Port of Savage may have case study on successfully modifying their port operations to reduce truck idling
  • CA/New Orleans has success stories at the various ports (appointment systems, etc.); Automated Gate Systems (Ports, distribution centers, = anywhere there are trucks); extended hours to mitigate truck congestion
  • Truck-only lanes (examples needed)
  • Students will be aware of and be able to apply tools/techniques to help quantify the impacts of truck idling on the environment and ways to model these impacts.
  • Students will understand ways to reduce truck idling.
  • Students will understand range of conflicting rules (federal-state-local) that cause and prohibit truck idling
  • Students will understand how to use innovative financing such as CMAQ funds to mitigate truck idling issues
  • Students will learn techniques for working with private sector truck stops on ways to implement idle reduction programs
  1. Transportation professionals need to have examples of various funding and financing strategies and tools, to encourage/ obtain additional public-private funding for projects and environmental mitigation.

Note: May need to define what types of things need this funding…
  • Federal and state grant programs
  • ROI methods for mitigation strategies
  • Innovative financing, TIFIA, P3s, SIBs
  • Contract preferences (e.g., design-build-operate concession terms can build in environmental performance goals
  • REMI, IMPLAN for economic development benefits
  • StratBenCost, HERS ST for project economics analysis
  • GDOT fast forward governor's funding programs
  • Alameda Corridor
  • I-10 corridor
  • FAST Corridor
  • Redhook Barge (CMAQ)
  • CREATE
  • MnDOT's port development program
  • Tapanzee Bridge Truck Toll/Lane
  • Green port terminal in LA or LB
  • Students will be able to identify innovative financing funding resources and opportunities, and identify how to apply them in their region/area
  • Students will understand how to develop cost-effectiveness analysis for freight projects.

Prioritization of Training Needs

After each group presented their lesson frameworks, the participants were given a chance to prioritize the lessons/issues. This prioritization will help FHWA identify the issues that should be considered as they develop the course. While all of the identified issues should be considered for course development, those that are deemed to be priority issues should either be included in the freight and the environment course, or a scan of other available courses should be taken in order to determine if the issues are adequately covered elsewhere.

After attendees voted on the issues, some comments were voiced about the need to consolidate and enhance some of the issues further. It was determined that the truck idling issue (Issue #7 in Table 3) could be combined with the air quality issue (Issue #1), as air quality issues encompass truck idling issues. It was also determined that the HAZMAT and environmental justice issue (Issue #6) should be divided into two separate issues.

Table 4 – Prioritization of Issues[3]
Issue Votes
  1. Transportation professionals need to understand air quality standards and constraints; how to quantify air quality effects and reduce emissions to include identifying alternate fuels.
    Specifically:
    • Federal, state, local laws.
    • Conformity
    • Project (hot spot).
    • CMAQ.
    • Impacts of truck idling on the environment and ways to model and reduce these impacts. (There is a need to identify and understand the health impacts of PM 2.5 and toxins.)
 10
  1. Transportation professionals must understand cumulative and secondary impacts of:
    • Land use/consumption.
    • Reduce VMT.
    • Mode shift.
    • Congestion management.

    …And solutions to these impacts.

 10
  1. Transportation professionals need to understand the relationship between Freight and Environmental Justice. There is a need to educate professionals on how to engage community in dialogue on EJ planning and issues, economic development strategies, etc.
 5
  1. Transportation professionals need to have examples of various funding and financing strategies and tools, to encourage/ obtain additional public-private funding for projects and environmental mitigation.

Note: May need to define what types of things need this funding…

 4
  1. Transportation professionals need to understand project impacts on global climate change and energy consumption and use, and how to reduce these impacts.
 3
  1. Transportation professionals need to understand how to move HAZMAT/waste materials with minimal risk.
 1
  1. Transportation planners need to understand how to deal with contaminated and clean dredge materials.
    Specifically:
    • Removal.
    • Where to put it (re-use).

Note: except for Ports, this isn't a very broad freight issue

 0
  1. Transportation professionals need to be able to identify noise impacts and mitigation strategies for those impacts; what regulations apply to dealing with noise.

Note: All modes have noise issues but the issues are different among modes.

 0

Additional Issues Raised

In addition to the issues that were discussed during the charrette, a number of attendees had suggestions for other issues that could be covered in the course. While these issues did not make it on the list during the charrette, it is important that they be considered in course development.

  • Transportation professionals need to understand the water quality impacts of freight, such as wet lands and storm water runoff impacts, as well as regulations meant to mitigate these impacts.
  • Transportation professionals need to develop an understanding of the critical importance of community involvement and participation in the planning and implementation process. The course needs to provide positive examples and tools to accomplish this.
  • Transportation professionals need to develop an understanding of Federal and State project environmental review processes (e.g., NEPA, CEQA) and, most critically, ways to expedite these processes without alarming the community that requirements are being bypassed ("streamlining").
  • Safety and Security – Transportation professionals need to be able to assess vulnerabilities in the transportation network, especially for a State's major freight movements, and plan to create better redundancy to mitigate these vulnerabilities. For example, there are a limited number of Mississippi River crossings. Eliminating one of these crossings could affect shipment of California agricultural products to the eastern U.S. The solution should be not only in surveillance, but also in planning for alternate routes. This requires an understanding of vulnerable locations and an understanding of what types of freight would be interrupted and the time sensitivity of these shipments.
  1. It was noted by participants that rail and water impacts should be incorporated into all lesson areas.
  2. It was noted by participants that rail and water impacts should be incorporated into all lesson areas.

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